Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents' everyday lives and experiences. The volume examines the connections between language and literacy practices and social identities associated with religion in a variety of sites of learning and socialization, namely homes, religious education classes, places of worship, and faith-related schools and secular schools. Contributors engage with a diverse set of complex multiethnic and religious communities, and investigate the rich multilingual, multiliterate and multi-scriptal practices associated with religion which children and adolescents engage in with a range of mediators, including siblings, peers, parents, grandparents, religious leaders, and other members of the religious community. The volume is organized into three sections according to context and participants: (1) religious practices at home and across generations, (2) religious education classes and places of worship and (3) bridging home, school and community. The edited book will be a valuable resource for researchers in applied linguistics, linguistic anthropology, socio-linguistics, intercultural communication, and early years, primary and secondary education.

The relationship between the history, culture and peoples of Greece, Turkey and Cyprus is often reduced to an equation which defines one side in opposition to the other.The reality is much more complex and while there have been and remain significant divisions there are many, and arguably more, areas of overlap, commonality and common interest.This book addresses a gap in the scholarly literature by bringing together specialists from different disciplinary traditions - history, sociology, anthropology, linguistics, literature, ethnomusicology and international relations, so as to examine the relationship between Greeks and Turks, as well as between Greek Cypriots and Turkish Cypriots, since the founding of the Republic of Turkey in 1923. When Greeks and Turks Meet aims to contribute to current critical and comparative approaches to the study of this complex relationship in order to question essentialist representations, stereotypes and dominant myths and understand the context and ideology of events, processes and experience. Starting from this interdisciplinary perspective and taking both diachronic and synchronic approaches, the book offers a fresh coverage of key themes including memory, history and loss; the politics of identity, language and culture; discourses of inclusion and exclusion. Contributors focus on the geographical areas of Greece, Turkey and Cyprus and on the modern historical period (since 1923) up to the present day, offering in some cases an informed perspective that looks towards the future. When Greeks and Turks Meet will be essential reading for students and researchers working on the cross-roads of Greece, Turkey and Cyprus, on South-East Europe and the Middle East more generally. It will also be a valuable resource for students and researchers in inter-cultural communication, cultural and media studies, language and education, international relations and politics, refugee and migration studies, conflict and post-conflict studies.

Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents' everyday lives and experiences. The volume examines the connections between language and literacy practices and social identities associated with religion in a variety of sites of learning and socialization, namely homes, religious education classes, places of worship, and faith-related schools and secular schools. Contributors engage with a diverse set of complex multiethnic and religious communities, and investigate the rich multilingual, multiliterate and multi-scriptal practices associated with religion which children and adolescents engage in with a range of mediators, including siblings, peers, parents, grandparents, religious leaders, and other members of the religious community. The volume is organized into three sections according to context and participants: (1) religious practices at home and across generations, (2) religious education classes and places of worship and (3) bridging home, school and community. The edited book will be a valuable resource for researchers in applied linguistics, linguistic anthropology, socio-linguistics, intercultural communication, and early years, primary and secondary education.

This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.

This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.