This insightful volume problematizes essentialized views of language and culture and raises awareness around the complex relationship between language, identity, and interculturality in the Global South. This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia. Highlights the country's unique sociolinguistic landscape and offers new insights into multilingualism in the Global South.

Worldwide, more parents are opting for immersion pre-schooling for their children in order to benefit from its linguistic, educational, and cultural benefits. This immersion can be either bilingual or monolingual, aimed at early second language learning, or at language maintenance - offering minority language children mother-tongue support and enrichment. This book examines some of the key issues and policy concerns relating to immersion education in the early years. The term itself can be difficult in some political contexts, as can the differing outcomes noted by studies comparing monolingual programmes, and bilingual programmes for minority language children. The importance of training in immersion methodology for educators is discussed, as is the need to adapt preschool pedagogical practices to the immersion context, in order to provide optimal input for young language learners. One of the most pressing discussions surrounds differentiated provision - ensuring that the varying needs of children with language impairment, typical second language learners, and mother-tongue speakers with significant socioeconomic or linguistic disadvantages are all met. Overall, the book explores the challenges currently facing the sector, particularly with regard to training and professional development for practitioners, and the provision of appropriate materials in less widely used languages. Given the documented benefit of high quality immersion pre-schooling, this book fulfils an urgent need to increase the recognition of the sector. This book was published as a special issue of International Journal of Bilingual Education and Bilingualism.

Worldwide, more parents are opting for immersion pre-schooling for their children in order to benefit from its linguistic, educational, and cultural benefits. This immersion can be either bilingual or monolingual, aimed at early second language learning, or at language maintenance - offering minority language children mother-tongue support and enrichment. This book examines some of the key issues and policy concerns relating to immersion education in the early years. The term itself can be difficult in some political contexts, as can the differing outcomes noted by studies comparing monolingual programmes, and bilingual programmes for minority language children. The importance of training in immersion methodology for educators is discussed, as is the need to adapt preschool pedagogical practices to the immersion context, in order to provide optimal input for young language learners. One of the most pressing discussions surrounds differentiated provision - ensuring that the varying needs of children with language impairment, typical second language learners, and mother-tongue speakers with significant socioeconomic or linguistic disadvantages are all met. Overall, the book explores the challenges currently facing the sector, particularly with regard to training and professional development for practitioners, and the provision of appropriate materials in less widely used languages. Given the documented benefit of high quality immersion pre-schooling, this book fulfils an urgent need to increase the recognition of the sector. This book was published as a special issue of International Journal of Bilingual Education and Bilingualism.

This volume surveys the research on discourse and education, adopting the broadest definition of 'discource'. * Discourse as 'talk-in-interaction', commonly espoused in studies of classroom discourse since the 1970s. * Discourse as 'ways of understanding and constituting the social world', the critical, post-structuralist view of discourse as a source of power. Several themes resonate across the four sections and the chapters within them: * Widening the scope of enquiry, combining approaches to discourse * Linking the study of discourse with ethnography * Dealing with the changing nature of contemporary patterns of communication This is one of ten volumes of the Encyclopedia of Language and Education published by Springer. The Encyclopedia bears testimony to the dynamism and evolution of the language and education field, as it confronts the ever-burgeoning and irrepressible linguistic diversity and ongoing pressures and expectations placed on education around the world.

This book offers a new perspective for research in the field of bilingual education by proposing an integrated approach to the study of bilingualism in minority and majority settings. Programmes for indigenous groups, for national minorities and for migrants are analysed together with programmes aimed at dominant language groups, by well-known scholars from eight different countries in Europe and the Americas. Each contribution seeks to go beyond the traditional dichotomy between policy, practice and research into bilingual education programmes for majority language speakers, and modalities offered for minority language speakers. Thus, the book argues for the construction of a shared discourse for research into bilingualism and bilingual education and for the adoption of an ecological perspective on language education.

This book describes a particular type of educational provision referred to as aelitea or aprestigiousa bilingual education, which caters mainly for upwardly mobile, highly educated, higher socio-economic status learners of two or more internationally useful languages. The development of different types of elite bilingual or multilingual educational provision is discussed and an argument is made for the need to study bilingual education in majority as well as in minority contexts.

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.