This book presents a sociocultural linguistic analysis of discourses of conflict, as well as an examination of how linguistic identity is embodied, negotiated and realized during a time of war. It provides new insights regarding multilingualism among Ukrainians in Ukraine and in the diaspora of New Zealand, the US and Canada, and sheds light on the impact of the Russian-Ukrainian war on language attitudes among Ukrainians around the world. Crucially, it features an analysis of a new movement in Ukraine that developed during the course of the war – ‘changing your mother tongue’, which embodies what it is to renegotiate linguistic identity. It will be of value to researchers, faculty, and students in the areas of linguistics, Slavic studies, history, politics, anthropology, sociology and international affairs, as well as those interested in Ukrainian affairs more generally.

This book presents a sociocultural linguistic analysis of discourses of conflict, as well as an examination of how linguistic identity is embodied, negotiated and realized during a time of war. It provides new insights regarding multilingualism among Ukrainians in Ukraine and in the diaspora of New Zealand, the US and Canada, and sheds light on the impact of the Russian-Ukrainian war on language attitudes among Ukrainians around the world. Crucially, it features an analysis of a new movement in Ukraine that developed during the course of the war – ‘changing your mother tongue’, which embodies what it is to renegotiate linguistic identity. It will be of value to researchers, faculty, and students in the areas of linguistics, Slavic studies, history, politics, anthropology, sociology and international affairs, as well as those interested in Ukrainian affairs more generally.

The author "presents the latest and most controversial research from the origins of language itself to the way the human brain makes and stores it, as well as how infants create it."--Jacket.

Drawing on research by French authors, this book introduces a major new concept, the (M)other tongue, and shows its relevance to language learning and pediatrics in a multicultural society. It is for students and lecturers in languages, linguistics, translation studies and education, and for child psychologists, psychiatrists and speech therapists.

"The importance of the spoken and written word in Christian culture cannot be overestimated. In this English grammar guide, Nancy Wilson surveys the major concepts in English grammar for beginners at the late elementary and junior high level, or even adults seeking a brush-up. Our Mother Tongue dishes up examples and exercises that go beyond the stereotypical, contrived sentences serving merely to illustrate a point, and relies on selections from Scripture and great English literature to instruct students with regard to content, style, and structure."--

'Bringing up a Bilingual Child' is aimed at (existing or soon-to-be) parents in families where more than one language is spoken, as well as anyone in the extended circle of family and friend of such multilingual families, as well as for anyone coming into contact with them. The aim of the book is to help multilingual families to create a supportive environment for children in which they naturally grow up to speak more than one language. The intention is to give you an easy-to-read-and-use guide to multilingual parenting, providing motivation, ideas, advice and answers to any questions parents may have.

This is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other. Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language. An important read for linguists and language educators alike, this volume: * attempts to explain multilingual development from a cognitive-pragmatic perspective, * argues that foreign language learning has a positive effect on the development and use of mother tongue skills, * relies on research findings of several different disciplines, * builds on the results of quantitative research conducted by the authors, and touches on a wide range of literature.

Embracing Multilingualism Across Educational Contexts brings together researchers, practitioners, and community stakeholders from around the world to present international case studies of multilingualism in education. This book seeks to empower the speakers and teachers of heritage, Indigenous, and minority languages around the world, as translanguaging also seeks to do. It challenges research agendas and pushes our understanding of linguistic terminology, especially in areas of social justice. At times examining classroom teaching and at times examining language policy, Embracing Multilingualism Across Educational Contexts showcases the value of and gains made when embracing multilingualism in education.

In this accessible guide to bilingualism in the family and the classroom, Colin Baker delivers a realistic picture of the joys and difficulties of raising bilingual children. This revised edition includes more information on bilingualism in the digital age, and incorporates the latest research in areas such as neonatal language experience, multilingualism and language mixing.

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.