This volume presents a variety of concepts practices and experiences in the field of content
learning through the additional Language(s) of learners in a migration society. Moreover it
describes how migration pedagogy has become a catalyst for discussing the ideological and power
aspects of Language learning and how a hegemony-critical attitude needs to become an integral
part of classroom Language learning and communicating. In this context the deliberate
development of Teachers' Awareness of Language Knowledge (TALK) through a variety of supportive
Measures is considered to be of central pedagogical importance. Principles and practical
applications of TALK for the classroom are discussed and evaluated.
