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Volume Editor:
This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.
From ‘Restsprachen’ to Contemporary Endangered Languages
Volume Editors: and
The book deals with the concept of fragmentation as applied to languages and their documentation. It focuses in particular on the theoretical and methodological consequences of such a fragmentation for the linguistic analysis and interpretation of texts and, hence, for the reconstruction of languages. Furthermore, by adopting an innovative perspective, the book aims to test the application of the concept of fragmentation to languages which are not commonly included in the categories of ‘Corpussprache’, ‘Trümmersprache’, and ‘Restsprache’. This is the case with diachronic or diatopic varieties — of even well-known languages — which are only attested through a limited corpus of texts as well as with endangered languages. In this latter case, not only is the documentation fragmented, but the very linguistic competence of the speakers, due to the reduction of contexts of language use, interference phenomena with majority languages, and consequent presence of semi-speakers.
Implications for Curriculum, Teacher Preparation and Pedagogical Practice
Volume Editor:
Despite the superdiversity of an increasingly multicultural and multilingual world, policy and practice in education continues to deal with issues of inclusion and diversity in language education in rather tangential and peripheral ways. To address critical issues in multicultural and multilingual education, with implications for curriculum, teacher preparation and pedagogical practice, this volume brings together international perspectives on research, policy and pedagogical practice that help the global community gain new insights into ground-breaking work that addresses current questions, challenges and complexities in an education world of superdiversity.
Volume Editor:
This edited volume emphasizes the critical role of macro-, meso- and micro factors in development of multilingual and multicultural environment for learning and teaching. The collection advocates for inclusive education, safe spaces for both teachers and students, teachers and students’ agency, educators’ reflection, and continuous professional development. It promotes the idea of multilingualism as a learning resource by overcoming a monolingual bias and language ideologies and by taking learners’ individual differences, social, economic and political factors into consideration. The originality of this collection is in its diversity spanning linguistic, sociocultural, and pedagogical dimensions.
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