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This book offers an international account of the use of linguistic landscapes to promote multilingual education, from primary school to the university, and in teacher education programs. It brings linguistic landscapes to the forefront of multilingual education in school settings and teacher education, expanding the disciplinary domains through which they have been studied. Drawing on multidisciplinarity and placing linguistic landscapes in the field of language (teacher) education, this book presents empirical studies developed in eleven countries: Australia, France, Germany, Israel, Japan, Mozambique, The Netherlands, Portugal, Russia, Spain, and The United States. The chapters illustrate how multilingual pedagogies can be enhanced using linguistic landscapes in mainstream education and are written by partners of the Erasmus Plus project LoCALL "LOcal Linguistic Landscapes for global language education in the school context".

Intercultural competence and diversity awareness are relevant to handling "fake news" related to minorities and migrants, thus preventing "othering" and stereotyping of vulnerable populations. Teachers and schools can play a central role in preventing the spread of far-right ideologies and the dissemination of false information and hate discourse. For that, bringing together intercultural competence and news literacy, conceptualised as "critical intercultural news literacy," is needed to navigate disinformation related to minorities and their connection to polarising themes. In this article, we focus on false or misleading information published on online platforms that brings together two salient topics: the Covid-19 pandemic and minorities. We discuss the issues of concern around the transformation of such material into a didactic resource for the school context and we question whether such practice can (paradoxically) lead to reinforcing or reproducing its undesirable content, i.e., to the othering of school populations that are targeted by false or manipulative information. This leads us to discuss potential problems associated with the pedagogical use of false information by teachers and, in resonance with the theme of this thematic issue, we claim that inclusive media education should also be an education for diversity and inclusion, through the development of critical intercultural news literacy.

Frontmatter -- Contents -- Introduction: The changing face of the "native speaker" -- Part one: Conceptual discussions -- Chapter 1 Why the mythical "native speaker" has mud on its face -- Chapter 2 The multilingual and multicompetent native speaker -- Chapter 3 New speakers: New linguistic subjects -- Part two: Practices and representations -- Chapter 4 Is there a native speaker in the class? A didactic view of a problematic notion -- Chapter 5 On the paradox of being native speakers of two "competing" languages: Turkish as the mother or the father tongue of Greek nationals -- Chapter 6 What kind of speakers are these? Placing heritage speakers of Russian on a continuum -- Chapter 7 The out-of-sight of "native speaker": A critical journey through models of social representations of plurilingual identities -- Chapter 8 Practice-proof concepts? Rethinking linguistic borders and families in multilingual communication: Exploiting the relationship between intercomprehension and translanguaging -- Part three: Policies and controversies -- Chapter 9 Provenance and possession: Rethinking the mother tongue -- Chapter 10 The pluricentricity and ownership of English -- Chapter 11 "I want to be bilingual!" Contested imaginings of bilingualism in New Brunswick, Canada -- Chapter 12 Questioning the questions: Institutional and individual perspectives on children's language repertoires -- Afterword -- Index