This volume presents a variety of concepts, practices, and experiences
in the field of content learning through the additional language(s) of
learners in a migration society. It contains reflections on the complex
interplay between the unifying characteristics of monolingual and
multilingual programmes and their often diverging, local, and contextual
interpretations and implementations. In addition, it describes
how migration pedagogy has become a catalyst for discussing the
ideological and power aspects of language learning and how a hegemony-
critical attitude needs to become an integral part of classroom
language learning and communicating. In this context, the deliberate
development of Teachers' Awareness of Language Knowledge (TALK)
through a variety of supportive measures is considered to be of central
pedagogical importance. Principles and practical applications of
TALK for the classroom are discussed and evaluated.
