[lg policy] New book: Minority Languages and Multilingual Education

Harold Schiffman haroldfs at GMAIL.COM
Thu Dec 19 21:48:45 UTC 2013 

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  Minority Languages and Multilingual Education

Bridging the Local and the Global

Series: Educational Linguistics <http://www.springer.com/series/5894>, Vol.
18

Gorter, Durk; Zenotz, Victoria; Cenoz, Jasone (Eds.)

2014, XI, 220 p. 22 illus., 10 illus. in color.
  Available Formats:
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 $99.00

 (net)  price for USA

ISBN 978-94-007-7317-2

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Included Format: PDF and EPUB


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   - *About this book*
   - buy chapter<http://www.springer.com/education+%26+language/book/978-94-007-7316-5?detailsPage=chapter>


   - Minority languages are related to other languages for the broadest
   possible scope
   - Articles focus on previously understudied groups and their educational
   situation: Palestinians in Israel, Ethiopia, Mexican indigenous
   multilingualism
   - Teaching minority languages is presented in its relation to the use of
   new technologies

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.

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.



 “*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*”. Maria Pilar Safont
Jordà, Universitat Jaume I, Castelló, Spain

Content Level » Research

Keywords » Maori-medium education  - Oaxaca, Mexico  - bilingual
education - indigenous
language education  - language and education access  - language
diversity - local
and global challenges  - minority language education  - multilingual
education  - multilingual education policy  - multilingualism  - role of
non-dominant languages in education  - teaching of local languages in Sri
Lanka

Related subjects » Education &
Language<http://www.springer.com/education+%26+language?SGWID=0-40406-0-0-0>
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Linguistics<http://www.springer.com/education+%26+language/linguistics?SGWID=0-40369-0-0-0>
Table of contents

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 21st 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
http://www.springer.com/education+%26+language/book/978-94-007-7316-5


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 Harold F. Schiffman

Professor Emeritus of
 Dravidian Linguistics and Culture
Dept. of South Asia Studies
University of Pennsylvania
Philadelphia, PA 19104-6305

Phone:  (215) 898-7475
Fax:  (215) 573-2138

Email:  haroldfs at gmail.com
http://ccat.sas.upenn.edu/~haroldfs/

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