This book offers illuminating portrayals of two multicultural classrooms in the Netherlands and Norway. Drawing on observations, interviews, and documents, it presents in-depth analyses of episodes capturing concrete interactions in various classroom settings, including the regular class and special classes for language minority pupils. Adopting a cross-national perspective, it sheds light on the discursive realities of teaching and learning language in multicultural classrooms and explores their relations to national and local policies and theories. In doing so, the book provides important insights into the education of language minority pupils. With references.
