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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.
As speakers of different languages interact, language contact will
occur. Language contact will necessarily lead to language change
for both parties involved in such contact. As languages change, the
issue of competence becomes problematic. Who has the right to say
what language will be taught in schools, or what kind of language
will be published in the press and spoken in the media in a world
where languages constantly change? The articles in this collection
refer to several language areas in Europe, from the North
(Scandinavia), the South (Spain / Balkan), the East (Ukraine /
Russia), as well as the Center (Austria / Germany) and includes one
contribution on Canada. They present different cases of language
competence and assessment, languages in contact in different
settings, and language changes which are related to applied
linguistics, both from a sociolinguistic and an educational
linguistic point of view. (Series: Poetry - Truth - Language /
Dichtung - Wahrheit - Sprache - Vol. 11)
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