Intro
Foreword: Moving Dominant Assumptions About Teaching English to the Background-A Foreword to Multilingual TESOL
Outline placeholder
Beyond the Global North
Beyond English and the Linguistic
Beyond Previous Training and Experience
Beyond Policy from Above
Beyond Theories to Expanded Practices
Acknowledgments
Contents
Editors and Contributors
Part I Curricular and Principle-Based Approaches to Multilingual TESOL
1 Multilingual TESOL in Practice in Higher Education: Insights from EFL Classrooms at a Gulf University
Introduction

Construction of the Teaching Adaptation Model (TAM)
Overview of Raza's TAM
Understanding Student Population
Filtering Instruction
Increasing Student Participation
Value Clarification
Keeping a Teaching Journal
Discussion and Reflection
Conclusion
References
2 Culturally Sustaining Practices in a Culturally and Linguistically Diverse Preschool Classroom
Introduction
Culturally Sustaining Practices and Family Participation in Preschool
Theoretical Framework
Method
Setting
Participants
Data Collection
Data Coding and Analysis
Results

Seeking Community Agency
Integrating Language Practices
Incorporating Cultural/Historicized Content
Teaching About CLD Group
Discussion
Practical Implications
Conclusion
References
3 English in the Background: Developing an Indigenous Multilingualism in Hawaiʻi
Introduction
Brief Background
Emphasis on Literacy
From Hakalama to Heritage Language Learning
The Question of English
Continued Emphasis on Multilingual Awareness
Conclusion
References

4 Plurilingual Strategies for Teaching Pronunciation in TESOL: A Research-Based and Action-Oriented Approach
Introduction
Plurilingualism and Pronunciation Teaching
Intelligibility Principle and Perception-Before-Production Approach
Applying Plurilingual Strategies in Teaching AL Pronunciation
Description and Analysis Through Translation-for-Mediation
Listening Discrimination Through Cross-Linguistic Comparisons
Controlled/Guided Practice Through Translanguaging for Meaning-Making
Communicative Practice Through Cross-Cultural Comparisons
Conclusion
References

Part II Teaching TESOL Multilingually
5 "Bangla Helps Learners to Get the Gist Better"-Translanguaging in Postcolonial English as a Foreign Language Classes in Higher Education in Bangladesh
Introduction
Pedagogical Translanguaging: A Focus on Teachers' Attitudes
The Concept of Pedagogical Translanguaging
Language Teachers' Attitudes Toward Translanguaging
English in Bangladesh: From Primary to Teacher Education
The Empirical Study
Context of Data Collection and Participants
Corpus and Methodology of Analysis
Findings and Discussion
Conclusion
References