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► This editorial examines the negotiation of knowledge and agency in multilingual learning contexts. ► Learners transform semiotic resources, practices, preferences and narratives in talk and action. ► They negotiate agency, power relations and identities in formal and informal learning contexts.
In this paper, I examine the teaching of language and culture and in particular the use of songs as curriculum in two London Turkish complementary schools. Drawing on a series of interconnected classroom vignettes, I look at how children weave together their semiotic resources to negotiate and transform two songs and the talk and action around them during Turkish literacy teaching. I situate these...
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