{"product_id":"introducing-multilingualism-9781138244498","title":"Introducing Multilingualism","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroducing Multilingualism is a comprehensive and user-friendly introduction to the dynamic field of multilingualism. Adopting a compelling social and critical approach and covering important social and educational issues, the authors expertly guide readers through the established theories, leading them to question dominant discourses on subjects such as integration, heritage and language testing. This second edition has been fully revised and updated, featuring new chapters on multilingualism in new media, the workplace and the family. Other key topics include:\u003c\/p\u003e\u003cul\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003elanguage as a social construct\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003elanguage contact and variation\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003elanguage and identity\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003ethe differences between individual and societal multilingualism\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003etranslanguaging\u003c\/li\u003e \u003cp\u003e \u003c\/p\u003e \u003cli\u003eflexible multilingual education. \u003c\/li\u003e \u003c\/ul\u003e\u003cp\u003eWith a wide range of engaging activities and quizzes and a comprehensive selection of case studies from a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003ePart I: Theoretical and methodological considerations\u003c\/p\u003e\u003cp\u003eChapter 1: Introduction\u003c\/p\u003e\u003cp\u003eA social approach to multilingualism\u003c\/p\u003e\u003cp\u003eA note on terminology\u003c\/p\u003e\u003cp\u003eCoping with change\u003c\/p\u003e\u003cp\u003eHow the book is structured\u003c\/p\u003e\u003cp\u003eChapter 2: Theoretical and methodological framework\u003c\/p\u003e\u003cp\u003eThe construction of meaning\u003c\/p\u003e\u003cp\u003eDominant vs. critical readings\u003c\/p\u003e\u003cp\u003eTowards an ethnographically based discourse analysis\u003c\/p\u003e\u003cp\u003eThe study of language ideologies\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePart II: Multilingualism within and across languages\u003c\/p\u003e\u003cp\u003eChapter 3: What is a language?\u003c\/p\u003e\u003cp\u003eDiscourse models of language\u003c\/p\u003e\u003cp\u003eWhat is standard English?\u003c\/p\u003e\u003cp\u003e‘English’ is a mere label\u003c\/p\u003e\u003cp\u003eThe fuzzy boundaries of named languages\u003c\/p\u003e\u003cp\u003eConsequences for teaching\u003c\/p\u003e\u003cp\u003eConsequences for research\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 4: Language variation and the spread of global languages\u003c\/p\u003e\u003cp\u003eAfrican-American English\u003c\/p\u003e\u003cp\u003eCaribbean ‘nation language’\u003c\/p\u003e\u003cp\u003eSinglish\u003c\/p\u003e\u003cp\u003eThe global spread of English\u003c\/p\u003e\u003cp\u003eTwo French youth languages\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 5: Revitalization of endangered languages\u003c\/p\u003e\u003cp\u003eAustralian Aboriginal languages: a history of oppression\u003c\/p\u003e\u003cp\u003eMāori in New Zealand: a revitalization success story\u003c\/p\u003e\u003cp\u003eSámi and Kven in Norway: differential positionings on the success-failure continuum\u003c\/p\u003e\u003cp\u003eHebrew in Israel: the costs of revitalization\u003c\/p\u003e\u003cp\u003eBreton in France: how (not) to standardize\u003c\/p\u003e\u003cp\u003eCorsican and the polynomic paradigm\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePart III: Societal and individual multilingualism \u003c\/p\u003e\u003cp\u003eChapter 6: Societal multilingualism\u003c\/p\u003e\u003cp\u003eUkraine\u003c\/p\u003e\u003cp\u003eSwitzerland\u003c\/p\u003e\u003cp\u003eSingapore\u003c\/p\u003e\u003cp\u003eHong Kong and China\u003c\/p\u003e\u003cp\u003eSouth Africa\u003c\/p\u003e\u003cp\u003eNigeria\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 7: Language and identities \u003c\/p\u003e\u003cp\u003eCategorization\u003c\/p\u003e\u003cp\u003eGee’s four ways to view identity\u003c\/p\u003e\u003cp\u003eIdentity: a peach or an onion?\u003c\/p\u003e\u003cp\u003eEthnic and national identity\u003c\/p\u003e\u003cp\u003eCode-switching and identity\u003c\/p\u003e\u003cp\u003eTranslanguaging identities\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 8: The interplay between individual and societal multilingualism\u003c\/p\u003e\u003cp\u003eThe Canadian policy of bilingualism and multiculturalism\u003c\/p\u003e\u003cp\u003eSome consequences for First Nations people\u003c\/p\u003e\u003cp\u003eQuebec francophone nationalism\u003c\/p\u003e\u003cp\u003eIndividual bilingualism through institutional monolingualism\u003c\/p\u003e\u003cp\u003eExclusion through French, inclusion through English\u003c\/p\u003e\u003cp\u003eShifting ideologies\u003c\/p\u003e\u003cp\u003eConclusion: the commodification of language\u003c\/p\u003e\u003cp\u003ePart IV: Multilingualism in education and other institutional sites\u003c\/p\u003e\u003cp\u003eChapter 9: Flexible vs. fixed multilingualism \u003c\/p\u003e\u003cp\u003eUS vs. EU language-in-education policy\u003c\/p\u003e\u003cp\u003eCase Study 1: Luxembourg\u003c\/p\u003e\u003cp\u003eCase Study 2: Catalonia and the Basque Country\u003c\/p\u003e\u003cp\u003eDiscussion and conclusion: towards flexible multilingualism\u003c\/p\u003e\u003cp\u003eChapter 10: Mother tongue education or literacy bridges?\u003c\/p\u003e\u003cp\u003eThe case for mother tongue education: African-American English \u003c\/p\u003e\u003cp\u003eThe case against mother tongue education (in four steps): South Africa\u003c\/p\u003e\u003cp\u003eThe problems with mother tongue education\u003c\/p\u003e\u003cp\u003eTowards literacy bridges\u003c\/p\u003e\u003cp\u003eConclusion: a possible solution for South Africa\u003c\/p\u003e\u003cp\u003eChapter 11: Heritage language education\u003c\/p\u003e\u003cp\u003eFrom mother tongue education to heritage language education\u003c\/p\u003e\u003cp\u003eLanguage and heritage in the United States\u003c\/p\u003e\u003cp\u003eLanguage and heritage in England\u003c\/p\u003e\u003cp\u003eThe dominance of the standard language and purist ideologies \u003c\/p\u003e\u003cp\u003eDiscussion and conclusion: implications for the EU policy of multilingualism \u003c\/p\u003e\u003cp\u003e12 Multilingualism in other institutional sites\u003c\/p\u003e\u003cp\u003eMultilingualism in the workplace\u003c\/p\u003e\u003cp\u003eMultilingualism in legal settings and asylum procedures\u003c\/p\u003e\u003cp\u003eLanguage use in multilingual families\u003c\/p\u003e\u003cp\u003ePart V: Critical analysis of discourses\u003c\/p\u003e\u003cp\u003eChapter 13: Institutional discourses on language and migration \u003c\/p\u003e\u003cp\u003eThe discourse of integration\u003c\/p\u003e\u003cp\u003eLanguage testing and citizenship\u003c\/p\u003e\u003cp\u003eConclusion: unpacking the discourses of integration and language testing\u003c\/p\u003e\u003cp\u003eChapter 14: Media representations of multilingualism\u003c\/p\u003e\u003cp\u003ePast vs. present perceptions of multilingualism in the media\u003c\/p\u003e\u003cp\u003eFirwat ass alles schief gaangen?: responses to Luxembourg’s PISA results\u003c\/p\u003e\u003cp\u003eConstructing the UK as an English-only space\u003c\/p\u003e\u003cp\u003eThe English Only movement in the US\u003c\/p\u003e\u003cp\u003eConclusion: a historical perspective on the one nation–one language ideology\u003c\/p\u003e\u003cp\u003eChapter 15: Multilingualism in the new media\u003c\/p\u003e\u003cp\u003eNew media sociolinguistics\u003c\/p\u003e\u003cp\u003eDigital ethnography\u003c\/p\u003e\u003cp\u003eLanguage contact phenomena in digital language\u003c\/p\u003e\u003cp\u003eThe limited multilingualism of the Internet\u003c\/p\u003e\u003cp\u003eLanguage policing in the social media\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 16: Linguistic landscape\u003c\/p\u003e\u003cp\u003eLimitations of (some) linguistic landscape analyses\u003c\/p\u003e\u003cp\u003eLanguage contact phenomena on multilingual signs\u003c\/p\u003e\u003cp\u003eSome basic distinctions\u003c\/p\u003e\u003cp\u003eContextualizing and historicizing linguistic landscapes\u003c\/p\u003e\u003cp\u003eExploring the context of reception\u003c\/p\u003e\u003cp\u003eDiscussion and conclusion: discourses in place\u003c\/p\u003e\u003cp\u003ePart VI:\u003ci\u003e \u003c\/i\u003eFurther directions in the study of multilingualism\u003c\/p\u003e\u003cp\u003eChapter 17: Conclusion\u003c\/p\u003e\u003cp\u003eFurther directions in the study of multilingualism\u003c\/p\u003e\u003cp\u003eMoving into a multilingual future\u003c\/p\u003e\u003cp\u003eNormalizing multilingualism\u003c\/p\u003e\u003cp\u003eNotes on the activities\u003c\/p\u003e\u003cp\u003eNotes on the quizzes\u003c\/p\u003e\u003cp\u003eAuthor index\u003c\/p\u003e\u003cp\u003eSubject index \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default 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