Applied Linguistics Research and Good Practices for Multicultural and Multilingual Classrooms


Isaak Papadopoulos, PhD – Programme Leader, School of Doctoral Studies, UNICAF University, Larnaca, Cyprus
Smaragda Papadopoulou – Full Professor of Language Teaching, University of Ioannina, Greece

Series: Languages and Linguistics

BISAC: LAN009000

Target Audience: EFL Teachers, Language Teachers, Multicultural education teachers/scholars/researchers, University professors

This book aspires to provide a reflective and descriptive account of innovative research works and practices related to promoting and accommodating cultural and linguistic diversity in education. Within a diverse world, classrooms with diversity are not considered to be a major challenge, especially when researchers and teachers are making a joint attempt to accommodate this diversity of skills, competences, knowledge, expertise, feeling, languages, and cultures. This book has been developed to cover various aspects of approaching and supporting multilingual and multicultural classrooms through a selection of chapters, which shed light onto experiences in the field. The contributors of this book report and reflect on practices that raise students’ multilingual and inter/multicultural awareness, communication and interaction. They discuss challenges of various contexts and provide perspectives from different angles on the above-mentioned issues underlining the need for continuous research, implementation and reflection in modern diverse classrooms. Teachers and researchers internationally seem to have placed this diversity at the center of their attention and this book is an example of best practices and pieces of research towards supporting such classrooms which have been seen as a crossroad for languages and cultures.

Table of Contents


Chapter 1. Educational practices in multicultural and multilingual preschools in Iceland and partnerships with parents
(Hanna Ragnarsdóttir – University of Iceland)

Chapter 2. Pre-service primary school teacher’s preparedness to work in a multilingual environment
(Olga Kotenko and Tetiana Holovatenko – Foreign Languages and Methodologies Department, Borys Grinchenko Kyiv University, Kyiv, Ukraine)

Chapter 3. The hidden curriculum in multicultural and multilingual classrooms
(Mary Koutselini and Sylvana Savva – University of Cyprus – Department of Education, Cyprus et al.)

Chapter 4. Raising language awareness and intercultural sensitivity in mixed classrooms
(Aspasia Chatzidaki, Dionysia Kontogianni, Theodosia Michelakaki & Paraskevi Thomou – University of Crete)

Chapter 5. Supporting teachers in refugee children’s education
(Sofia Avgitidou – Department of Early Childhood Education, University of Western Macedonia, Florina, Greece)

Chapter 6. The accelerated learning programme (ALP) of UNICEF for teaching history in culturally and linguistically diverse classrooms in Greece
(Aikaterini Arampatzi, Panayotis Gatsotis, Anastasios Matos and Despina P. Papadopoulou – Ministry of Education, Athens, Greece)

Chapter 7. Language diversity in class: The case of dialectal variation
(Marina Tzakosta – Department of Preschool Education, University of Crete, Rethymno, Crete, Greece)

Chapter 8. Translanguaging in Multilingual Classrooms in Cyprus
(Sviatlana Karpava – Department of English Studies, University of Cyprus, Nicosia, Cyprus)

Chapter 9. Translanguaging as a pedagogical practice in primary education: approaching, managing and teaching diverse classrooms
(Isaak Papadopoulos – Center of Greek Education, Greece)

Chapter 10. “We should not bury our language by our hands”: Crafting creative translanguaging spaces in Higher education in the UAE
(Telma Gharibian Steinhagen and Fatma Said – Language Studies Department, Zayed University, Abu Dhabi, UAE et al.)

Chapter 11. The socialization of students in the EFL classroom according to their cultural and religious background
(Georgia Liassa and Vasilios Zorbas – Hellenic Open University)


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