References
- Alisaari, J., Heikkola, L. M., Commins, N., & Acquah, E. O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80, 48–58. https://doi.org/10.1016/j.tate.2019.01.00310.1016/j.tate.2019.01.003
- Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque Country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193. https://doi.org/10.1075/jicb.3.2.01aro10.1075/jicb.3.2.01aro
- Aronin, L., & Hufeisen, B. (Eds.) (2009). The exploration of multilingualism: Development of research on L3, multilingualism and multiple language acquisition. Vol. 6. John Benjamins Publishing.10.1075/aals.6
- Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters.
- Cenoz, J. (1998). Multilingual education in the Basque Country. Multilingual Matters, 175–191.
- Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture & Curriculum, 28(1), 8–24.10.1080/07908318.2014.1000922
- Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 239–254). Springer. https://doi.org/10.1007/978-94-007-7856-610.1007/978-94-007-7856-6
- Council of Europe (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe Publishing.
- European Commission (2006). Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions-Thematic Strategy for Soil Protection [SEC (2006) 620] [SEC (2006) 1165]. COM/2006/0231 Final.
- Eustat (2019). Biztanleen udal-erroldaren estatistika. https://eu.eustat.eus/estadisticas/tema_268/opt_1/ti_Biztanleen_udal_estatistika/temas.html
- Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102–272. https://doi.org/10.1016/j.system.2020.10227210.1016/j.system.2020.102272
- Gorter, D., & Cenoz, J. (2011). A multilingual approach: Conclusions and future perspectives: Afterword. The Modern Language Journal, 95(3), 442–445. https://doi.org/10.1111/j.1540-4781.2011.01203.x10.1111/j.1540-4781.2011.01203.x
- Heziberri (2016). Heziberri 2020 Hezkuntza-eredu pedagogikoaren markoa. https://www.euskadi.eus/contenidos/informacion/inn_heziberri_marco/eu_def/adjuntos/Heziberri_marco_modelo_educativo_pedagogico_e.pdf
- Kramsch, C. (2012). Authenticity and legitimacy in multilingual SLA. Critical Multilingualism Studies, 1(1), 107–128.
- Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. https://doi.org/10.1080/13803611.2012.71848810.1080/13803611.2012.718488
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109.10.1080/00405841.2013.770327
- May, S. (2014). Introducing the “multilingual turn”. The multilingual turn: Implications for SLA, TESOL and bilingual education, 1–6.
- Meier, G. (2018). Multilingual socialisation in education: Introducing the MSOC approach. Language Education and Multilingualism: The Langscape Journal, 1, 103–125. https://doi.org/10.18452/19034
- Portolés, L., & Martí, O. (2018). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264. https://doi.org/10.1080/14790718.2018.151520610.1080/14790718.2018.1515206
- Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. https://doi.org/10.1080/0141987070159946510.1080/01419870701599465
- Zuazo, K. (2014). Euskalkiak. Elkarlanean.