This volume explores the concept of 'citizenship', and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as 'under what local conditions does "dis-citizenship" happen?'; 'what role do language policies and pedagogic practices play?' and 'what kinds of margins and borders keep humans from fully participating'? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.

This volume focuses on the everyday legalities and practicalities of naturalization including governmental processes, the language of citizenship tests and classes, the labelling and lived experiences of immigrants/outsiders and the media’s interpretation of this process. The book brings together scholars from a wide range of specialities who accentuate language and raise issues that often remain unarticulated or masked in the media. The contributors highlight how governmental policies and practices affect native-born citizens and residents differently on the basis of legal status. Furthermore, the authors observe that many issues that are typically seen as affecting immigrants (such as language policies, nationalist identities and feelings of belonging) also impact first-generation native-born citizens who are seen as, or see themselves as, outsiders.

This book examines medium of instruction in education and studies its social, economic, and political significance in the lives of people living in South Asia. It provides insight into the meaning of medium and what makes it so important to identity, aspiration, and inequality. It questions the ideologized associations between education and social and spatial mobility and discusses the gender- and class-based marginalization that comes with vernacular-medium education. The volume also considers how policy measures, such as the Right to Education (RTE) Act in India, have failed to address the inequalities brought by medium in schools, and investigates questions on language access, inclusion, and rights. Drawing on extensive fieldwork and in-depth interviews, the book will be indispensable for students and scholars of anthropology, education studies, sociolinguistics, sociology, and South Asian studies. It will also appeal to those interested in language and education in South Asia, especially the role of language in the reproduction of inequality.

This edited volume brings together scholars from various disciplines to discuss how language is used by, for, and about refugees in the United States in order to deepen our understanding of what ‘refugee’ and ‘resettlement’ mean. The main themes of the chapters highlight: the intersections of language education and refugee resettlement from community-based adult programs to elementary school classrooms; the language (of) resettlement policies and politics in the United States at both the national level and at the local level focusing on the agencies and organizations that support refugees; the discursive constructions of refugee-hood that are promulgated through the media, resettlement agencies, and even the refugees themselves. This volume is highly relevant to current political debates of immigration, human rights, and education, and will be of interest to researchers of applied linguistics, sociolinguistics, anthropology, and cultural studies.

The central issue of this volume is how to meet the linguistic and academic needs of the increasing numbers of English learners (ELs). At the center of educational turns is the role of school professionals in this Common Core Standards era. Teacher education programs and professional development, or pre-service and in-service programs for teachers of ELs, are currently being reframed to reflect the new demands placed on all teachers in light of the new standards. The expectation is that ELs can learn, and their teachers possess the expertise to teach, both discipline content and academic English at the same time. The large numbers of ELs across the country have created a wide gap between what teachers have been trained to do and the skills they need to teach and reach them effectively. This practical handbook brings together research, policy and practice on teacher effectiveness, pre-service and in-service programs in the context of student linguistic and cultural diversity. Key features include: • Clearly articulated teacher training and professional development programs; • Coverage of Common Core curriculum and a variety of instructional programs and practices with research-based tools to implement them; and, • Policies to equitably and effectively prepare ELs academically and linguistically.

This book explores the challenges and opportunities involved in conducting research with members of immigrant, refugee and other minoritized communities. Through first-hand reflective accounts, contributors explore community-based collaborative work, and suggest important implications for applied linguistics, educational research and anthropological investigations of language, literacy and culture. By critically reflecting on the power and limits of university-based research conducted on behalf of, or in collaboration with, members of local communities and by exploring the complicated relationships, dynamics and understandings that emerge, the chapters collectively demonstrate the value of reflecting on the possibilities and challenges of the research process, including the ethical and emotional dimensions of participating in collaborative research.

** Winner of AAAL Book Award 2020 ** **Shortlisted for the BAAL Book Prize 2018** The Routledge Handbook of Migration and Language is the first comprehensive survey of this area, exploring language and human mobility in today’s globalised world. This key reference brings together a range of interdisciplinary and multidisciplinary perspectives, drawing on subjects such as migration studies, geography, philosophy, sociology and anthropology. Featuring over 30 chapters written by leading experts from around the world, this book: Examines how basic constructs such as community, place, language, diversity, identity, nation-state, and social stratification are being retheorized in the context of human mobility; Analyses the impact of the ‘mobility turn’ on language use, including the parallel ‘multilingual turn’ and translanguaging; Discusses the migration of skilled and unskilled workers, different forms of displacement, and new superdiverse and diaspora communities; Explores new research orientations and methodologies, such as mobile and participatory research, multi-sited ethnography, and the mixing of research methods; Investigates the place of language in citizenship, educational policies, employment and social services. The Routledge Handbook of Migration and Language is essential reading for those with an interest in migration studies, language policy, sociolinguistic research and development studies.

Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia. Centring on-the-ground perspectives of scholars, practitioners, pupils, parents and the larger community, the volume offers new insights into one of the most complex, populous, and diverse multilingual educational contexts in the world. Language-in-education policies and practices within this setting represent particularly high stakes issues, playing a pivotal role in determining access to literacy, thereby forming a critical pivot in the reproduction of educational inequality. The broad aim of the collection is thus to highlight the pedagogical, practical, ideological and identity-related implications arising from current language-in-education policies in this region, with the aim of illustrating how systemic inequality is intertwined with such policies and their associated interpretations. Aimed at both academics and practitioners - whether researchers and students in the fields of education, linguistics, sociology, anthropology or South Asian studies, on the one hand, or language policy advisors, curriculum developers, teacher educators, teachers, and members of funding bodies, aid providers or NGOs, on the other - it is anticipated that the accounts in this volume will offer their readership opportunities to consider their wider implications and applications across other rich multilingual settings – be these local, regional, national or global.

This volume focuses on the everyday legalities and practicalities of naturalization including governmental processes, the language of citizenship tests and classes, the labelling and lived experiences of immigrants/outsiders and the media's interpretation of this process. The book brings together scholars from a wide range of specialities who accentuate language and raise issues that often remain unarticulated or masked in the media. The contributors highlight how governmental policies and practices affect native-born citizens and residents differently on the basis of legal status. Furthermore, the authors observe that many issues that are typically seen as affecting immigrants (such as language policies, nationalist identities and feelings of belonging) also impact first-generation native-born citizens who are seen as, or see themselves as, outsiders.

This book addresses the politically charged issue of citizenship and English language learning among adult migrants in the UK. Whilst citizenship learning is inherent in English for Speakers of Other Languages (ESOL), the book argues that top-down approaches and externally-designed curricula are not a productive or useful approach. Meaningful citizenship education in adult ESOL is possible, however, if it brings social and political content centre-stage alongside pedagogy which develops the capabilities for active, grassroots, participatory citizenship. The chapters deliver a detailed examination of citizenship and ESOL in the UK. They address a range of community and college-based settings and the needs and circumstances of different groups of ESOL students, including refugees, migrant mothers, job seekers and students with mental health needs. The book draws attention to the crucial role of ESOL teachers as ‘brokers of citizenship’ mediating between national policy and the experiences and needs of adult migrant students. The book links together language pedagogy and citizenship theory with the practical concerns of ESOL teachers and students.