The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches - theoretical and empirical - supplement and complement each other. The series invites the attention of scholars interested in language in society from a broad range of disciplines - anthropology, education, history, linguistics, political science, and sociology. To discuss your book idea or submit a proposal, please contact Natalie Fecher.

The book presents case studies of immigrant minority groups and immigrant minority languages in Europe and abroad, analysed from demographic, sociolinguistic, and educational perspectives. The demographic perspective focuses on the role of language and ethnicity in multicultural population statistics, the sociolinguistic perspective on the vitality of immigrant minority languages, and the educational perspective on the status of immigrant minority languages in education.

Examines communication in the classroom within the larger context of the development of standard English and its social implications.

This book discusses issues of Welsh literature, history and the vernacular language of the devolved region of Wales (as a part of the United Kingdom of Northern Ireland and Great Britain). In this context, the volume sheds light on various aspects of the identity construction of a small nation with an endangered language, which is a P-Celtic tongue, known for exhibiting many features alien to Indo-European and SAE languages. All the issues tackled here are presented in diachronic and synchronic perspective, allowing for correlations to be drawn with similar problems faced by other cultures. As such, the volume will be of interest to anyone promoting Wales and Welsh culture within and outside the country, as well as journalists, politicians, linguists, literary scholars, historians, and those interested in areal studies focusing on the UK.

Describes well established, non-experimental forms of bilingual education in publicly funded, non-elitist schools throughout Europe: Welsh in Britain, Catalan and Basque in Spain, heritage language maintenance in Belgium, trilingual education in the entire Luxembourg school system, and others. Focuses on the perspective of the administrator and the teacher. Annotation copyright by Book News, Inc., Portland, OR

The ‘other’ languages of England — those which originate in South and East Asia, and Southern and Eastern Europe — are now important parts of everyday life in urban England. First published in 1985, this book gives detailed information about which languages are in widespread use among children and adults, patterns of language use in different social contexts, the teaching of these community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children in England. They authors argue that this continued and widespread bilingualism is a valuable potential resource for both the speakers and society as a whole.

Originally published in 1985, New Nationalisms in the Developed West is a collection of interdisciplinary and insightful essays on modern nationalist movements. The book argues that these movements have challenged the power of Western nation-states not from without, but from within their frontiers. The book’s focus remains predominately on Western societies and the nationalist movements of nations against states. The essays in this book are detailed and innovative and analyse nationalism through theory, methodology and empirical evidence. The book’s use of research methods deepens the comparative explanation of nationalist movements, and advances understanding of Western nationalisms as social movements and examples of social change in the developed world. This book will appeal to social scientists, in political science and sociology.

This pioneering volume is the first ever to investigate in depth the myriad interconnected influences on the phenomenal growth of Welsh-medium schools over the last half century and probe the foreseeable challenges that they will have to face.

First published between 1985 and 1987, this set of books attempts to tackle some of the complex issues implied by the title Language, Education and Society. For example how is language related to learning? Or to intelligence? Do regional and social accents and dialects matter? What is meant by standard English? Do immigrant children require special language provision? Why are there so many adult illiterates in Britain and the USA? Although the importance of language to education is agreed there is still a lot to learn about how language is related to either to educational success or to intelligence and thinking — both fields to which this collection contributes valuable research. Some of the specific topics the covered by the wide-ranging and insightful research contained in this series include: an analysis of the school teaching of mathematics from the perspective of mathematics as a language — principally how the processes of communication in a maths classroom are shaped by school conventions and the fact that it is mathematics under discussion; an examination of the changing patterns in English usage and style, especially written usage — focusing on questions of syntax and punctuation — and how this relates to speech and the value of usage as a social act; an exploration of the history and impact of mass literacy on industrialised societies, how this differs from traditional oral culture, and the effect of a culture where most people rely on complex combinations of oral and literate communication on a sizable sub-literate minority; an investigation into which languages are in widespread use among children and adults in England, the patterns of language use in different social contexts, the teaching of community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children. This set will be of interest to educational researchers, sociologists and students of sociolinguistics.