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The difference between languages that children learn in the home (their mother tongues) and the languages valued by society and established as the medium of instruction in schools is an almost universal problem in educational systems. Proposals for mother tongue education, for bilingual programmes of various kinds, or for more effective teaching of literary or standard languages all depend on an understanding of the underlying problem of language education in multilingual settings. The writers of Language and Education in Multilingual Settings do not have a single view of the issues, for they are international in background and experience, and interdisciplinary in training and approach; moreover, as will be clear, they differ in political and philosophical beliefs, in scholarly rhetoric, in research paradigms and in personal circumstances. In this book, researchers from India, Yugoslavia, the USSR, the USA, New Zealand, Zambia, Denmark, Australia, and Israel discuss practice and theory in various parts of the world.
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts. It advances a discussion of how best to connect the acquisition of subsequent foreign languages with previous language knowledge, and how to strengthen the connection between research and foreign language teaching practice.
Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.
This book explores how different European education systems manage multilingualism. Each chapter focuses on one of ten diverse settings (Andorra, Asturias, the Basque Country, Catalonia, England, Finland, France, Latvia, the Netherlands and Romania) and considers how its education system is influenced by historical, sociolinguistic and legislative and political processes and how languages are handled within the system, stressing the challenges and opportunities in each area of study. The chapters provide the reader with insights around three key aspects: the management of the guarantee of the rights of regional language minorities; the incorporation of the language background inherited by immigrants living in Europe (whether they are European citizens or not) and the need to promote the learning of international languages. Individually, the chapters offer deep insights into a specific education system and, together, the studies allow for a comparison and holistic understanding of multilingualism in European education.
The 19th-century European notion of the one people-one language nation as the ideal state has been a very pervasive influence in spite of the fact that most countries in the world today are multilingual, that is they contain ethnic groups in contact and not infrequently in competition. Such thinking has held implications for the setting of language policies, from hanging a wooden clog around the neck of a child heard speaking Occitan in Southern France to the considerable budgeting in Ireland for the promotion of Irish. In this book, Paulston presents an analytical framework for explaining and predicting the language behaviour of social groups as such behaviour relates to linguistic policies for minority groups. She argues that a number of factors must be considered in the understanding and establishment of language policies for minority groups: (1) if language planning is to be successful, it must consider the social context of language problems, (2) the linguistic consequences for social groups in contact will vary depending on the focus of social mobilization, i.e. ethnicity or nationalism, and (3) a major problem in the accurate prediction of such linguistic consequences lies in identifying the salient factors which contribute to language maintenance or shift, i.e. answering the question “under what conditions?”. Part I outlines and discusses the analytical framework, beginning with a general consideration of language problems and language policies and of the social factors which contribute to language maintenance and shift. The author continues to discuss four distinct types of social mobilization, which under certain specified social conditions result in different linguistic consequences: ethnicity, ethnic movements, ethnic nationalism, and geographic nationalism. The argument is that such an understanding is vital to helpful educational policies and successful language planning in general. Part II contrasts and compares a number of case studies for clarification of their diverse courses of mother tongue maintenance. It particularly seeks to illustrate the type of social mobilization discussed in Part I and to understand the social conditions which influence and alter the effects of the type of social mobilization.
This book offers essential insights into the challenges and complexities surrounding the medium of instruction (MOI), its impact on all languages and stakeholders in multilingual contexts, educational processes, developments and outcomes. MOI has been a prominent topic in recent debates on the role of languages in education in multilingual contexts, partly because prioritizing one language over others as the medium of instruction has a profound impact on all languages and stakeholders in multilingual contexts. These include, to name but a few, (language) teachers, teacher educators, students, and policymakers, as well as industries and enterprises built around the needs and expectations of these stakeholders. This book presents high-quality empirical research on education in multilingual societies. It highlights research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.
This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.
Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.
Multilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students’ multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives. The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students’ multilingualism to promote learning and help students achieve their full potential. This book will be of great interest to academics, researchers, and postgraduate students in the fields of language education, psychology, sociolinguistics, and applied linguistics.
This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children’s homes and communities in Fiji. This project contributed to building sustainable local capacity in communities without access to early childhood services, so as to promote preschool children’s literacy development in their home languages and English. The book includes rich descriptions of the young children’s lived, multilingual literacy practices in their home and community contexts. This work advances research-based practices for fostering young children’s multilingual literacy and building community capacity in a post-colonial Pasifika context; further, it shares valuable insights into processes and complexities that are inherent to multiliteracy and cross-cultural research.