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Table of Contents
Chapter 1: Introduction: Understanding Identity and Language(s) Awareness by dint of DLC
Part I: DLC, Identity, Awareness, and Language Policy
Chapter 2: Dominant Language Constellations and Language Policy and Planning in Two Settings: Perspectives from Tunisia
Chapter 3: Digital DLC models as instruments for raising awareness and better understanding of current multilingualism in HEI
Part II: DLC-Identity-Awareness triad in formal language education: from primary to higher education
Chapter 4: Applying DLC to the study and discussion of early multicompetence in a trilingual minority context in Northern Italy
Chapter 5: (En)Countering the White Gaze: Native-speakerist Rhetorics and the Raciolinguistics of Hegemony
Chapter 6: Language repertoires or individual dominant language constellations: the reality of instructed educational settings in a (mostly) monolingual context
Chapter 7: Dominant Language Constellation and plurilingual awareness: The case of Student Language Teachers in Greece
Chapter 8: Are teachers developing strategies to enhance the use of DLC in the learning of Portuguese as a foreign language in English-dominant Classrooms?
Chapter 9: DLC of consecutive multilinguals studying languages in an officially monolingual environment
Part III: DLC-Identity-Awareness triad in teacher education and professional development
Chapter 10: Speaking about my languages promotes my language awareness: Student Teacher Beliefs about Language Awareness and Their Dominant Language Constellations
Chapter 11: Pre-service Teachers Professional Identity and Representations of English as a Foreign Language: toward a Dominant Language (Teaching) Constellation?
Chapter 12: The dynamics of Dominant Language Constellations: Moments of linguistic ecological transition as portrayed by pre-service foreign language teachers
Chapter 13: We Can Do More With It: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools
Chapter 14: Dominant Language Constellations, Identity, and Awareness: a posse ad esse.
Part I: DLC, Identity, Awareness, and Language Policy
Chapter 2: Dominant Language Constellations and Language Policy and Planning in Two Settings: Perspectives from Tunisia
Chapter 3: Digital DLC models as instruments for raising awareness and better understanding of current multilingualism in HEI
Part II: DLC-Identity-Awareness triad in formal language education: from primary to higher education
Chapter 4: Applying DLC to the study and discussion of early multicompetence in a trilingual minority context in Northern Italy
Chapter 5: (En)Countering the White Gaze: Native-speakerist Rhetorics and the Raciolinguistics of Hegemony
Chapter 6: Language repertoires or individual dominant language constellations: the reality of instructed educational settings in a (mostly) monolingual context
Chapter 7: Dominant Language Constellation and plurilingual awareness: The case of Student Language Teachers in Greece
Chapter 8: Are teachers developing strategies to enhance the use of DLC in the learning of Portuguese as a foreign language in English-dominant Classrooms?
Chapter 9: DLC of consecutive multilinguals studying languages in an officially monolingual environment
Part III: DLC-Identity-Awareness triad in teacher education and professional development
Chapter 10: Speaking about my languages promotes my language awareness: Student Teacher Beliefs about Language Awareness and Their Dominant Language Constellations
Chapter 11: Pre-service Teachers Professional Identity and Representations of English as a Foreign Language: toward a Dominant Language (Teaching) Constellation?
Chapter 12: The dynamics of Dominant Language Constellations: Moments of linguistic ecological transition as portrayed by pre-service foreign language teachers
Chapter 13: We Can Do More With It: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools
Chapter 14: Dominant Language Constellations, Identity, and Awareness: a posse ad esse.