Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective languages pedagogy in 21st-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.

Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful languages education for diverse students in the very different contexts in which we teach and work. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation within local contexts. To do this this book addresses and integrates innovative perspectives such as translanguaging, CLIL and multilingual¿rather than bilingual¿perspectives. It includes diverse discussions around digital literacies, and addresses issues of the dominance of prestige languages programs for ¿minority¿ and ¿heritage¿ languages, as well as discussing controversies about English and languages education.