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Heritage language policies define the context in which heritage
languages are maintained or abandoned by communities, and this
volume describes and analyzes international policy strategies, as
well as the implications for the actual heritage language speakers.
This volume brings together heritage language policy case studies
from around the world, foregrounding globalization by covering five
regions: the Americas, Europe, Africa, Asia, and Australasia. The
countries profiled include the United States, Canada, Argentina,
Norway, Sweden, Ireland, Uganda, Namibia, Morocco, Japan, South
Korea, Singapore, New Zealand, Australia, and Fiji. This volume
also highlights an expanded definition of 'heritage language',
choosing to focus on individual and community identities, and
therefore including both Indigenous and immigrant languages.
Focusing specifically on language policy relating to heritage
languages, the chapters address key questions such as Are heritage
languages included or excluded from the national language policy
discourse? What are the successes and shortcomings of efforts to
establish heritage language policies? What is the definition of
'heritage language' in official usage by the local/regional
government and stakeholders? How are these language policies
perceived by the actual heritage language communities?
Heritage language policies define the context in which heritage
languages are maintained or abandoned by communities, and this
volume describes and analyzes international policy strategies, as
well as the implications for the actual heritage language speakers.
This volume brings together heritage language policy case studies
from around the world, foregrounding globalization by covering five
regions: the Americas, Europe, Africa, Asia, and Australasia. The
countries profiled include the United States, Canada, Argentina,
Norway, Sweden, Ireland, Uganda, Namibia, Morocco, Japan, South
Korea, Singapore, New Zealand, Australia, and Fiji. This volume
also highlights an expanded definition of 'heritage language',
choosing to focus on individual and community identities, and
therefore including both Indigenous and immigrant languages.
Focusing specifically on language policy relating to heritage
languages, the chapters address key questions such as Are heritage
languages included or excluded from the national language policy
discourse? What are the successes and shortcomings of efforts to
establish heritage language policies? What is the definition of
'heritage language' in official usage by the local/regional
government and stakeholders? How are these language policies
perceived by the actual heritage language communities?
This book presents a sociocultural linguistic analysis of
discourses of conflict, as well as an examination of how linguistic
identity is embodied, negotiated and realized during a time of war.
It provides new insights regarding multilingualism among Ukrainians
in Ukraine and in the diaspora of New Zealand, the US and Canada,
and sheds light on the impact of the Russian-Ukrainian war on
language attitudes among Ukrainians around the world. Crucially, it
features an analysis of a new movement in Ukraine that developed
during the course of the war - 'changing your mother tongue', which
embodies what it is to renegotiate linguistic identity. It will be
of value to researchers, faculty, and students in the areas of
linguistics, Slavic studies, history, politics, anthropology,
sociology and international affairs, as well as those interested in
Ukrainian affairs more generally.
Linguistic landscapes can play an important role in educating
individuals beyond formal pedagogical environments. This book
argues that anywhere can be a space for people to learn from
displayed texts, images, and other communicated signs, and
consequently a space where teachable cultural moments are created.
Following language learning trajectories that 'exit through the
language classroom' into city streets, public offices, museums and
monuments, this volume presents innovative work demonstrating that
anyone can learn from the linguistic landscape that surrounds them.
Offering a bridge between theoretical research and practical
application, chapters consider how we make sense of places by
understanding how the landscape is used to express, claim and
contest identities and ideologies. In this way, Linguistic
Landscapes Beyond the Language Classroom highlights the unexpected
potential of the informal settings for learning and for teachers to
expand their students' intercultural experience.
Linguistic landscapes can play an important role in educating
individuals beyond formal pedagogical environments. This book
argues that anywhere can be a space for people to learn from
displayed texts, images, and other communicated signs, and
consequently a space where teachable cultural moments are created.
Following language learning trajectories that 'exit through the
language classroom' into city streets, public offices, museums and
monuments, this volume presents innovative work demonstrating that
anyone can learn from the linguistic landscape that surrounds them.
Offering a bridge between theoretical research and practical
application, chapters consider how we make sense of places by
understanding how the landscape is used to express, claim and
contest identities and ideologies. In this way, Linguistic
Landscapes Beyond the Language Classroom highlights the unexpected
potential of the informal settings for learning and for teachers to
expand their students' intercultural experience.
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