Figures
1.1 Number of non-UK born population in England, Wales, Scotland and Northern Ireland between 2010–2020 13
6.1 Photo of a drawing made by Arabic-speaking learners of Maltese 138
8.1 Participants’ birthplace (province), gender and mother tongue 172
8.2 Pupils’ mother tongues as listed by their teachers 174
8.3 Knowledge that teachers claim to have of their pupils’ mother tongues 175
8.4 Percentage of conversations in which pupils use their mother tongues to communicate with their classmates or the teacher 176
8.5 Frequency with which teachers claim to refer to their students’ mother tongues in the course of their everyday teaching 177
8.6 Value that autochthonous families place on Basque and English, according to the surveyed teachers 179
8.7 Value that immigrant families place on Basque and English, according to the surveyed teachers 179
8.8 Reasons why immigrant families choose the Basque immersion model, according to teachers 180
9.1 Tripartite module structure 202
9.2 Critical questions for discussion 203
10.1 A Sample from Zhou Rui’s reading collection that includes secondary school academic textbooks and Chinese-language novels 222
10.2 A sample of Xi Nan’s brush calligraphy 224
Tables
1.1 Population demographics relating for each UK nation: England, Wales, Scotland and Northern Ireland 15
1.2 Policies on multilingual education for children with SEN: England 20
1.3 Policies on multilingual education for children with SEN: Wales 22
1.4 Policies on multilingual education for children with SEN: Scotland 25
1.5 Policies on multilingual education for children with SEN: Northern Ireland 27
2.1 Enrollments in the Study of Foreign Languages in Chile 45
3.1 Themes and findings revealed from the qualitative data 68
6.1 The descriptors chosen from the FREPA 133
6.2 The worksheets of the module ‘Our Town’ 134
7.1 Principles of a multilingual and intercultural orientation and associated aspects of teaching and learning 149
8.1 List of schools included in our study and number of participating teachers 172
8.2 Likert Scale used to measure beliefs 177
8.3 Teachers’ perceptions of linguistic diversity 181
10.1 The Profile of Focal Children 237
12.1 Participants: country of origin, age, gender 266
12.2 Hofstede’s Four Dimensions: Cross-Cultural Comparisons 267