Angela Creese is a lecturer in Bilingualism in Education and TEFL at the School of Education, University of Birmingham. Peter Martin is a senior lecturer in Applied Linguistics at the School of Education, University of Leicester.

Angela Creese and Peter Martin: Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies
Ellen Skilton-Sylvester: Legal Discourse and Decisions, Teacher Policymaking and the Multilingual Classroom: Constraining and Supporting Khmer/English Biliteracy in the United States
Peter W. Martin: Interactions and Inter-relationships Around Text: Practices and Positionings in a Multilingual Classroom in Brunei
Alexandra Jaffe: Talk Around Text: Literacy Practices, Cultural Identity and Authority in a Corsican Bilingual Classroom
Angela Creese: Language, Ethnicity and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses
Deirdre Martin: Constructing Discursive Practices in School and Community: Bilingualism, Gender and Power
Jo Arthur: 'Baro Afkaaga Hooyo!' A Case Study of Somali Literacy Teaching in Liverpool
Marilyn Martin-Jones and Mukul Saxena: Bilingual Resources and 'Funds of Knowledge' for Teaching and Learning in Multi-ethnic Classrooms in Britain
Sally Boyd: Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent 
Nancy H. Hornberger: Afterword: Ecology and Ideology in Multilingual Classrooms

The theme of this book is the multilingual classroom and the interrelationships, interactions and ideologies that apply in such classrooms. Drawing on studies from different multilingual communities in different parts of the world, the volume demonstrates the complex nature of the multilingual classroom, and in so doing provides a number of interdisciplinary perspectives for an international audience. The contributions to the volume are located within an ecological framework, one that emphasises the inter-relationships between languages and their speakers in multilingual and multi-cultural classrooms, the dynamics of multilingual classroom interaction, and the positionings of classroom languages and their speakers in dominant educational discourses. There are three main themes interweaved throughout the book:
Inter-relationships
• Relationships between languages and their speakers in multilingual/multicultural classrooms.
• The impact of educationally dominant languages on the ecologies of other languages.
Interactions
• The dynamics of multilingual classroom interaction for learning and teaching bilingually.
• The discursive meetings and mergings of socially situated participants within multilingual classrooms.
Ideology
• The positionings of classroom languages and their speakers in dominant educational discourses/conversations.
• The positionings of pedagogies, knowledge and participants in multilingual classrooms.