This book is essential for anyone concerned with language or linguistic minorities in education. It provides a thorough and clear explanation of the background to, and issues surrounding, language diversity in British education. It will be of interest both to the expert and those seeking an introduction to the field. The study reviews and re-evaluates surveys of language diversity in British education in the context of 'action research'. The author argues that the process of surveying activity is at least as important as the data reported. Evidence for this argument is provided through original research undertaken among students and teachers in Further Education. The study includes ethnographic research into teachers' attitudes and responses to language surveys. The author offers a useful new model for surveys investigating language diversity among students or school children.

This book examines medium-sized linguistic communities in urban contexts against the backdrop of the language policies which have been implemented in these respective areas. The authors provide new data and reflections on these linguistic communities which have languages somewhere in between the majority and minority, and re-evaluate the opposition between ‘majority’ and ‘minority’. The book focuses on seven European cities, providing detailed information on their current situation and on the corresponding evolution of their linguistic repertoire. The book aims to improve our understanding of how and why languages live and decay, and of how intercultural cities, where communities show interest in each other’s culture and language, can be better developed and encouraged.

This volume approaches contemporary multilingualism as a new linguistic dispensation, in urgent need of research-led, reflective scrutiny. The book addresses the emergent global and local patterns of multingual use and acquisition across the world and explores the major trends that characterize today's multilingualism. It is divided into three parts on the basis of the broad themes: education (including multilingual learning in its general, theoretical aspects), sociolinguistic dimensions and language policy. The book's fifteen chapters, written by renowned international experts, discuss a range of issues relating to the quintessential and unique properties of multilingual situations – issues relevant to the challenges faced in different ways by researcher and practitioners alike. All the contributions share a focus on currently operative patterns of interaction between contexts, events and processes.

The children and grandchildren of South Asian migrants to the UK are living out British identities which go largely unrecognized. This book emphasizes their everyday low-key Britishness, albeit a Britishness with new inflections. It is this sensibility that marks them as Brasians .

This book offers an inclusive perspective on the constellation of languages in Europe by taking into account official state languages, regional minority languages and immigrant minority languages. Although "celebrating linguistic diversity" is one of the key propositions in the European discourse on multilingualism and language policies, this device holds for these three types of languages in a decreasing order. All three types of languages, however, are constituent parts of a multilingual European identity and should be taken into account in any type of language policy. Both facts and policies on multilingualism and plurilingual education are addressed in case studies at the national and European level. The selection of case studies is based on a careful weighing of geographical spread of countries and languages across Europe on the one hand, and availability of established expert knowledge on the other. After an Introduction to the theme of the book (Guus Extra and Durk Gorter), Part I deals with official state languages with a focus on the spread of English as lingua franca across Europe (Juliane House), on French and France (Dennis Ager), on Polish in Poland and abroad (Justyna Lesniewśka), and on language constellations in the Baltic States (Gabrielle Hogan-Brun). Part II deals with regional minority languages with a focus on Catalan in Spain (Francesc Xavier Vila i Moreno), Frisian in the Netherlands (Durk Gorter et al.), Hungarian as a minority language in Central Europe (Susan Gal), and Saami in the Nordic countries (Mikael Svonni). Part III deals with immigrant minority languages in the United Kingdom (Viv Edwards), Sweden (Lilian Nygren-Junkin), Italy (Monica Barni and Carla Bagna) and Europe at large (Guus Extra and Kutlay Yağmur).

This volume presents a comprehensive introduction to the connection between language and ethnicity.

LIVING LANGUAGE is 25 essays on many aspects of a big subject. It is authoritative, by the long-time president of The American Society of Geolinguistics (ASG). ASG was founded in 1965 by Mario A. Pei for the study of language in action in the modern world as it affects culture, commerce, politics, personal and national identity, and indeed the whole macrosociolinguistic picture. ASG publishes the journal Geolinguistics and holds an annual international conference and it publishes the proceedings of participants from Europe, Asia, Australia, Central America, US, UK, etc. From those and other sources along with some brand new materials here is a variety of essays, presented in a familiar style, chiefly on American and British English but also English as the world’s second language, and more. This book is wide-ranging, wise, witty, opinionated, deeply researched, useful, & controversial.

The Routledge Handbook of Translation and Education will present the state of the art of the place and role of translation in educational contexts worldwide. It lays a sound foundation for the future interdisciplinary cooperation between Translation Studies and Educational Linguistics. By adopting a transdisciplinary perspective, the handbook will bring together the various fields of scholarly enquiry and practice that make a valuable contribution to enlarging the notion of translation and diversifying its uses in education. Each contribution provides an overview of the historical background to a given educational setting. Focusing on current research approaches and empirical findings, this volume outlines the development of pedagogical approaches, methods, assessment and curriculum design. The handbook also examines examples of pedagogies that integrate translation in the curriculum, the teaching method’s approach, design and procedure as well as assessment. Based on a multilingual and applied-oriented approach, the handbook is essential reading for postgraduate students, researchers and advanced undergraduate students of Translation Studies, and educationalists and educators in the 21st century post-global era. Chapters 4, 25, and 26 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

A comprehensive overview of principles and problems when turning language into figures. Methods of data gathering, counting and serving are covered, as well as ethics, norm and criterion referencing, reliability and validity, and how quantification connects with research design or pedagogical use.

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.