This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs. The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities, that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, legal recognition at all educational levels, the dissemination of printed and digital materials, and more or less limited language use in the local community. Highlighted languages include Ashaninka, Basque, Frisian, Hawaiian, Irish, Isthmus Zapotec, Quechua Chanka, Tonga and Welsh. Each chapter adopts a consistent structure, with a brief introduction to the sociolinguistic landscape, followed by sections on language use in education, research studies, reflections and discussions related to the learning of minority languages as second languages and the implication of these processes for the revitalization of minority languages. Breaking new ground in second language acquisition research, this book is an indispensable resource for advanced students and researchers in SLA, multilingual education, bilingualism, and sociolinguistics.

Language is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas. The book is open access under a CC BY NC ND licence.

This book is the very first collection of first-person language learning narratives that offers rich introspective data on the various processes and forces shaping the development and maintenance of multiple languages (seven and more) in a single individual. The writers are twelve multilinguals who have been influenced by quite different contextual factors and who have learned a wide range and combination of dialects and languages from both similar and very different linguistic families. The combinations explored in the narratives include some lesser-known languages that come from under-researched areas, such as the African continent, certain parts of Asia, the Middle East, and Eastern Europe. Also unique are two theoretical chapters which analyze the narrative data against the background of language development research findings within several thematic areas: multiple language learning as a complex dynamic system; the influence of bilingualism/multilingualism on the acquisition of additional languages; cross-linguistic influence; and also emotions, motivation, and identity. The aim of this juxtaposition and analysis is to allow a meaningful comparison of the extent to which etic, researcher-generated, and emic, learner-offered perspectives match or diverge, and to identify new questions that the emic data may add to research agendas. The book is an excellent resource not only for researchers but also for teachers as well as for students of language at the graduate and undergraduate level.

This volume is a response both to the increasing interest in multilingual phenomena and lexical issues in language learning. It is of interest to scholars and graduate students interested in bi- and multilingualism, second and multiple language acquisition, language processing and language learning, mental lexicon, applied linguistics, psycho- and neurolinguistics and language teaching. Recent research on third language acquisition and trilingualism has made clear that most multilingual studies actually deal with vocabulary learning or the lexicon. So far books on the mental lexicon have mainly been concerned with two languages in contact. This book is unique because it explores the multilingual lexicon by providing insights from research studies conducted in psycholinguistics, applied linguistics and neurolinguistics. It goes beyond the use of two languages and thus concentrates on a new and developing area in linguistic research.

Third language acquisition is a common phenomenon, which presents some specific characteristics as compared to second language acquisition. This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.

This book emerges as a response to the increasing use of English as a lingua franca in the multilingual European context. It provides an up-to-date overview of the sociolinguistic, psycholinguistic and educational aspects of research on third language acquisition by focusing on English as a third language.

Colonialism, contemporary patterns of communication worldwide, the revival of minority languages and immigration have all increased the prevalence of individual multilingualism and the need for individuals to have multilingual proficiency. While multilingualism and multilingual education share certain characteristics with bilingualism and bilingual education, they present unique characteristics, and promoting them presents unique challenges that have seldom been addressed. The chapters in this edited book provide theoretical, empirical and practical bases for planning and implementing multilingual education programmes that prepare students for a multilingual world. The authors address issues related to multilingual acquisition, the use of content instruction in multiple languages to promote multilingual acquisition, teacher education, and the role of culture in multilingual schools. In addition, case studies of multilingual schools from around the world illustrate not only the achievements of multilingual education but also the challenges it poses. This book should interest researchers working on bilingualism and multilingualism, teacher educators and teachers who work or plan to work in bi-multilingual programmes and language policy makers.

Language is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas. The book is open access under a CC BY NC ND licence.

This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua franca-s in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education. The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others. This is the volume that finally accounts for multilingual education from a truly multilingual perspective by involving proposals and research from a variety of multilingual speech communities in the world. The (linguistically) rich Ethiopia and Mexico can teach the poor Europe and other Northern countries about multilingual education. CLIL promoters may learn from Finnish Sami and Canadian Innu and Mi gmaq indigenous communities as well as from Basque results. Speakers and teachers of minority and international languages will certainly be glad to hear the news. There is no need for a monolingual bias or tunnel vision in acquiring English in non-English speaking communities. This volume includes new challenging pedagogical perspectives while pointing to interesting conclusions for worldwide educational authorities . Maria Pilar Safont Jorda, Universitat Jaume I, Castello, Spain"

This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs. The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities, that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, legal recognition at all educational levels, the dissemination of printed and digital materials, and more or less limited language use in the local community. Highlighted languages include Ashaninka, Basque, Frisian, Hawaiian, Irish, Isthmus Zapotec, Quechua Chanka, Tonga and Welsh. Each chapter adopts a consistent structure, with a brief introduction to the sociolinguistic landscape, followed by sections on language use in education, research studies, reflections and discussions related to the learning of minority languages as second languages and the implication of these processes for the revitalization of minority languages. Breaking new ground in second language acquisition research, this book is an indispensable resource for advanced students and researchers in SLA, multilingual education, bilingualism, and sociolinguistics.

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

​This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua franca-s in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education. The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others. “This is the volume that finally accounts for multilingual education from a truly multilingual perspective by involving proposals and research from a variety of multilingual speech communities in the world. The (linguistically) rich Ethiopia and Mexico can teach the poor Europe and other Northern countries about multilingual education. CLIL promoters may learn from Finnish Sámi and Canadian Innu and Mi’gmaq indigenous communities as well as from Basque results. Speakers and teachers of minority and international languages will certainly be glad to hear the news. There is no need for a monolingual bias or tunnel vision in acquiring English in non-English speaking communities. This volume includes new challenging pedagogical perspectives while pointing to interesting conclusions for worldwide educational authorities�. Maria Pilar Safont Jordà, Universitat Jaume I, Castelló, Spain

This book is unique because it explores the multilingual lexicon by providing insights from research studies conducted in psycholinguistics, applied linguistics and neurolinguistics. It goes beyond the use of two languages and thus concentrates on a new and developing area in linguistic research. The different perspectives provide a link to the mainstream work on the lexicon and vocabulary acquisition and will stimulate further debate in these areas and in the study of multilingualism.

The 29 chapters in this volume offer insight in the various interdisciplinary approaches to the study of knowledge about language or language awareness. They reflect the breadth of the area and chart its possible development in topics such as:* Language awareness in the mother tongue and second and foreign languages* Studies aimed at improving the teaching of languages in educational settings* Studies of Psycholinguistic processes, explicit and implicit knowledge* Bilingualism and multilingualism, in particular metalinguistic awareness* Critical language awareness, social practices of language and the role of power and ideology.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 cutting edge volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'. Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends in the study of multilingual education by putting together research studies that analyse the processes of both 'becoming multilingual' and 'being multilingual' in educational contexts.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.