Titlebook: Linguistic and Cultural Innovation in Schools; The Languages Challe Jane Spiro,Eowyn Crisfield Book 2018 The Editor(s) (if applicable) and

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https://doi.org/10.1007/978-3-319-64382-3multilingual schools; learner empowerment; English-language schools; language teaching; heritage languag

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The Path Less Travelled,m in the light of their own context and through the lens of school leader, teacher, and researcher. The chapter concludes with comments from both authors, tracing their starting point with each school and their insights at the end of the research process, as they look towards the future.

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Mapping the Terrain,udies, including the questions used to map the change process step by step and the interaction between outsider-researcher and insider to the school. A process of . is explained, a methodology which evolved in two chapters as insider and outsider researchers engaged in dialogue over a two-year period.

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Dynamic Multilingualism in International Schools: German European School, Singapore, We will trace their journey from a traditional approach to a model that has integrated the use and development of multilingualism into the curriculum in meaningful ways and thus become a model for international schools to look to when searching for good practice in supporting home languages.

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From One to Many: Bilingual Education in a Monolingual Context, Europa School,hool UK (ESUK), a state sector mainstream school. Through her interactions with multiple other participants in the process, the insider-narrator shows how and why this opportunity was conceived by its founding members, how it has been taken up by families in the local community, and how the vision is being realised by its teachers and leaders.

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