Chronotopicity: The Inseparability of Time and Space

This month we are publishing Chronotopic Identity Work: Sociolinguistic Analyses of Cultural and Linguistic Phenomena in Time and Space edited by Sjaak Kroon and Jos Swanenberg. In this post the editors discuss how their book explores the concept of chronotopicity.

How often have you encountered a colleague, for instance at an international sociolinguistics conference, who started talking to you about Bakhtin? And how often did you subsequently engage in a somewhat vague and not very satisfying discussion about some of Bakhtin’s central concepts like heteroglossia or chronotopicity?

Over the last few years, chronotopicity has received renewed attention, not only in the field of literary studies where Bakhtin coined it, but also in other scientific fields. The inseparability of time and space also applies to, for example, social interaction and recently several scholars have shed new light on the possible contributions of the concept of chronotopicity to theorizing in sociolinguistics. This almost automatically led to questions on whether and how the concept could be used in empirical, mainly ethnographically-oriented sociolinguistic research.

In our edited volume Chronotopic Identity Work, we attempt to bring together a variety of empirical studies that put some flesh on the bones of the rather abstract chronotopic theorizing as presented thus far in the field of sociolinguistics. By doing so, we aim to show how Bakhtin’s concept of chronotopicity can be used for unraveling the intricate relationships between language, culture and identity in an era of globalization, digitalization and superdiversity.

Our cooperation with colleagues who agreed to face the challenge of using chronotopicity as a central concept in their research has taken us to:

  • young adults in Mongolia interacting on Facebook through mixed and inverted language practices;
  • fame-seeking identity plays by so-called baifumei (white, rich, beautiful, young women), within the Chinese ‘attention economy’;
  • changes in picturing bureaucratic personhood through descriptions with deictics in local newspapers in Indonesia;
  • touristic entertainment in a former traditional rural neighborhood in China;
  • the commodification of cultural heritage and identity work in an ethnic minority community in Enshi, China;
  • navigations of teachers and students between different language regimes in a multicultural school in Denmark;
  • normative behavior and attitudes regarding different language resources in and around school situations in the Netherlands;
  • the construction and meaning of Polish identity in an immigrant community in a superdiverse neighborhood in Belgium.

We think this collection of sociolinguistic analyses through the lens of chronotopicity clearly illustrates how the concept can be used in empirical research and how it contributes to the understanding of identity work in relation to the context of time and space.

Sjaak Kroon and Jos Swanenberg

Department of Culture Studies & Babylon, Center for the Study of Superdiversity, Tilburg University (The Netherlands)

a.p.c.swanenberg@uvt.nl

 

For more information about this book please see our website.

If you found this interesting, you might also like Multilingualism, (Im)mobilities and Spaces of Belonging edited by Kristine Horner and Jennifer Dailey-O’Cain.

The 1963 Coral Way Bilingual Program: Looking to the Past and Moving into the Future

This month we published The Coral Way Bilingual Program by Maria R. Coady. In this post the author explains how the book came together.

Among bilingual educators in the US, the name “Coral Way” is a virtual household word. Whenever scholars think about the start of dual language programs, they accurately cite the Coral Way School and its contributions to the field. Yet few know the real stories, people, and energy that went into opening the country’s first publicly funded dual language program – referred to in 1963 simply as “the bilingual program.” This book changes that.

In 2017, I began to read and revisit the early work by Dr. Richard Ruiz and Bess de Farber at the University of Arizona, who collected archival data and oral histories from former teachers, students, and “Cuban Aides” at Coral Way Elementary. An under-examined archive was housed there, but few in our field knew about it.

Coral Way School in 1963

Next I dug deep into archives that hadn’t yet been examined. I unearthed the sole dissertation on Coral Way students from 1968 by Dr. Mabel Richardson. I examined memos, notes, reports and grant applications archived in New York at the Rockefeller Dimes Archive Center on the Ford Foundation. I collected new oral histories from Coral Way teachers and students who participated in the program between 1961 and 1968. The story of Coral Way came more clearly into focus.

The journey I undertook led me across the US and Europe, to newspapers and obituaries, and to academic journals from the 1960s to today. I was astonished that the voices of our antecedents – our bilingual educator roots – remained virtually absent from current conversations, accomplishments, and challenges in bilingual education.

My goal in writing The Coral Way Bilingual Program was not only to document a legacy but, more importantly, to carry the stories of our past into the present and future. I hope this book is a start to connecting these places in time and to advancing our knowledge on behalf of bilingual and multilingual students and families.

 

For more information about this book please see our website.

If you found this interesting, you might also like Profiles of Dual Language Education in the 21st Century edited by M. Beatriz Arias and Molly Fee.

Multilingualism – An Asset or A Threat?

We recently published Multilingualism, (Im)mobilities and Spaces of Belonging edited by Kristine Horner and Jennifer Dailey-O’Cain. In this post the editors explain the themes covered in the book.

Like many others in our profession, the two of us are highly mobile people. Each of us changed countries in order to take up our current academic positions – Kristine commutes between the small European country of Luxembourg and the UK, and Jennie relocated from the United States to Canada – and of course our work as linguists is full of regular trips both of the “long-haul” and “short hop” variety.

Even as much of the world we live in considers this kind of mobility of privileged white professional academics as unremarkable, though, the mobility of other kinds of people – such as those from the global South – is often considered far more problematic. While some of us can claim the right to call ourselves “skilled worker immigrants” or even “expats” (a term that conjures up a sort of glamorous yet highly temporary “just passing through” lifestyle), others are dismissed by the societies we live in as “foreign workers” or “migrants”.

It is not all that different with multilingualism. Some forms of it are regarded as an asset or even as an essential skill (such as learning English or French in school and making use of those languages in an eventual work setting), while others can often be deemed problematic or even threatening to national unity. In the end, whether language is a resource, a barrier, or even a site of struggle will tend to come down to who you are, which languages you speak, and especially which contexts you are trying to use those languages in.

Our new book is about what mobility means in different circumstances, some of the different ways that language plays a role in those situations, and how complex social processes play a role in how these occasions and uses of language in those instances are perceived. In addition to our introduction, it includes nine previously unpublished research papers based on fieldwork in Africa, Asia, Australasia and Europe, and three insightful commentaries from experienced researchers that help tie the different papers together. Before publication, many of the contributing authors had the opportunity to discuss work in progress at workshops in Sheffield, England and Cape Town, South Africa. These meetings led to thought-provoking discussions that led us to reflect further on our positionality as scholars. This process was pivotal to the development of the book.

Divided into three thematic sections, the book explores the contestation of spaces and the notion of borders, examines the ways that heritage and authenticity are linked or challenged, and interrogates the intersections between mobility and hierarchies as well as the ways that language can be linked to issues of belonging. We believe that future research will benefit from connecting scholarship in sociolinguistics more closely to scholarship in migration studies and globalization studies. This book is a step along this pathway.

 

For more information about this book please see our website.

If you found this interesting, you might also like Sociolinguistic Perspectives on Migration Control edited by Markus Rheindorf and Ruth Wodak.

The Politics of Language and Identity

This month we published Choosing a Mother Tongue by Corinne A. Seals. In this post the author describes an encounter with language, identity and politics on a visit to Ukraine in the winter of 2017.

While I was writing Choosing a Mother Tongue: The Politics of Language and Identity in Ukraine, I was constantly reflecting on language choice and use, especially when I would find myself at a Ukrainian community event with a Ukrainian language conversation happening to my left and a Russian language conversation happening to my right. However, the power of the politics of language and identity struck me particularly during a visit to Ukraine in the winter of 2017.

I had been in L’viv (Western Ukraine), traveled to Kyiv (Central Ukraine), and had just arrived back again in L’viv to the same hotel and same restaurants in which I had spent time during the first part of the trip. However, while I had been very conscious of my language use when first in L’viv (sticking to Ukrainian to align with the preference of most people in this city), I had just been in Kyiv where language choice and use was more fluid and where my hosts were Russian dominant speakers. Additionally, my trip back to L’viv had been during a snowstorm, and in an exhausted state I was not as conscious of my language use.

L’viv during the snowstorm

When I went to grab a quick dinner at the restaurant next to where I was staying, I was bemused by the insistence of the maître d’ that she couldn’t understand me. “Surely,” I thought, “there must be something I’m doing wrong if this hasn’t happened to me before.” It was then that I realized I had been speaking to her in Russian (due to having just returned from Kyiv), but I was in a Crimean Tatar restaurant in L’viv.

This context is significant, as the Crimean Tatars have repeatedly been displaced by both the Soviet and Russian governments in history and had just been displaced again from Crimea not long before my trip to Ukraine. Recognizing my major faux pas, I switched to Ukrainian and apologized before repeating my request in Ukrainian. The maître d’ smiled slightly, nodded in acknowledgement, and proceeded with our conversation.

A Ukrainian poem in L’viv about language and identity by famous poet, Lesya Ukrainka

Now, Russian and Ukrainian are similar enough that most people can at least loosely understand one if you speak the other. So, this was highly unlikely to be a case of not having proficiency in a language. Rather (and as further informed by our interaction), this was a political statement reflecting linguistic history and identity. It was more important for the maître d’ to uphold her linguistic principles than to make the transaction. However, my awareness and acknowledgement of this, as well as my subsequent linguistic alignment with her, meant that all was again equal.

This is one of many examples that speaks to the strength of connection between language and identity, as well as the importance of being aware of current and historical events related to language and politics wherever you are.

Corinne Seals (Mykytka), Victoria University of Wellington, New Zealand

corinne.seals@vuw.ac.nz

 

For more information about this book please see our website.

If you found this interesting, you might also like Language, Identity and Education on the Arabian Peninsula edited by Louisa Buckingham.

Introducing International Teaching Assistants

We recently published A Transdisciplinary Approach to International Teaching Assistants edited by Stephen Daniel Looney and Shereen Bhalla. In this post the editors explain how their book reframes the notion of ‘the ITA problem’.

For several decades in North America, international graduate students have accounted for a significant portion of the teaching labor force at large universities. Thus, novice multilingual teachers with little to no pedagogical training are leading courses populated by undergraduates from the US who have limited experience with intercultural interaction in high-stakes contexts. By the 1980s, this situation had been dubbed “the International Teaching Assistant (ITA) Problem,” and the problem was perceived to be a sociolinguistic one, i.e. lacking symmetry between the speech and pragmatic expectations of ITAs and undergraduates. States began passing legislation requiring that ITAs’ English proficiency be certified before they could undertake teaching responsibilities. This led to the emergence of ITA Programs at universities across the US and Canada as well as the establishment of the ITA Interest Section in the International TESOL organization. ITA Programs vary vastly both in where they are housed in universities, e.g. an academic department, teaching and learning center, or Intensive English Program, and in the services that they provide, e.g. semester-long courses or shorter workshops and seminars. The ITA Interest Section is composed almost exclusively of teachers and administrators with few researchers being active participants. This imbalance has arguably caused ITA as a sub-field of applied linguistics and TESOL to be marginalized and misunderstood as deficit oriented.

Framing ITAs as a problem surely offends the 21st century applied linguist’s sensibilities, but researchers and practitioners realized early on that the issue is more complex than just pronunciation and grammar which can be addressed with remedial ESL courses. ITAs need to be able to exploit and interpret prosodic and multimodal cues, and classroom communication is a two-way street, involving undergraduates as well as ITAs. At the same time, perceptions of speech and expectations for classroom behavior are influenced by experiences and biases that may be conscious or not. While ITA research has dealt with language, interaction, and the perceptions, attitudes, and experiences of ITAs and undergraduates, other stakeholders such as faculty members, ITA practitioners, and university administrators have only entered the periphery of the discussion at best and an in-depth look at policy is non-existent to the best of my knowledge.

Drawing on recent developments in applied linguistics, our volume is a collection of state-of-the-art ITA studies from a variety of perspectives. While there are chapters addressing language and social interaction, there are also studies of communities of practice, the contact hypothesis, assessment, policy, and program evaluation. As a whole, the contributions to this volume reframe ITAs as skilled multilingual professionals who are developing sophisticated interactional repertoires for teaching and academic interaction. Additionally, these multilingual professionals are being socialized into communities of practice including university classrooms, departments, research labs, and student organizations. The collection recognizes the roles multiple stakeholders play in ITA and the institutional and ideological realities that these stakeholders face. While ITA has been framed as a North American issue, English is increasingly the medium of instruction in universities around the world, making our volume relevant to researchers, teachers, and administrators worldwide. The use of English for Teaching (and Academic) Purposes is a global issue that deserves further attention. Our volume only begins to crack the surface of what could be fertile ground for applied linguists, but we hope it can serve as a springboard for further investigation.

 

For more information about this book please see our website

If you found this interesting, you might also like International Student Engagement in Higher Education by Margaret Kettle.

A Manifesto for Decolonising Multilingualism

Dear Colleagues, Readers and Accomplices in the work of Decolonising Multilingualism,

This blog post makes available the Manifesto for Decolonising Multilingualism, which is taken from my book of that title. It’s available as a download/e-pamphlet but like any decolonising task, and any academic work, this was neither the work of one individual nor is it complete. As Francis Nyamanjoh says in his recent article (2019), ‘Decolonising the University in Africa’[1] the work ahead, as with its decolonising antecedents, requires

a convivial scholarship that dwells less on zero-sum games of absolute winners and losers, encourages a disposition of incompleteness and humility through the reality of the ubiquity of debt and indebtedness, and finds strength in themes of interconnections, interdependences, compositeness, and incompleteness […].

In this spirit we would like you to add to the manifesto as an activity for the commons, engaging in dialogue, disputing and creating additional ideas, stories and reflections which may benefit the hard common task of decolonising multilingualism, not least in our teaching and learning in universities.

Alison Phipps

You can freely access and download A Short Manifesto for Decolonising Multilingualism here. Please do feel free to use the comments section of this blog post to continue the conversation.

 

For more information about Decolonising Multilingualism please see our website.

 

 

 

[1] Nyamanjoh, Francis ‘Decolonising the University in Africa’ in OXFORD RESEARCH ENCYCLOPEDIA, Oxford University Press, 2019.

“As Diversity Grows, So Must We”: Teaching and Learning in the Multilingual Classroom

This month we published Using Linguistically Appropriate Practice: A Guide for Teaching in Multilingual Classrooms by Roma Chumak-Horbatsch. In this post the author tells us what to expect from the book.

“You can banish the mother tongue from the classroom – but you cannot banish it from students’ heads.” [1] 

Schools, early learning centres and educational programs worldwide are becoming increasingly language-rich. This means that learners in these contexts come from a variety of language backgrounds. It also means that many have little (or no) proficiency in the language of program or curriculum delivery. In response to this linguistic diversity, teachers are reviewing and rethinking their tried-and-true teaching strategies and asking the following questions:

  • What is the best way to teach learners from different language backgrounds?
  • I am not a language teacher. What do I do?
  • How do I communicate with silent newcomers?
  • How can I integrate them into the life of the classroom?
  • How can I help them learn the school language and participate in the curriculum?

This book directly addresses these questions and provides teachers with direction and concrete guidance. It builds on and extends the original Linguistically Appropriate Practice, or LAP[2], a multilingual teaching approach that upsets and challenges the traditional separation of languages, restores home languages to their rightful place as important language learning “allies”[3] and uses learners’ prior knowledge as a starting point in learning.

Here are the highlights of Using Linguistically Appropriate Practice: A Guide for Teaching in Multilingual Classroom.

  • Explains multilingual pedagogy, provides LAP basics and characterizes the LAP teacher
  • Helps readers better understand the theory-practice connection: a tree image (LAP Tree) is used to explain the link between multilingual practice and the language and learning theories that support this inclusive and open teaching approach.
  • Includes voices from the field: the numerous testimonials, journeys and classroom experiences of over 50 professionals (teachers-in-training, classroom teachers, special program teachers, school principals and a language consultant), working in language-rich schools and specialized programs in seven countries (Canada, Finland, Germany, India, Luxembourg, Iceland and Sweden) showcase how multilingual teaching plays out in real learning contexts
  • Invites teachers working in language-rich classrooms to rethink and review their current practice, shift their teaching from the local to the global and adopt Linguistically Appropriate Practice
  • Facilitates the adoption of multilingual pedagogy: the LAP guide is intended to help teachers identify, position and plan their multilingual work. Each of the six blocks of the guide includes “how to” suggestions and tips. Beginning with practice review and reflection, the LAP map guides teachers to retool their teaching, move away from monolingual practice and take the multilingual turn
  • Provides invaluable discussion about the following issues and challenges identified and raised by multilingual teachers: the “silent period”, a largely misunderstood and never-before explained behaviour of newcomer learners; engaging all children in the multilingual agenda; children’s unwillingness to use their home language in the classroom; understanding speakers of “little known” languages and partnering with families
  • Contains a treasure trove of resources: the book’s lists, websites, suggestions and ideas found in the Resources chapter and also in the Appendix will enrich and extend teachers’ multilingual agendas

This is an exciting time to be a teacher! The language richness found in schools is changing the way teaching and learning happen. It is a call for action, inviting teachers to review their current practice, discover the language richness of their learners, change their teaching direction, open their hearts and their doors to languages and transform their classrooms into multilingual hubs where the languages of all learners are seen, heard and included in the curriculum. Using Linguistically Appropriate Practice: A Guide for Teaching in Multilingual Classrooms is a teaching tool that will help teachers in this multilingual teaching adventure.

Share your multilingual journey with the author:

Roma Chumak-Horbatsch – rchumak@ryerson.ca

[1] Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39.

[2] Chumak-Horbatsch. R. (2012). Linguistically Appropriate Practice: Working with Young Immigrant Children.  Toronto: University of Toronto Press.

[3] Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39.

 

For more information about this book please see our website.

If you found this interesting, you might also like A Parents’ and Teachers’ Guide to Bilingualism by Colin Baker.

Sign Languages are “Real” Languages and it’s Time to Recognise Them

This month we published The Legal Recognition of Sign Languages edited by Maartje De Meulder, Joseph J. Murray and Rachel L. McKee. In this post, and the accompanying video at the end, the editors explain why this book is so important.

With cover art by Deaf artist, Nancy Rourke

Since the 1990s, when Finland and Uganda were the first countries to give their sign languages legal status in law, many countries have followed suit or are still campaigning to achieve recognition of their national sign language(s) in legislation. Until now, these campaigns and their outcomes have remained understudied: why have deaf communities felt that it was necessary to achieve legal status for their sign languages? How does this status relate to that of spoken languages in a specific country? Who was involved in the campaigns? Were there specific strategies used to achieve certain outcomes? Did the legislation have any effect and if so, what kind of effect? Some of these questions have been discussed in separate journal articles or book chapters, but a comprehensive overview and analysis of these laws and campaigns was lacking until now.

Our new book has partly filled this gap. It appears in a context of increasing interest in sign language rights, both among academics and within deaf community discourses. For example, the theme of the upcoming World Federation of the Deaf conference in Paris will be “Sign Language Rights for All”, Norway is preparing a Language Act and draft legislation for Sign Language of the Netherlands will soon be introduced.

The book contains 18 chapters discussing the situation of diverse countries in Europe, USA, South America and Asia. Chapters discuss how countries achieved legal status for sign language, and the state of implementation. This book does not just focus on sign languages; chapter authors discuss the status of the national sign language(s) in relation to laws and policies for spoken languages, and certain ideologies about languages.

While some chapters discuss very recent sign language laws, other chapters look back and assess impact. Other chapters discuss ongoing campaigns. All together, they illustrate the different ways that sign language laws are implemented and managed by governments and deaf communities. For some countries, this book is the first time that the information is available in English.

The campaigns which are the focus of this book were often led by national deaf associations working in partnership with academics in sign language linguistics or Deaf Studies. Since many of these campaigns took place in the past decade, key activists are still involved, and in the book we have actively encouraged academic/community collaborations. All chapters are joint writing efforts of deaf and hearing academics and language activists active in campaigning, researching, or policy work.

The word ‘recognition’ in the book’s title reveals a unique aspect of campaigns for the legal status of sign languages. In most cases it refers to the ‘recognition’ or acknowledgement by governments that sign languages are languages. This concern about sign languages’ status as ‘real’ tends not to occur with other minority languages and is linked to a long history of sign languages being seen as inferior, not ‘real’ languages.

By now, we know that sign languages are languages and the time has come to focus on what it means to effectively recognize those languages and their speakers. This is also the main take-away message of this book: legal status in itself, while often presented as such, is not a panacea. It’s not an end point, but merely a beginning. It is only one part of the bigger picture that alters the status of a language.

We hope this book helps elucidate the process of the legal recognition of sign languages, shows how this is similar or different from other minority language laws, and guides other countries in their campaigns and reflections about future directions.

 

For more information about this book please see our website.

If you found this interesting, you might also like Understanding Deaf Culture by Paddy Ladd.

Dual Language Immersion Programs: The Importance of Maintaining Heritage Languages

This month we published Mandarin Chinese Dual Language Immersion Programs by Ko-Yin Sung and Hsiao-Mei Tsai. In this post Ko-Yin explains the motivation behind the book.

The state of Utah, where the research described in this book was conducted, is the most ambitious state in growing dual language immersion programs, and is seen by other states as a model. However, the Utah model receives criticisms such as that it targets primarily Caucasian students for the purpose of world language enrichment, rather than for minority students to maintain their heritage languages. For example, Delavan, Valdez, and Freire (2017) and Freire, Valdez, and Delavan (2016) found that the discourse in the policy documents and promotional materials were geared toward competitiveness in the global economy, which marginalized language minority students and drew attention away from heritage maintenance.

When I learned the researchers’ findings and saw the rapid speed of the state implementing foreign language immersion programs, it worried me. Maintaining one’s ethnic identity through their language and culture is essential to help heritage learners succeed in education and life. As a trained second language acquisition researcher, a former teacher of a Chinese two-way dual language immersion program, and a mother of three young heritage learners, I felt the need to use my professional knowledge and teaching experience to examine the rapidly implemented Chinese dual language programs in Utah. My former student, Hsiao-Mei Tsai, who has been a Chinese dual language teacher in Utah, was also interested in the research topic. Together we explored many aspects of the Utah Chinese programs in the book:

(1) Parents’, teachers’, and administrators’ perspectives toward the Chinese dual language immersion programs in Utah

(2) Teacher-teacher and teacher-parent collaboration

(3) Chinese dual language immersion teachers’ teaching identities

(4) Chinese language learning strategies

(5) Learning Chinese characters through the chunking method

(6) Oral interactions between a teacher and her students

(7) Emergent bilinguals’ daily translanguaging practice

We hope that the publication of this research book, which was conducted in the rarely investigated, but quickly growing foreign language immersion programs, sends an invitational message to all bilingual education researchers to focus their attention and effort toward the research needs of the newly developed programs.

Ko-Yin Sung

References

Delavan, M.G., Valdez, V.E. and Freire, J.A. (2017) Language as whose resource?: When global economics usurp the local equity potentials of dual language education. International Multilingual Research Journal, 11(2), 86-100.

Freire, J.A., Valdez, V.E. and Delavan, M.G. (2016) The (dis) inclusion of Latina/o interests from Utah’s dual language education boom. Journal of Latinos and Education, 16, 1-14.

 

For more information about this book please see our website.

If you found this interesting, you might also like Teacher Leadership for Social Change in Bilingual and Bicultural Education by Deborah K. Palmer.

Language Management in European Education Systems

We recently published Multilingualism in European Language Education edited by Cecilio Lapresta-Rey and Ángel Huguet. In this post Cecilio reflects on the inspiration behind the book.

I remember very clearly the day I met professor Ángel Huguet in a small town near Lleida (Catalonia – Spain). After coffee and an intense conversation, I joined his research group, venturing in the study of bilingual education models and multilingual management in different Spanish territories.

That coffee talk was followed by many others, but also led to an ongoing process of branching out to other contexts, thanks to research stays abroad, and hosting researchers from many regions of Europe and the rest of the world.

This was the background that pushed us to conduct a symposium titled “Managing Multilingualism in European Schools”, which brought up some questions that may seem basic yet are so important and complex to answer, such as ‘What are the differences and similarities in language management in Andorra, Asturias, the Basque Country, Catalonia, England, Finland, France, Latvia, The Netherlands and Romania?’ and ‘What are the historical, political, sociolinguistic and legislative reasons behind them?

The success of this meeting gave us the encouragement to continue further, aware that this topic was relevant enough to extend the information to many more people.

Therefore, we have put together this volume Multilingualism in European Language Education. In its chapters, renowned experts tackle language management in the educational systems of several European regions. Furthermore, historical, political, sociolinguistic and legislative factors are included for a comprehensive understanding.

Consequently, this book combines an in-depth analysis of each territory with a broader general overview of the whole, resulting in an excellent resource for anyone interested in the topic, and highly useful for professionals in the scientific, educational and linguistic domains.

That, at least, is my wish.

 

For more information about this book please see our website.

If you found this interesting, you might also like Bilingual and Multilingual Education in the 21st Century edited by Christian Abello-Contesse, Paul M. Chandler, María Dolores López-Jiménez and Rubén Chacón-Beltrán.