A new comparative reference guide for English speaking learners of Alsatian German. This comparative multilingual dictionary is based on the main similarities between the two languages and will show how English speakers can take advantage of the resources of English and thus learn basic Alsatian through English. Owing to striking similarities between Alsatian and English, English speakers can put their knowledge of everyday Englishto good use when learning basic Alsatian.

This book provides the first extensive description of Texas Alsatian, a critically-endangered Texas German dialect, as spoken in Medina County in the 21st century. The dialect was brought to Texas in the 1840s by colonists recruited by French entrepreneur Henri Castro and has been preserved with minimal change for six generations. Texas Alsatian has maintained lexical, phonological, and morphosyntactic features which differentiate it from the prevalent standard-near varieties of Texas German. This study both describes its grammatical features and discusses extra-linguistic factors contributing to the dialect’s preservation or accelerating its decline, e.g., social, historical, political, and economic factors, and speaker attitudes and ideologies linked to cultural identity. The work’s multi-faceted approach makes its relevant to a broad range of scholars such as dialectologists, historical linguists, sociolinguists, ethnographers, and anthropologists interested in language variation and change, language and identity, immigrant dialects, and language maintenance and death.

A new comparative reference guide for English speaking learners of Alsatian German. This comparative multilingual dictionary is based on the main similarities between the two languages and will show how English speakers can take advantage of the resources of English and thus learn basic Alsatian through English. Owing to striking similarities between Alsatian and English, English speakers can put their knowledge of everyday English to good use when learning basic Alsatian.

This book addresses the ways in which languages education around the world has changed in recent years to recognise and reflect the increasing phenomenon of societal multilingualism. It examines the implications for research, theory, policy and practice.

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators' central role in this complex and dynamic process.Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in.

A German dialect spoken in Alsace (France), has rapidly lost way to French since 1945. This book investigates language choice, language attitudes and ethnic identity in Alsace today. The Alsatian case study points out the complex interrelationship of linguistic and identity change with historical, social and psychological processes.

This encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism.

The contributions in this volume stem from different lines of research and represent both a continuation and an advancement of the European DYLAN project. The book addresses the meanings and implications of multilingualism and plurilingual repertoires as well as the ways in which cultural diversity is managed in companies and institutions in Switzerland. Characterised by official quadrilingualism, but also by new dimensions of multilingualism resulting from massive immigration, important workforce mobility and increasing globalisation, Switzerland offers an ideal laboratory for studying phenomena linked to multilingualism and cultural diversity. On the one hand, a special focus is put on the best practices of diversity management and language regimes with particular attention paid to the interplay between official languages and English, and to ways of leveraging diversity awareness, fostering cultural inclusiveness and enhancing intercultural learning in vocational education and training. On the other hand, the chapters examine at close range the way actors' plurilingual repertoires are developed and how their use is adapted to particular objectives and specific conditions. Being observed in several types of multilingual professional settings, the plurilingual strategies, including English as lingua franca, are particularly examined in terms of power relations and processes of inclusion or exclusion.

This book is the first to propose an integrated approach to the study of bilingual education in minority and majority settings. Contributions from well-known scholars working in eight different countries in Europe and the Americas show that it is possible to bridge the gap between prestigious elite bilingualism and the bilingualism of minority communities and work towards the construction of multilingual spaces.