Using descriptive inquiry to transform the education of linguistically diverse US teachers and students

Kapitel in diesem Buch

1. I-IV I
2. Acknowledgements V
3. Contents VII
4. Contributors IX
5. Introduction: Opportunities and challenges of bilingualism 1
6. I. Theoretical frameworks
7. “Holy languages” in the context of societal bilingualism 15
8. Forlorn hope? 25
9. When languages disappear, are bilingual education or human rights a cure? Two scenarios 45
10. Core values and nation-states 69
11. II. Bilingualism worldwide
12. French language policy: centrism, Orwellian dirigisme, or economic determinism? 89
13. The non-linearity of language maintenance and language shift: survey data from European language boundaries 105
14. Language shift among Siberian Estonians: pro and contra 125
15. On attitudes towards Croatian dialects and on their changing status 145
16. Ethnolects-between bilingualism and urban dialect 157
17. The development of Navajo-English bilingualism 171
18. Language ideology, ownership and maintenance: the discourse of the Academia Mayor de la Lengua Quechua 199
19. Xhosa as a “home appliance”? A case study of language shift in Grahamstown 221
20. Japan’s nascent multilingualism 249
21. III. Multilingual management and education
22. Managing multilingualism in Singapore 275
23. Managing languages at bilingual universities: relationships between universities and their language environment 297
24. Using descriptive inquiry to transform the education of linguistically diverse US teachers and students 311
25. Coda
26. Changing paradigms in the study of bilingualism 329
27. Index 345