Linguistic Diversity and Language Rights
Over the past 40 years, Jim Cummins has originated theories which have had a profound effect on the education of multilingual learners across the world. In this book he traces the development of these theories, and addresses the critiques they have received and their subsequent impact on his thinking and the application of his theories in schools.
This book explores Indigenous, tribal and minority (ITM) language education in oral and written communication and in the use of new technologies and online resources for pedagogical purposes. It brings together examples of ITM language education that are challenging the forces that flatten ‘languacultures’ into artefacts of history.
Spanning Indigenous settings across six continents, this book examines the multifaceted language reclamation work underway by Indigenous peoples worldwide. The authors foreground Indigenous knowledges and perspectives, highlighting the decolonizing and liberatory aims of contemporary Indigenous language movements inside and outside of schools.
This book is a multidisciplinary analysis of the meaning and dynamics of multilingualism from the perspectives of multilingual communities in the margins. Its comparative analysis of language-in-education policies and applications of multilingual education in diverse contexts shows some promises and challenges in the education of minority children.
This book examines the arguments for rejecting multilingual education in Iran, as four academic experts counter these arguments with evidence that mother tongue-based education has resulted in positive outcomes in other countries. The book aims to shine a light on the debate in Iran and show how multilingual education could benefit the country.
Are we facing an immense wave of language death or a period of remarkable new linguistic variation? Or both? This book answers the question by analysing studies of language endangerment and loss along with those of language change, revitalization and diversity.
Using the metaphor of the Hydra monster from ancient Greek mythology, this book explores how the English language industry threatens the diversity of languages and cultures in the modern world. It reveals how the dominance of English is being confronted and calls for greater efforts to ensure the maintenance of linguistic and cultural diversity.
This book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in many educational systems. The book demonstrates how ELT can be used to open a dialogue with children about language ideologies and linguistic human rights.
This book investigates the maintenance of multilingualism and minority languages in 12 different minority communities across Europe. The authors argue that legislation and institutional and educational support provide no guarantee for minority language maintenance, surmising that changes in attitudes and language ideologies are the key.
This book offers a language revitalisation method that can be used with Indigenous and minority languages, especially in cases where the native language has been lost among people of a working age. It gives practical examples and a theoretical frame of reference for how to plan, organise and implement an intensive language programme.
This book argues that the English language industry has become a swirling, beguiling monster, unashamedly intent on challenging local lingua-diversity and threatening individual identities. It brings together linguists, literary figures and teaching professionals in a wide-ranging exposé of this enormous Hydra in action on four continents.
Most Indigenous and minority children are not provided with multilingual education, which would enable them to succeed both in school and in society. In this important book, experts from around the world show how multilingual education can be provided, and what it can achieve.
This book explores the close association between use of a language and the sense of affiliation with the culture associated with it: an allegiance that seems to garner a type of loyalty and support that few other identities command.
This book engages critically with debates about linguistic continuity and cultural survival in relation to Europe's authochthonous minorities. Focusing on Scotland's Gaels and Lusatia's Sorbs/Wends, it analyses and evaluates competing assumptions, rationales and ideologies which have shaped previous and present language revitalisation initiatives.
This book is about linguistic diversity and language revitalisation in Galicia, an autochthonous region of Spain. Taking historical and linguistic perspectives, it examines societal language use and institutional support to determine the role of the Galician language and loyalty and prestige factors in expressions of ethnic identity.
This book examines the role that language-in-education policy, historically, has played in shaping possibilities for development, within countries in the Sub-Saharan and South Asian regions. This discussion takes account also of the complex ways in which language, education and development, are linked to the changing global labour market.
This book brings together visions and realities of multilingual schools throughout the world so as to examine the pedagogical, socioeducational and sociopolitical issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations.
