This collection offers a comprehensive look at lesser-taught languages (LTLs) in multilingual education, seeking to broaden existing notions of minority languages and elucidate key issues and challenges specific to them in educational settings.
This collection offers a comprehensive look at lesser-taught languages (LTLs) in multilingual education, seeking to broaden existing notions of minority languages and elucidate key issues and challenges specific to them in educational settings.
The volume is organized around different sections, structural characteristics and the implications for teaching, methodological considerations, issues around language and identity, and language policy and planning. Case studies from a range of settings are considered, including formal and informal educational contexts, community literacy activities, and out-of-school language classes. In so doing, the book seeks both to bring a critical perspective at the historical and epistemological foundations underpinning existing research and innovative insights into important connected themes for future study.
This book will be of interest to students and scholars in multilingualism, language education, sociolinguistics, applied linguistics, and language policy.
Introduction: Framing Lesser-Taught Languages in Contemporary
Multilingual Contexts Seraphin Kamdem & Gilles Forlot, PART 1: Variation,
CHAPTER 1: Minority language instructors as agents of standardization:
Confronting variation during the introduction of Picard in schools Jennifer
Cox, CHAPTER 2: Teaching for Variation in a Sacred Language: Beyond
Pluricentricity in Lakota/Dakota Language Revitalization Anke Al-Bataineh,
CHAPTER 3: The place of variation in Maya as a second language classes. A
comparative analysis between Merida (México) and Paris (France) Margarita
Valdovinos, PART
2. Learning & teaching, CHAPTER 4: Analysing secondary
students note-taking in Basque: Implications for immersion education Roberto
Arias-Hermoso, Eneritz Garro Larrañaga, Ainara Imaz Agirre, CHAPTER 5:
Language Ideologies and Mother Tongue-Based Multilingual Reading Education in
Philippine Classrooms Jackson Orlanda & Portia Padilla, CHAPTER 6:
Longitudinal Relationship Between Vocabulary and Word Reading Fluency in
Multilingual Kapampangan-Filipino-English Speakers Portia Padilla & Alexandra
Gottardo, PART
3. Language and educational policies, CHAPTER 7: The teaching
of Mdmb, Ndanda and Yemba in secondary schools of the West region of
Cameroon: Assessing the challenges and issues faced in teaching lesser-taught
languages Hugues Carlos Fotso Gueche, CHAPTER 8: Creating equitable hybrid
interaction spaces to revive Okpella, a Nigerian language Abdulmalik Yusuf
Ofemile, CHAPTER 9: Nigerias Indigenous Languages and the National Policy on
Education: The case of Efik in Primary Schools in Calabar Metropolis Eyo
Mensah & Uchenna Ajake, CHAPTER 10: Spanish as a Lesser-Taught Language in
Los Angeles: Family Socialization, Educational Discontinuity, and Bilingual
Agency in a Contact Zone Eric Alvarez, Index
Gilles Forlot is a full professor of sociolinguistics and language education at Inalco University, in Paris, France.
Seraphin Kamdem is currently a research associate in the School of Languages, Cultures and Linguistics as well as at the Centre of African Studies, School of Oriental and African Studies (SOAS), University of London.
