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Introducing Multilingualism: A Social Approach [Pehme köide]

(University of Sheffield, UK),
  • Formaat: Paperback / softback, 220 pages, kõrgus x laius: 234x156 mm, kaal: 340 g, 10 Line drawings, black and white
  • Ilmumisaeg: 13-Oct-2014
  • Kirjastus: Routledge
  • ISBN-10: 0415609976
  • ISBN-13: 9780415609975
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  • Formaat: Paperback / softback, 220 pages, kõrgus x laius: 234x156 mm, kaal: 340 g, 10 Line drawings, black and white
  • Ilmumisaeg: 13-Oct-2014
  • Kirjastus: Routledge
  • ISBN-10: 0415609976
  • ISBN-13: 9780415609975
Teised raamatud teemal:
Introducing Multilingualism is a brand new, comprehensive and user-friendly introduction to the dynamic field of multilingualism.









Adopting a compelling social and critical approach, Jean-Jacques Weber and Kristine Horner guide readers through the established theories about multilingualism. The book covers language as a social construct, language contact and variation, language and identity and the differences between individual and societal multilingualism. The authors also provide an alternative approach to studying multilingualism, introducing innovative concepts such as flexible multilingualism and literacy bridge in order to encourage students to critically question dominant discourses on topics such as integration, heritage and language testing.









This highly practical textbook incorporates a wide range of engaging activities and encourages students to think critically about important social and educational issues. Throughout, the theoretical content is explored through a wide range of case studies from around the world.









Clearly argued and widely applicable, this book is essential reading for undergraduate students and postgraduate students new to studying multilingualism.











Arvustused

'Without question, this is the most comprehensive, internationally grounded, and theoretically up-to-date review of multilingualism currently on the market. Weber and Horners text introduces and illustrates key critical and social dimensions of multilingualism and is sure to engage the next generation of scholars.'



Kendall A. King, University of Minnesota, USA



'This book provides a welcome and much-needed renewal of the textbook literature on multilingualism. The book is based on deep-rooted insight into the workings of language in the real world. The authors succeed in formulating their insights in a both relevant and catching manner while never yielding their sociolinguistic strictness in following and describing the practices of language users. As a textbook Introducing Multilingualism is both excellently organized with a fine combination of explanatory text, carefully selected cases which are analyzed, and activities which are bound to capture students.'



Jens Normann Jorgensen, University of Copenhagen, Denmark



'This book provides a valuable overview of the latest thinking in the study of multilingualism. The text is lively and informative and draws on a wide range of sources and examples from all over the world. The authors have produced an introduction to the field which is accessible but never over-simplified and a deserving addition to any language studies reading list.'









Melanie Cooke, Kings College, London, UK



'Discussions on multilingualism have tended to treat languages as bounded and separate entities. The authors of this well-designed introductory text have adopted a different perspective - they regard languages as sets of resources for meaning-making, the use of which are influenced by social and political factors. This book opens many interesting vistas for students of language/s and linguistics enabling them to see familiar concepts such as English and multilingualism in a new light.'



Constant Leung, King's College, London, UK







Acknowledgements xi
Part I
1(24)
Chapter 1 Introduction
3(9)
A social approach to multilingualism
4(1)
A note on terminology
5(1)
Coping with change
6(2)
How the book is structured
8(4)
Chapter 2 Theoretical and methodological framework
12(13)
The construction of meaning
12(1)
Dominant vs. critical readings
13(1)
Towards an ethnographically based discourse analysis
14(2)
The study of language ideologies
16(4)
Conclusion
20(5)
Part II Multilingualism within and across languages
25(42)
Chapter 3 What is a language?
27(12)
Discourse models of language
27(1)
What is standard English?
28(1)
`English' is a mere label
29(1)
The fuzzy boundaries of named languages
29(4)
Consequences for teaching
33(1)
Consequences for research: L1, L2, L3, etc.
33(1)
Consequences for research: language death
34(1)
Conclusion
35(4)
Chapter 4 Language variation and the spread of global languages
39(14)
African-American English
39(2)
Caribbean `nation language'
41(3)
Singlish
44(1)
The global spread of English
45(2)
Two French youth languages
47(2)
Conclusion
49(4)
Chapter 5 Revitalization of endangered languages
53(14)
Maori in New Zealand: a revitalization success story
54(1)
Sami and Kven in Norway: differential positionings on the success-failure continuum
55(1)
Hebrew in Israel: the costs of revitalization
56(2)
Breton in France: how (not) to standardize
58(1)
Corsican and the polynomic paradigm
59(1)
Luxembourgish: constructing an endangered language
60(2)
Conclusion
62(5)
Part III Societal and individual multilingualism
67(38)
Chapter 6 Societal multilingualism
69(13)
Ukraine
70(1)
Switzerland
71(1)
Singapore
72(1)
Hong Kong and China
73(2)
South Africa
75(2)
Nigeria
77(1)
Conclusion
78(4)
Chapter 7 Language and identities
82(14)
Categorization
82(1)
Gee's four ways to view identity
83(1)
Identity: a peach or an onion?
84(1)
Ethnic and national identity
85(1)
Code-switching and identity
86(6)
Conclusion
92(4)
Chapter 8 The interplay between individual and societal multilingualism
96(9)
The Canadian policy of bilingualism and multiculturalism
96(1)
Some consequences for First Nations people
97(1)
Quebec francophone nationalism
97(1)
Individual bilingualism through institutional monolingualism
98(2)
Exclusion through French, inclusion through English
100(1)
Shifting ideologies
101(1)
Conclusion: the commodification of language
101(4)
Part IV Multilingual education
105(44)
Chapter 9 Flexible vs. fixed multilingualism
107(16)
US vs. EU language-in-education policy
109(6)
Case Study 1 Luxembourg
110(3)
Case Study 2 Catalonia and the Basque Country
113(2)
Discussion and conclusion: towards flexible multilingualism
115(8)
Chapter 10 Mother tongue education or literacy bridges?
123(13)
The case for mother tongue education: African-American English
123(3)
The case against mother tongue education (in four steps): South Africa
126(3)
The problems with mother tongue education
129(1)
Towards literacy bridges
130(2)
Conclusion: a possible solution for South Africa
132(4)
Chapter 11 Heritage language education
136(13)
From mother tongue education to heritage language education
136(1)
Language and heritage in the United States
136(2)
Language and heritage in England
138(3)
The dominance of the standard language and purist ideologies
141(1)
Discussion and conclusion: implications for the EU policy of multilingualism
142(7)
Part V Critical analysis of discourses
149(44)
Chapter 12 Institutional discourses on language and migration
151(15)
The discourse of integration
151(8)
Language testing and citizenship
159(2)
Conclusion: unpacking the discourses of integration and language testing
161(5)
Chapter 13 Media representations of multilingualism
166(13)
Firwat ass alles schief gaangen?: responses to Luxembourg's PISA results
166(4)
Constructing the UK as an English-only space
170(2)
The English Only movement in the US
172(3)
Conclusion: a historical perspective on the one nation-one language ideology
175(4)
Chapter 14 Linguistic landscape
179(14)
Limitations of (some) linguistic landscape analyses
179(2)
Language contact phenomena on multilingual signs
181(2)
Some basic distinctions
183(1)
Contextualizing and historicizing linguistic landscapes
184(3)
Exploring the context of reception
187(1)
Discussion and conclusion: discourses in place
188(5)
Part VI
193(10)
Chapter 15 Conclusion
195(8)
New research directions in the study of multilingualism
196(4)
Moving into a multilingual future
200(1)
Normalizing multilingualism
201(2)
Notes on the activities 203(3)
Notes on the quizzes 206(2)
Author index 208(3)
Subject index 211
Jean-Jacques Weber is Professor of English and Education at the University of Luxembourg.



Kristine Horner is Director of the Centre for Luxembourg Studies at the University of Sheffield.