Teachers’ Beliefs and Strategies when Teaching Reading in Multilingual Settings: Case Studies in German, Swedish and Chilean Grade 4 Classrooms by Monica Bravo Granström

Structurally, the book is divided into preliminary pages, Parts 1 and 2, references, and appendices.Part 1 of the book is titled Points of Departure, Contexts and Theory.It begins with an introductory section on the background, aims of the study, and the research questions.It also provides an account of the structural background of the investigated topic.In Sections 2 and 3 the theoretical framework is discussed giving lenses for examining and understanding data gathered.Section 2 provides a conceptual and contextual backdrop to the study, including a discussion of concepts and an exploration of the historical backgrounds of multilingual settings.It focuses on the specific educational settings in the cases of Germany, Sweden, and Chile's multilayered contexts which are visualized and structured for analysis purposes.A review of research relevant to the contexts investigated was given in Section 3 and the theoretical framework presented.This includes overarching approaches to multilingualism, shedding light upon a continuum of dualistic and dynamic beliefs drawing on heteroglossia, as well as highlighting the monolingual habitus in the educational systems.Theoretical perspectives focused on teaching reading in linguistically diverse contexts, where beliefs and knowledge interact in the professional practice offering opportunities for examining and understanding data gathered for this book.Part 2 entitled Methods, Findings, Analysis, and Discussion comprises Sections 4, 5, 6, 7, and 8.In section 4 of the book, methodological approaches are presented, and the sampling and chosen data collection methods are described.This section also highlights the research processes in linguistically diverse contexts, including discussions on the role of transcription and translation, as well as expounding reflections on ethical aspects and quality criteria in