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Introduction "Multimodal Approaches to Heritage and Minoritised Languages for Young People: Experiences from Formal and Non-formal Education" by Marza, Anna & Sanchez-Requena, Alicia, Part I Minoritised languages in non-formal education, Chapter 1 "Extramural digital practices of minorised language learners: how do school-age learners of Irish develop their pluriliteracies informally outside school for the benefit of their disciplinary literacies in school?" by Neville, Craig, Chapter 2 "Bookstagram and education: The perception of bookstagrammers in the dissemination and preservation of the Galician language" by Penasco Gonzalez, Sandra & Maceiras Lafuente, Andrea, Chapter 3 "Leveraging Instagram and TikTok to Promote Minority Languages in Non-Formal Settings: A Case Study on Learning and Improving Catalan" by Bardini, Floriane & Igareda, Paula, Chapter 4 "A playful approach to Forro and Cape Verdean Creoles: multilingual and intergenerational theatre" by Garcia-Azkoaga, Ines & Montroy, Maria, Chapter 5 "Revitalization of linguistic and cultural heritage through the creation of transfolk songs: a pilot study in two secondary school class groups" by Monferrer-Palmer, Aina & Torrents, Julieta, Part II Heritage languages in formal education, Chapter 6 "Enhancing minority language practices through multimodal pedagogies: A classroom case study" by Castellano-Sanz, Margarida & Reyes-Torres, Agustin, Chapter 7 "Multilingualism Through the Lens of Linguistic Hospitality: Exploring the Catalan Aula d'Acollida" by Gomez i Martinez, Mireia, Chapter 8 "Using film for teaching Arabic as a heritage language to young learners: Challenges, opportunities and innovations" by Mohamed, Salwa & Herrero, Carmen, Chapter 9 "Engaging beginning teachers in multilingual and multiliteracies book-making: Why and how for heritage language learners" by Prasad, Gail, Chapter 10 "Beyond English: Representing Cultural and Linguistic Diversity in EFL Materials through Didactic Voice-Over" by Tinedo-Rodriguez, Antonio-Jesus & Talavan, Noa, Index. |