| Acknowledgements |
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xii | |
| Getting started |
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xiii | |
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PART I Theoretical and methodological considerations |
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1 | (32) |
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3 | (12) |
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A social approach to multilingualism |
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5 | (1) |
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6 | (1) |
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7 | (2) |
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How the book is structured |
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9 | (6) |
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2 Theoretical and methodological framework |
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15 | (18) |
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The construction of meaning |
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15 | (1) |
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Dominant vs. critical readings |
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16 | (2) |
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Towards an ethnographically based discourse analysis |
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18 | (2) |
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The study of language ideologies |
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20 | (6) |
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26 | (7) |
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PART II Multilingualism within and across languages |
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33 | (54) |
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35 | (14) |
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Discourse models of language |
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35 | (1) |
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What is standard English? |
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36 | (1) |
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`English' is a mere label |
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37 | (1) |
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The fuzzy boundaries of named languages |
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37 | (5) |
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Consequences for teaching |
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42 | (1) |
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Consequences for research |
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43 | (2) |
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45 | (4) |
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4 Language variation and the spread of global languages |
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49 | (18) |
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50 | (2) |
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Caribbean `nation language' |
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52 | (3) |
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55 | (1) |
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The global spread of English |
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56 | (3) |
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Two French youth languages |
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59 | (3) |
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62 | (5) |
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5 Revitalization of endangered languages |
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67 | (20) |
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Australian Aboriginal languages: a history of oppression |
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68 | (2) |
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Maori in New Zealand: a revitalization success story |
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70 | (1) |
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Sami and Kven in Norway: differential positionings on the success--failure continuum |
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71 | (3) |
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Hebrew in Israel: the human costs of revitalization |
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74 | (1) |
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Breton in France: how (not) to standardize |
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75 | (1) |
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Corsican and the polynomic paradigm |
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76 | (1) |
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Why Luxembourgish is not an endangered language |
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77 | (2) |
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79 | (8) |
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PART III Societal and individual multilingualism |
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87 | (50) |
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6 Societal multilingualism |
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89 | (15) |
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90 | (1) |
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91 | (1) |
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92 | (2) |
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94 | (3) |
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97 | (2) |
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99 | (1) |
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100 | (4) |
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7 Language and identities |
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104 | (20) |
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104 | (2) |
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Gee's four ways to view identity |
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106 | (1) |
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Identity: a peach or an onion? |
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107 | (1) |
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National, ethnic and racial identity |
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108 | (2) |
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Code-switching and identity |
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110 | (7) |
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Translanguaging identities |
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117 | (1) |
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Conclusion: individual and spatial repertoires |
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118 | (6) |
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8 The interplay between individual and societal multilingualism |
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124 | (13) |
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The Canadian policy of bilingualism and multiculturalism |
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124 | (1) |
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Some consequences for First Nations people |
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125 | (1) |
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Quebec francophone nationalism |
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126 | (1) |
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Individual bilingualism through institutional monolingualism |
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127 | (2) |
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Exclusion through French, inclusion through English |
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129 | (1) |
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129 | (1) |
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Conclusion: the commodification of language |
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130 | (7) |
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PART IV Multilingualism in education and other institutional sites |
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137 | (68) |
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9 Flexible vs. fixed multilingualism |
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139 | (19) |
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US vs. EU language-in-education policy |
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141 | (2) |
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143 | (3) |
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Case study 2 Catalonia and the Basque Country |
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146 | (3) |
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Discussion and conclusion: towards flexible multilingual education |
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149 | (9) |
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10 Mother tongue education or literacy bridges? |
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158 | (16) |
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The case for mother tongue education: African-American English |
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158 | (3) |
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The case against mother tongue education (in four steps): South Africa |
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161 | (4) |
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The problems with mother tongue education |
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165 | (1) |
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166 | (2) |
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Conclusion: a possible solution for South Africa |
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168 | (6) |
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11 Heritage language education |
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174 | (17) |
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Language and heritage in the United States |
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175 | (1) |
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Language and heritage in Ecuador |
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176 | (2) |
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Language and heritage in England |
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178 | (4) |
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The dominance of the standard language and purist ideologies |
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182 | (2) |
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Discussion and conclusion: implications for the EU policy of multilingualism |
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184 | (7) |
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12 Multilingualism in other institutional sites |
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191 | (14) |
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Multilingualism in the workplace |
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191 | (5) |
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Language use in multilingual families |
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196 | (4) |
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200 | (5) |
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PART V Critical analysis of discourses |
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205 | (70) |
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13 Institutional discourses on language and migration |
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207 | (19) |
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The discourse of integration |
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207 | (9) |
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Language testing and citizenship |
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216 | (4) |
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Conclusion: unpacking the discourses of integration and language testing |
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220 | (6) |
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14 Media representations of multilingualism |
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226 | (15) |
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Luxembourg's PISA results and the discourse of deficit |
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227 | (3) |
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Constructing the UK as an English-only space |
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230 | (3) |
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The English Only movement in the US |
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233 | (3) |
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Conclusion: a historical perspective on the one nation--one language ideology |
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236 | (5) |
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15 Multilingualism in the new media |
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241 | (14) |
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242 | (1) |
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Language contact phenomena in digital language |
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243 | (3) |
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The limited multilingualism of the Internet |
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246 | (2) |
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The policing of new media language |
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248 | (3) |
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251 | (4) |
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255 | (20) |
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Limitations of some linguistic landscape analyses |
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255 | (2) |
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Language contact phenomena on multilingual signs |
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257 | (2) |
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259 | (1) |
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Contextualizing and historicizing linguistic landscapes |
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260 | (4) |
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Exploring the context of reception |
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264 | (1) |
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Discussion and conclusion: discourses in place |
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265 | (10) |
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PART VI Further directions in the study of multilingualism |
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275 | (13) |
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277 | (11) |
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Further directions in the study of multilingualism |
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278 | (5) |
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Normalizing multilingualism |
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283 | (5) |
| Notes on the activities |
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288 | (5) |
| Notes on the quizzes |
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293 | (6) |
| Author Index |
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299 | (4) |
| Subject Index |
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303 | |
Lisainfo e-raamatute kohta