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<h1 class="">Minority Languages and Multilingual Education</h1>
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<p>Bridging the Local and the Global</p>
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<span>Series</span>: <a class="" href="http://www.springer.com/series/5894"><span>Educational Linguistics</span></a><span>, Vol. 18</span>
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<p>Gorter, Durk; Zenotz, Victoria; Cenoz, Jasone (Eds.)<br></p>
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<p>2014, XI, 220 p. 22 illus., 10 illus. in color.</p>
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<h3><span><em><span>About this book</span></em></span></h3>
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Minority languages are related to other languages for the broadest possible scope
</li><li>
Articles focus on previously understudied groups and their
educational situation: Palestinians in Israel, Ethiopia, Mexican
indigenous multilingualism
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Teaching minority languages is presented in its relation to the use of new technologies
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<div class=""><p>This book presents research on the
situation minority language schoolchildren face when they need to learn
languages of international communication, in particular English. The
book takes minority languages as a starting point and it bridges local
and global perspectives in the analysis of multilingual education
contexts. It examines the interaction of minority languages and
cultures, majority languages and lingua franca-s in a variety of
settings across different regions and countries on all continents. Even
though all chapters in this book involve minority languages, the issues
discussed are relevant to any context in which more than language is
used in education.</p><p>The book reveals challenges and opportunities
of multilingual education by discussing issues such as Northern and
Southern concepts, language education policies, language diversity,
interethnic understanding, multimodal language practices, power,
conflict, identity and prestige, among many others.</p><p> </p><p> “<i>This
is the volume that finally accounts for multilingual education from a
truly multilingual perspective by involving proposals and research from a
variety of multilingual speech communities in the world. The
(linguistically) rich Ethiopia and Mexico can teach the poor Europe and
other Northern countries about multilingual education. CLIL promoters
may learn from Finnish Sámi and Canadian Innu and Mi’gmaq indigenous
communities as well as from Basque results. Speakers and teachers of
minority and international languages will certainly be glad to hear the
news. There is no need for a monolingual bias or tunnel vision in
acquiring English in non-English speaking communities. This volume
includes new challenging pedagogical perspectives while pointing to
interesting conclusions for worldwide educational authorities</i>”. Maria Pilar Safont Jordà, Universitat Jaume I, Castelló, Spain</p></div>
<p>
<span style="font-weight:bolder">Content Level »</span> <span>Research</span>
</p>
<p>
<span style="font-weight:bolder">Keywords »</span>
<span>
<span>Maori-medium education</span>
</span><span>
<span> - </span>
<span>Oaxaca, Mexico</span>
</span><span>
<span> - </span>
<span>bilingual education</span>
</span><span>
<span> - </span>
<span>indigenous language education</span>
</span><span>
<span> - </span>
<span>language and education access</span>
</span><span>
<span> - </span>
<span>language diversity</span>
</span><span>
<span> - </span>
<span>local and global challenges</span>
</span><span>
<span> - </span>
<span>minority language education</span>
</span><span>
<span> - </span>
<span>multilingual education</span>
</span><span>
<span> - </span>
<span>multilingual education policy</span>
</span><span>
<span> - </span>
<span>multilingualism</span>
</span><span>
<span> - </span>
<span>role of non-dominant languages in education</span>
</span><span>
<span> - </span>
<span>teaching of local languages in Sri Lanka</span>
</span>
</p>
<p>
<span style="font-weight:bolder">Related subjects »</span>
<span>
<a href="http://www.springer.com/education+%26+language?SGWID=0-40406-0-0-0"><span>Education & Language</span></a>
</span><span>
<span> - </span>
<a href="http://www.springer.com/education+%26+language/linguistics?SGWID=0-40369-0-0-0"><span>Linguistics</span></a>
</span>
</p>
<h3 class="">Table of contents</h3>
<div class="" id="id24">
<div class=""><p>1 Durk Gorter, Victoria Zenotz and Jasone
Cenoz – Introduction: minority language education facing major local and
global challenges.- 2 Carol Benson – Adopting a multilingual habitus:
What North and South can learn from each other about the essential role
of non-dominant languages in education.- 3 Bob Adamson and Anwei Feng –
Model for trilingual education in the People’s Republic of China.- 4
Kathleen Heugh – Margins, diversity and achievement: System-wide data
and implementation of multilingual education in Ethiopia.- 5 Siew Kheng
Catherine Chua – A new model of bilingualism for Singapore:
Multilingualism in the 21<sup>st</sup> century.- 6 Mela Sarkar and
Constance Lavoie – Language education and Canada’s Indigenous peoples.- 7
Muhammad Amara – Policy and teaching English to Palestinian students in
Israel: An ecological perspective to language education policies.- 8
Indika Liyanage and Suresh Canagarajah – Interethnic understanding and
the teaching of local languages in Sri Lanka.- 9 Sari Pietikäinen and
Anne Pitkänen-Huhta – Dynamic multimodal language practices in
multilingual indigenous Sámi classrooms in Finland.- 10 Richard Hill
& Stephen May – Balancing the languages in Māori-medium education in
Aotearoa/New Zealand.- 11 Mario E. López-Gopar, Narcedalia Jiménez
Morales and Arcadio Delgado Jiménez – Critical classroom practices:
Using “English” to foster minoritized languages and cultures in Oaxaca,
Mexico.- 12 Durk Gorter, Victoria Zenotz, Xabier Etxague, Jasone Cenoz –
Multilingualism and European minority languages: The case of Basque</p></div>
<a href="http://www.springer.com/education+%26+language/book/978-94-007-7316-5">http://www.springer.com/education+%26+language/book/978-94-007-7316-5</a><br></div><br clear="all"><br>-- <br>=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br>
<br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>
Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com">haroldfs@gmail.com</a><br><a href="http://ccat.sas.upenn.edu/~haroldfs/">http://ccat.sas.upenn.edu/~haroldfs/</a> <br>
<br>-------------------------------------------------
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