@article{1470035,
      recid = {1470035},
      author = {Krulatz, Anna, and Christison, MaryAnn.},
      title = {Multilingual approach to diversity in education (MADE) : a  methodology for linguistically and culturally diverse  classrooms /},
      publisher = {Palgrave Macmillan,},
      address = {Cham :},
      pages = {1 online resource},
      year = {2023},
      note = {Includes index.},
      abstract = {For language educators who have wondered how to  incorporate the theoretical insights of the multilingual  turn into instruction, help is here! In this volume,  Krulatz and Christison set out their model, MADE, which  shows how a multilingual perspective can be incorporated  into diverse classrooms, curriculum design, materials  development, and teacher preparation. Donna Christian,  Senior Fellow, Center for Applied Linguistics, USA This  book is exactly what teachers working with linguistically  and culturally diverse students have been waiting for: a  resource grounded in the latest scientific literature that  explains how to teach and manage multilingual classrooms.  It is an essential resource for anyone interested in  translating theories on multilingualism into practical  classroom applications. Gessica De Angelis, Associate  Professor, Norwegian University of Science and Technology,  Norway This volume challenges practitioners in the field of  language teaching and learning to consider multilingualism  in a classroom as the norm, rather than an exception. In  acknowledging the complexity of multilingual learners  linguistic repertoires, the authors support educators in  implementing pedagogical approaches that center  multilingualism in practical ways. Kristen Lindahl,  Associate Professor, University of Texas, USA This book  introduces the Multilingual Approach to Diversity in  Education (MADE), a framework that provides an extensive,  holistic instrument with research-based teacher indicators  for teachers, teacher educators, and administrators to  deliver optimal education to multilingual learners in a  range of contexts. The authors introduce and provide a  theoretical and research-based rationale for the MADE,  presenting in turn each of its seven indicators, situating  them within current research and theory in multilingualism  and education, and providing specific examples of classroom  applications. This book will be of interest to academics,  teacher educators, pre-service and practicing teachers, and  graduate students interested in teaching and researching  multilingual learners. Anna Krulatz is Professor of English  in the Department of Teacher Education at the Norwegian  University of Science and Technology in Trondheim, Norway.  MaryAnn Christison is Professor of Linguistics in the  Department of Linguistics at the University of Utah, Salt  Lake City, USA.},
      url = {http://library.usi.edu/record/1470035},
      doi = {https://doi.org/10.1007/978-3-031-17335-6},
}