Jo Carr and Anne Pauwels examine the continuing poor relationship between boys and the study of foreign languages. Framed by discussion of gender socialization, gendered curriculum practices and cultural narratives about boys and schooling, the core of the book is constructed by boys themselves. They talk about school, about themselves as learners, about teachers and language classrooms. Their commentaries raise important issues for language teachers and curriculum planners, but also for everyone involved in wider conversations about boys, language, literacy and education.

This volume deals with challenges to the maintenance of minority (or community) languages in this era of globalization and increasing transnational movements of people. The contributors, experts in language policy, language maintenance and multilingualism offer complementary perspectives drawn from Australia and Europe on the maintenance of linguistic diversity.

This book examines the continuing poor relationship between boys and the study of foreign languages and is framed by discussion of gender socialization, gendered curriculum practices and cultural narratives about boys and schooling. The core of the book is constructed by boys themselves. Their commentaries raise important issues for language teachers and curriculum planners, but also for everyone involved in wider conversations about boys, language, literacy and education.

Deals with challenges to the maintenance of minority (or community) languages in this era of globalization and increasing transnational movements of people. The contributors, experts in language policy, language maintenance and multilingualism offer complementary perspectives from Australia and Europe on the maintenance of linguistic diversity.