These perspectives raise fundamental questions about the myriad of ways of knowing and using language(s). Working with the concept of heteroglossia, researchers are developing alternative perspectives that treat languages as sets of resources for expressing meaning that can be drawn on by speakers in communicatively productive ways in different contexts. Up until recently we have tended to regard languages as bounded entities, and multilingualism has been understood as knowing more than one language. вЂњOur thinking on language and multilingualism is expanding rapidly. It will provide an authoritative reference point for contemporary interpretations of вЂheteroglossiaвЂ™ and valuable accounts of how вЂtranslanguagingвЂ™ can be explored and exploited in the fields of education and cultural studies.'В Professor Constant Leung, KingвЂ™s College London, UK This collection brings together the contributions of many of the key researchers in the field. 'Our thinking on language and multilingualism is expanding rapidly. The book documents the performance of linguistic repertoires in an era of profound social change caused by the shifting nature of nation-states, increased movement of people across territories, and growing digital communication. The chapters provide illuminating accounts of language practices as they bring into play, both in practice and in pedagogy, voices which index studentsвЂ™ localities, social histories, circumstances, and identities. The volumeвЂ™s starting-point is BakhtinвЂ™s вЂheteroglossiaвЂ™, a key concept in understanding the tensions, conflicts, and multiple voices within, among, and between those signs. It expands current debates on multilingualism, asking which signs are in use and in action, and what are their social, political, and historical implications. This volume presents evidence about how we understand communication in changing times, and proposes that such understandings may contribute to the development of pedagogy for teaching and learning.

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