Multilingualism and Multiculturalism in Language Education

Dr Sviatlana Karpava is a Lecturer in Applied Linguistics/TESOL and Linguistics Section Coordinator (2020-present) at the Department of English Studies, University of Cyprus. She is also a Co-coordinator of the Testing, Teaching and Translation Lab (2019-present). She is a Management Committee Member and WG5 Co-Leader of the "European Family Support Network Cost Action. A bottom-up, evidence-based and multidisciplinary approach" (2019-2023) as well as a working group member of the "European Network for Combining Language Learning with Crowdsourcing Techniques" Cost Project (2017-2021). Dr Karpava initiated Erasmus plus project "Planting languages-seeds of success" (2019-2021). She is the general secretary of the Cyprus Linguistic Society (CyLing) and active member and research collaborator of the Diversity, Equality and Inclusivity Office (UCY), Cyprus Teachers of English Association (CyTEA) and Cyprus Acquisition Team (CAT). She is the Principal Investigator of the two internally funded (University of Cyprus) research projects: MIGDISCY- Migration, Discourse, Cyprus and Heritage Language Maintenance, Variation, and Change (2021-2023). Dr Karpava is a member of various international organisations and associations. Dr Karpava is an evaluator of European project proposals submitted in the framework of COST and European Regional Development Fund. She is an editorial reviewer and production head of the Asian EFL Journal. She is also an ad hoc reviewer of various international journals. Dr Karpava is the author of the book: Vulnerable Domains for Cross-Linguistic Influence in L2 Acquisition of Greek. (2015) Frankfurt am Main: Peter Lang. She has also presented her research at numerous international conferences and published her research work in such journals as the Journal of the European Second Language Association, HumaNetten Journal, Journal of Monolingual and Bilingual Speech (JMBS), Journal of Multilingual and Multicultural Development, Russian Journal of Linguistics, Slavica Helsingiensia, Journal of Second and Multiple Language Acquisition, Journal of Portuguese Linguistics as well as in book chapters published by Cambridge Scholars, Springer Nature, Retorika, Peter Lang, Versita. Her area of research is applied linguistics, syntax, semantics and pragmatics, phonetics and phonology, speech perception and production, orthography, first and second language acquisition, bilingualism, multilingualism, sociolinguistics, teaching and education, critical digital literacy; heritage language use, maintenance and transmission, language loss, shift and attrition, family language policy, home literacy environment and intercultural communication. Dr Karpava has supervised 19 MA theses (2013-2019) and three PhD dissertations (2014-2021).

Introduction.- Part 1: Multilingualism: Language Policy, Ideologies and Education.- Chapter 1: Multilingualism: Language Policy and Education - Alexandra Serbinovskaya.- Chapter 2: Linguistic diversity from within and without: Comparing educational policy for autochthonous minority and migrant languages -Nicola Bermingham and Renée DePalma.- Chapter 3: The impact of linguistic and cultural diversity on language education in Sri Lanka - Claire Chaplier and Ethpatiyawe Gedara Indiwaree Poornima Wickramasinghe.- Part 2: Multilingual Education: Students' Perception, Linguistic and Cultural Identities.- Chapter 4: The pupils' and students' knowledge, skills and attitudes towards multilingualism - Tina Rozmanic and lovenia, Karmen Pizorn.- Chapter 5: Bilingual education in an Australian context: Exploring children's perceptions and language use in an innovative curriculum project - Kelly Shoecraft.- Chapter 6: Practical approach to incorporate ICLT in a multilingual environment in higher education: a qualitatively investigated case study about an intercultural telecollaboration project - Sarah-Therese Mann.- Part 3: Multilingual Education, Language Contact and Applied Linguistics.- Chapter 7: Reciprocal language learning through (crossborder) contacts - Irina Moira Cavaion.- Chapter 8: Using Applied Linguistics from the Global South as a Reflection and Consideration to Teach English Courses for Multilingual Students at an Indonesian Islamic University - Ribut Wahyudi, Mira Shartika and Mazroatul Ishlahiyah.- Chapter 9: Using the Internet as a corpus for English teacher training under multilingualism: Challenges and potentials - CHAN, Ka Long Roy and HAN, Nok Chin Lydia.- Part 4: Teachers' Beliefs and Perceptions on Plurilingual Practices.- Chapter 10: Teaching Greek as a Second Language to multilingual students: teachers' challenges, goals and practices in Mainstream and Reception Classes - Lytrivi Foteini and Maria Papadopoulou.- Chapter 11: An exploration of teachers' beliefs and practices for Modern Foreign Language teaching in a Scottish primary school - Argyro Kanaki.- Chapter 12: Multilingual Contexts and Realities: Teachers' Perceptions on Plurilingual Practices - Lucia Fraga-Vinas and Noelia Mª Galán-Rodríguez.- Part 5: Teachers' challenges and needs in multilingual classrooms.- Chapter 13: Teaching L2 learners during a pandemic; a cross-country investigation of teachers' challenges and needs - Konstantina Olioumtsevits, Despina Papadopoulou, Solange Santarelli, Federico Faloppa, Jasmijn Bosch, Francesca Foppolo.- Chapter 14: Multilingualism, Multiculturalism and Language Teaching: insights into teachers' challenges and needs from Continuous Professional Development - Silvia Sperti.