Frontmatter -- Contents -- Contributors -- Introduction -- Part 1 -- 1. Language and Identity in Multilingual Schools: Constructing Evidence-based Instructional Policies -- 2. English as an Additional Language: Symbolic Policy and Local Practices -- 3. Germany after the 'PISA Shock': Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses -- 4. Teaching English to Immigrant Students in Irish Post-primary Schools -- 5. Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom -- 6. The Linguistic Challenges of Immigration: The Irish Higher Education Sector's Response -- Part 2 -- 7. Investigating the Development of Immigrant Pupils' English L2 Oral Skills in Irish Primary Schools -- 8. Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System -- 9. A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students -- 10. Assessing the Impact of English Language Support Programme Materials on Post-primary Language Support and Mainstream Subject Classrooms in Ireland -- Part 3 -- 11. From English Language Support to Plurilingual Awareness -- 12. Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning -- 13. Exploring the Use of Migrant Languages to Support Learning in Mainstream Classrooms in France -- 14. Linguistic Third Spaces in Education: Teachers' Translanguaging across the Bilingual Continuum -- 15. From 'Monolingual' Multilingual Classrooms to 'Multilingual' Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System -- 16. The Ecology of Mobile Phone Use in Wesbank, South Africa -- Author Index -- Subject Index