Public Service Interpreting is a field of central interest to those involved in ensuring access to public services. This book provides an overview of current issues through a multi-faceted approach, situating the work of public service interpreters in the broader context of public service practice.

What if my own multilingualism is simply that of one who is fluent in way too many colonial languages? If we are going to do this, if we are going to decolonise multilingualism, let's do it as an attempt at a way of doing it. If we are going to do this, let's cite with an eye to decolonising. If we are going to do this then let's improvise and devise. This is how we might learn the arts of decolonising. If we are going to do this then we need different companions. If we are going to do this we will need artists and poetic activists. If we are going to do this, let's do it in a way which is as local as it is global; which affirms the granulations of the way peoples name their worlds. Finally, if we are going to do this, let's do it multilingually.

The "native speaker" is often thought of as an ideal language user with "a complete and possibly innate competence in the language" which is perceived as being bounded and fixed to a homogeneous speech community and linked to a nation-state. Despite recent works that challenge its empirical accuracy and theoretical utility, the notion of the "native speaker" is still prevalent today. The Native Speaker Concept shifts the analytical focus from the second language acquisition processes and teaching practices to daily interactions situated in wider sociocultural and political contexts marked by increased global movements of people and multilingual situations. Using an ethnographic approach, the volume critically elucidates the political nature of (not) claiming the "native speaker" status in daily life and the ways the ideology of "native speaker" intersects and articulates, supports, subverts, or complicates various relations of dominance and regimes of standardization. The book offers cases from diverse settings, including classrooms in Japan, a coffee shop in Barcelona, secondary schools in South Africa, a backyard in Rapa Nui (Easter Island), restaurant kitchens, a high school administrator's office, a college classroom in the United States, and the Internet. It also offers a genealogy of the notion of the "native speaker" from the time of the Roman Empire. Employing linguistic, anthropological and educational theories, the volume speaks not only to the analyses of language use and language policy, planning, and teaching, but also to the investigation of wider effects of language ideology on relations of dominance, and institutional and discursive practices.

This book explores how different European education systems manage multilingualism. Each chapter focuses on one of ten diverse settings (Andorra, Asturias, the Basque Country, Catalonia, England, Finland, France, Latvia, the Netherlands and Romania) and considers how its education system is influenced by historical, sociolinguistic and legislative and political processes and how languages are handled within the system, stressing the challenges and opportunities in each area of study. The chapters provide the reader with insights around three key aspects: the management of the guarantee of the rights of regional language minorities; the incorporation of the language background inherited by immigrants living in Europe (whether they are European citizens or not) and the need to promote the learning of international languages. Individually, the chapters offer deep insights into a specific education system and, together, the studies allow for a comparison and holistic understanding of multilingualism in European education.

"Language and Education in Japan" offers the first critical ethnography of bilingual education in Japan. Based on two-year fieldwork at five different schools, the book examines the role of schools in the unequal distribution of bilingualism as cultural capital. It argues that bilingual children of different socioeconomic classes are socialized into different futures and are given unequal access to bilingualism through schooling. While bilingualism is considered desirable for children of privilege, it is deemed a luxury that immigrant and refugee children cannot afford.

This volume is organized around the view that metaphor is an important cognitive process. Metaphor can no longer be considered the sole domain of language, although this is one important research domain as some of the chapters in the volume demonstrate. The chapters reflect the modern history of metaphor, and cover many of the ways metaphor is conceptualized and applied. The book also explores a number of functions and characteristics, and implications of the metaphoric process, including that metaphoric processes originate in a sensory-motor-affective matrix; that they may be based in a neurological substrate; that they are manifested developmentally in various forms; that cognitively the comprehension of metaphor may depend on an abstract, featureless conceptual base; that they figure significantly in some pathological syndromes and in therapeutic discourse.

This book is a multidisciplinary analysis of the meaning and dynamics of multilingualism from the perspectives of multilingual societies and language communities in the margins, who are trapped in a vicious circle of disadvantage. It analyses the social, psychological and sociolinguistic processes of linguistic dominance and hierarchical relationships among languages, discrimination, marginalisation and assertive maintenance in multilingualism characterised by a Double Divide, and shows the relationship between educational neglect of languages, capability deprivation and poverty, and loss of linguistic diversity. Its comparative analysis of language-in-education policies and practices and applications of multilingual education (MLE) in diverse contexts shows some promises and challenges in the education of indigenous/tribal/minority children. This book will be of interest to students, researchers, educators and practitioners in sociolinguistics, educational linguistics, psycholinguistics, multilingualism and bilingual/multilingual education.

The volume consists of articles on issues relating to the morphosyntactic development of foreign language learners from different L1 backgrounds, in many cases involving languages which are typologically distant from English, such has Polish, Greek and Turkish. It highlights areas which may be expected to be especially transfer-prone at both the interlingual and intralingual levels. The articles in the first part report empirical studies on word morphology and sentence patterns and also look at the interface of lexis and grammar in the discourse and syntactic processing of foreign language learners. The second part elaborates on pedagogical issues concerning the acquisition of difficult grammatical features such as the English article system or the ‘s’ ending in the third person singular. It also comments more generally on the way pedagogic grammar functions in the learning of the L2.

This volume covers the language situation in The Baltic States, Ireland and Italy explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of non-indigenous languages. The authors are indigenous and/or have been participants in the language planning context, and these monographs on the Baltic States, Ireland, and Italy draw together the published literature in each of these polities. The purpose of the volumes in this series is to present up-to-date information on polities that are not well-known to researchers in the field. A longer range purpose is to collect comparable information on as many polities as possible in order to facilitate the development of a richer theory to guide language policy and planning in other polities that undertake the development of a national policy on languages. This volume is part of an areal series which is committed to providing descriptions of language planning and policy in countries around the world.

Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety.

"What exactly constitutes American literature? Harvard professors Marc Shell (OVERDUE; ART AND MONEY) and Werner Sollors (THEORIES OF ETHNICITY; BLACKS AT HARVARD; MULTILINGUAL AMERICA) offer a unique and fascinating twist with THE MULTILINGUAL ANTHOLOGY OF AMERICAN LITERATURE: A READER OF ORIGINAL TEXTS WITH ENGLISH TRANSLATIONS. They say that American literature doesn't include only material written in English--it includes a Lenape epic, WALAM OLUM; it includes Omar Ibn Said's African-American narrative in Arabic; it includes Victor Sejour's French story "Le Mutatre." Twenty-nine works are here, in languages ranging from Russian and Yiddish to Welsh and Norwegian, along with English translations, reminding us of America's polyglot roots."
--PUBLISHERS WEEKLY

An 1830s African-American slave narrative written in Arabic. Dafydd Morgan, the only American immigrant novel published in Welsh. The Native American epic, Walum Olum, in the Lenape language. Theodor Adorno's dream transcripts, in German. A short story about the politics of abortion in working-class Chinatown. "Lesbian Love," a surprisingly explicit chapter from an 1853 New Orleans novel. A haunting 1904 ballad, "The Revenge of the Forests," that is one of the first expressions of radical environmentalism in the United States.

Largely ignored in the debates over canon and multiculturalism in America, indigenous American works written in languages other than English have over time disappeared from view.

The first anthology of its kind, The Multilingual Anthology of American Literature brings together American writings in diverse languages from Arabic and Spanish to Swedish and Yiddish, among others. Presenting eachwork in its original language with facing page translation, the book provides an important complement to all other anthologies of American writing, and will serve to complicate our understanding of what exactly American literature is.

American literature appears here as more than an offshoot of a single mother country, or of many mother countries, but rather as the interaction among diverse linguistic and cultural trajectories.

Consider that Cotton Mather spoke half a dozen languages and wrote in both Spanish and Latin. Or that the first short story known to have been written by an African American (and reproduced here) was written in French. Not only a literature of immigration and assimilation, American multilingual literature participates in the larger literary tradition which too often marginalizes authors who complicate the fit of authorship, citizenship, and language.

The complexity and diversity of the linguistic situations, practices, policies and theories of bilingual education is widely acknowledged in a country with a population of 1.3 billion people consisting of 56 officially recognised indigenous nationalities speaking more than 80 languages. This book addresses this complexity and diversity with a comprehensive examination of issues in bilingual education for both minority and majority nationalities in China and explores the links between the two major forms of bilingual education. It includes voices that are ‘emic’ or ‘etic’, local or international, and voices that come from those who work at the forefront of bilingual education or in the development of theory. All these voices are needed as different and divergent perspectives represent a reality

The book is designed as a comprehensive introduction to bilingual education for instructors, researchers and students and a companion to "Foundations of Bilingual Educationa nd Bilingualism". It will fulfil the needs of teacher education and the preparation and professional development of bilingual teachers. Bilingual education at classroom, school and community levels are explored from a contemporary and international perspective. The readings are divided into four sections: Section 1: Varieties of Bilingual Education Section 2: History, Policy and Politics of Bilingual Education Section 3: Languages and Literacies in Bilingual Education Section 4: Issues in Teaching, Learning and Assessment in Bilingual Education Following each of the nineteen readings, there are questions and activities to create an interactive text for instructors and students. Such questions and activities will engage the reader in reflection, deepening understandings and critical appreciation of bilingual education policies, politics and practices.

This book was first published in 1969.

This volume covers the language situation in Fiji, The Philippines and Vanuatu explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of non-indigenous languages. The authors are indigenous and/or have been participants in the language planning context. Fiji and Vanuatu are not well represented in the international language policy/planning literature, while the section on the Philippines draws together the published literature in this area. The purpose of the volumes in this series is to present up-to-date information on polities that are not well-known to researchers in the field. A longer range purpose is to collect comparable information on as many polities as possible in order to facilitate the development of a richer theory to guide language policy and planning in other polities that undertake the development of a national policy on languages. This volume is part of an areal series which is committed to providing descriptions of language planning and policy in countries around the world.

This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students' bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development - sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students' stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students' stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.

"Raising Multilingual Children: Foreign Language Acquisition and Children" elucidates how children learn foreign languages and when they can do so with the best results. The most recent studies in linguistics, neurology, education, and psychology are evaluated and the findings are presented in a recipe format. Parents and teachers are encouraged to bake their own and evaluate the multilingual children in their lives with the use of tools which include a family language profile and family language goals worksheet. Beginning with the "Ingredients" of Timing, (or the Windows of Opportunity, ) and Aptitude, the book goes on to include the "Baking Instructions" of Motivation, Strategy, and Consistency. This is followed by "Kitchen Design," or the role of the language learning environment which includes the child's Opportunity to use the languages being learned, the Linguistic Relationship between the child's languages, and the possible influence of Siblings.

"Plumbing and Electricity" round out the ten key factors in raising multilingual children by discussing the possible role of Gender and Hand-Use, and our understanding of the multilingual brain at present. "Chef and Chef's Assistants" addresses the vital roles of teachers and schools in a child's foreign language development. "A Mess in the Kitchen" discusses problem situations related to foreign language learning, and offers a variety of resources to address such issues.

This book demonstrates that, rather than being an exceptional or unusual phenomenon, multilingualism is fundamental to modernist fiction. Focusing on the use of different languages by key modernist writers including D.H. Lawrence, Dorothy Richardson, Katherine Mansfield, Jean Rhys, James Joyce and Samuel Beckett, Juliette Taylor-Batty examines the textual representation of interlingual encounters, the stylisation of translational discourse, the use of interlingual compositional processes, and the deliberate mixing of languages for stylistic purposes. She demonstrates that linguistic plurality is central to modernist forms of defamiliarisation, and examines the ways in which multilingual fiction of the period can be seen to reflect and challenge notions of national and linguistic 'rootedness'. This book demonstrates that much modernist fiction challenges contemporary anxieties regarding the 'artificiality' of 'cosmopolitan' forms of multilingualism, manifesting instead a fascination with processes of interlingual interference and mixing, and with subversive translational processes that fundamentally undermine traditional distinctions between original and translation, native and foreigner, mother tongue and foreign language.

As the British empire expanded throughout the world, the English language played an important role in power relations between Britain and its colonies. English was used as a colonizing agent to suppress the indigenous cultures of various peoples and to make them subject to British rule. With the end of World War II, many countries became gradually decolonized, and their indigenous cultures experienced a renaissance. Colonial mores and power systems clashed and combined with indigenous traditions to create postcolonial texts.

This volume treats postcoloniality as a process of cultural and linguistic interplay, in which British culture initially suppressed indigenous cultures and later combined with them after the decline of the British empire. The first section of this book provides an introductory overview of English postcoloniality. This section is followed by chapters discussing postcoloniality and literature from an historical perspective in particular countries around the world. The third section gives special attention to the literature and culture of indigenous peoples. A selected bibliography concludes the work.

This text provides an overview of the literature on bilingual sentence processing from a psycholinguistic and linguistic perspective. Research focuses on both the visual and spoken modalities, including specific areas of research interest including an integrated review of methods and the utility of those methods which allows readers to have the appropriate background and context for the chapters that follow. Next, issues surrounding acquisition and pragmatic usage are covered with a focus on code-switching and the actual parsing of sentence material both within and between languages. Third, issues regarding memory, placing language in a broader context, are explored as the connection between language, memory, and perception is reviewed for bilingual speakers. Finally, all of this work has direct implications for educational settings-specifically issues surrounding the assessment of proficiency, the development and nature of dominance, and the acquisition of reading skills and reading comprehension for bilingual speakers.

The development of bilingual education in South America can be traced back to the arrival of the Spanish and Portuguese colonisers in the 15th and 16th centuries, when Catholic missionaries began their evangelisation of the indigenous peoples using local vernaculars, as well as Latin, Spanish and Portuguese. Traditionally, debate on bilingual education has been conducted in two separate arenas: majority language contexts involving international languages, such as English, French, Spanish and Portuguese, and minority community contexts aimed at maintaining native Amerindian languages as well as the different Sign Languages of the South American Deaf communities. This book presents an integrated vision of bilingual education in six South American nations: three Andean countries, Peru, Ecuador, and Colombia, and three 'Southern Cone' countries, Brazil, Argentina and Paraguay. It includes work carried out in minority as well as majority language contexts, referring to developments in the fields of indigenous, Deaf, and international bilingual and multilingual provision.

The goal of this volume is to prove that mixed utterances in young bilinguals can be analyzed in the same way as adult code-switching. Analyzing a rich corpus of spontaneous child data, the author provides detailed empirical evidence for latest minimalist assumptions on the architecture of mind and confirms that code-switching is only constrained by the two grammars of the languages involved. The data show that the quantity of mixing in children depends on an individual choice rather than on language development, language dominance, or other factors.Besides critically reviewing the literature on language mixing in children & adults, this work offers a thorough grammatical analysis of the code-switching data of five Italian/German children. The book provides new insights not only in the field of code-switching and of language mixing in young bilinguals, but also in issues concerning general questions on linguistic theory which are difficult to be answered with monolingual data.

This book comprehensively analyzes the development of interculturally blended third spaces by the second language learner, beginning with the linguistic and sociocultural imprints of the first language and culture on the mind and culminating in the proposal of a phase-model of the development of intercultural competence. The foundational analysis of L1-mediated constructs is followed by an analysis of forms interaction, concepts of identity and constructs of culture/interculture, thus shifting the object of analysis from the subjective to the intersubjective levels of construction and interaction. The focus of the book is on the gradual development of interculturally blended third spaces in the mind of the learner as genuinely new bases for construction. This book takes an interdisciplinary approach, drawing on research in cultural psychology, linguistic anthropology, critical theory, language acquisition and second language learning and shows how culture and interculture need to be emphasized as an integral part of second language learning.

The contributors to this volume provide a critical examination of the notion of bilingualism as it has developed in linguistics and of its use in discourses of social regulation in state and civil society in the twentieth and twenty-first centuries. They attempt to move the field away from a common sense, but in fact highly ideologized, view of bilingualism as the co-existence of two linguistic systems, and to develop a critical perspective which approaches bilingualism as a wide variety of sets of sociolinguistics practices connected to the construction of social difference and of social inequality under specific historical conditions.