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This book discusses salient moments of multilingual encounters and
brings together contributions focused on the interplay between
language use by individuals and societies, and language-related
inequalities or opportunities for speakers. The chapters
demonstrate how biographical and speaker-centred approaches can
contribute to an understanding of linguistic diversity, how
researchers can empirically account for lived experiences of
languages, and how such accounts are embedded in a larger
discussion on social (in)equality. Together the chapters make a
powerful case for the importance of speaker-centred methodologies
in multilingual and multilingualism research. The book is a rich
source of theoretical and methodological reflections and will thus
be a valuable resource for both experienced researchers and
students beginning to explore biographical research methods.
This book discusses salient moments of multilingual encounters and
brings together contributions focused on the interplay between
language use by individuals and societies, and language-related
inequalities or opportunities for speakers. The chapters
demonstrate how biographical and speaker-centred approaches can
contribute to an understanding of linguistic diversity, how
researchers can empirically account for lived experiences of
languages, and how such accounts are embedded in a larger
discussion on social (in)equality. Together the chapters make a
powerful case for the importance of speaker-centred methodologies
in multilingual and multilingualism research. The book is a rich
source of theoretical and methodological reflections and will thus
be a valuable resource for both experienced researchers and
students beginning to explore biographical research methods.
This edited volume presents an empirical account of how neoliberal
ideas are adopted on the ground by different actors in different
educational settings, from bilingual education in the US, to
migrant work programmes in Italy, to minority language teaching in
Mexico. It examines language and education as objects of
neoliberalization and as powerful tools and sites through which
ideological principles underpinning neoliberal societies and
economies are (re)produced and maintained (and with that,
inequality and exclusion). This book aims to produce a complex
understanding of how neoliberal rationalities are articulated
within locally anchored and historical regimes of knowledge on
language, education and society.
This edited volume presents an empirical account of how neoliberal
ideas are adopted on the ground by different actors in different
educational settings, from bilingual education in the US, to
migrant work programmes in Italy, to minority language teaching in
Mexico. It examines language and education as objects of
neoliberalization and as powerful tools and sites through which
ideological principles underpinning neoliberal societies and
economies are (re)produced and maintained (and with that,
inequality and exclusion). This book aims to produce a complex
understanding of how neoliberal rationalities are articulated
within locally anchored and historical regimes of knowledge on
language, education and society.
This book provides a unique insight into negotiations around
language investment for employability in the context of public
employment services. Drawing on extensive ethnographical research
carried out in Regional Employment Offices in Switzerland, the
authors follow the stories of various job seekers. In doing so,
they challenge the currently dominant assumption that investment in
language competences leads to better employability. Arguing for a
political economic perspective on these issues, this book will be
of interest to anyone concerned with the connections between
language and social inequality, as well as students and scholars of
sociolinguistics and applied linguistics.
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