This book aims to tackle one of the most controversial and important linguistic, educational and societal debates in contemporary Europe. English is growing rapidly within, and spreading across, an increasing number of areas of society. This development is influenced by actions taken by national and supranational decision-makers, as well as global forces outside the control of any one state or political union. Europe’s founding principle of respecting and fostering diversity and equality of cultures and languages is being affected by the growing role of English across European countries, creating a de facto linguistic hierarchy and consequently a potential cultural hierarchy.
The essays collected here aim to examine existing debates and stimulate further discourse on the nurturing of multilingualism in Europe and the concomitant acquisition of English. By bringing together contributions focusing on multiple European countries and regions by researchers from a variety of linguistic and cultural backgrounds, this volume presents a snapshot of the current relationship between multilingualism and English and explores the challenges generated by this situation.

 Bringing together contributions from some of the leading experts in the field of Spanish as a Heritage Language, this volume aims to provide an in-depth understanding of current and emerging trends in research and praxis. To this end, the volume is divided into three thematic units. The first unit surveys the study of Spanish heritage speaker bilingualism from a formal/theoretical linguistic point of view. The second unit focuses on issues shaping the current state of affairs in heritage language education. Finally, the third unit maps out future lines of development within heritage language instruction. The wide topical scope within this single volume will undoubtedly provide a valuable resource for researchers, students, and professionals working in different areas of Spanish as a heritage language.

Aquest llibre analitza les relacions entre política i llengua a la Catalunya del segle XVII, molt especialment en les dècades a l’entorn de la Guerra dels Segadors. A la primera part s’examina la connexió entre el poder, la nació i la llengua: s’hi reconstrueix el debat generat sobre aquest tema en les quatre darreres dècades i es presta atenció a les repercussions lingüístiques del procés creador de l’Estat modern espanyol. A diferència dels historiadors de la llengua i de la literatura, que fonamentalment han focalitzat l’anàlisi en els comportaments lingüístics, aquí s’aborden les directrius, les accions i els instruments que, encara que no tinguessin pròpiament una naturalesa lingüística, varen tenir repercussions en el terreny de la llengua. La segona part del llibre està dedicada a una figura concreta i força rellevant: Alexandre Ros i Gomar, qui per la seva intervenció en la «batalla de les llengües» (català-castellà) i en la «guerra de papers» ideològica i propagandística de la Guerra dels Segadors, així com també per una trajectòria política ben intensa, resulta un cas interessant per a l’anàlisi de les interrelacions entre el poder, la nació i la llengua en la monarquia espanyola i a la Catalunya del segle XVII.

In The Multilingual Jesus and the Sociolinguistic World of the New Testament, Hughson Ong provides a study of the multifarious social and linguistic dynamics that compose the speech community of ancient Palestine, which include its historical linguistic shifts under different military regimes, its geographical linguistic landscape, the social functions of the languages in its linguistic repertoire, and the specific types of social contexts where those languages were used. Using a sociolinguistic model, his study attempts to paint a portrait of the sociolinguistic situation of ancient Palestine. This book is arguably the most comprehensive treatment of the subject matter to date in terms of its survey of the secondary literature and of its analysis of the sociolinguistic environment of first-century Palestine. 

 Language politics in the new global era presents policymakers with significant ethical challenges. How should the reality of English as a global language influence the normative considerations underpinning national language policies? What moral arguments justify the imposition of national languages in an era of increased immigration and ethnolinguistic diversity? What role is there for non-dominant varieties in a globalised world? Building on the emerging notion of 'normative language policy', this book proposes an integrated framework for the study of such questions, combining recent normative work on language in political theory and philosophy with empirically-derived insight from the fields of sociolinguistics and applied linguistics. The case of Quebec forms the backdrop of the study, providing nuanced account of the respective strengths of empirical and normative approaches a particularly illuminating setting for investigating the common moral challenges that face contemporary polities seeking to maintain distinct linguistic identities, in an irreducibly diverse world increasingly dominated by English as a global lingua franca.

• Proposes a new theoretical framework for the normative evaluation of power in language, appealing to those who seek to engage with issues of social justice, liberty, equality, autonomy and legitimacy
• Offers a context-sensitive analysis of the ethics of language policy and planning, providing a useful model for further studies in other contexts
• Demonstrates the complementarity between descriptive and normative approaches to the study of power in language, offering readers a nuanced account of the respective strengths of empirical and normative approaches

 This edited volume presents an empirical account of how neoliberal ideas are adopted on the ground by different actors in different educational settings, from bilingual education in the US, to migrant work programmes in Italy, to minority language teaching in Mexico. It examines language and education as objects of neoliberalization and as powerful tools and sites through which ideological principles underpinning neoliberal societies and economies are (re)produced and maintained (and with that, inequality and exclusion). This book aims to produce a complex understanding of how neoliberal rationalities are articulated within locally anchored and historical regimes of knowledge on language, education and society.

 La thématique générale de la Didactique du français langue étrangère et seconde dans une perspective plurilingue et pluriculturelle est apprendre, enseigner et travailler avec le français et en français dans un environnement plurilingue et pluriculturel. Cet ouvrage a pour objectif de définir et délimiter la place du français langue étrangère et des échanges francophones dans les sociétés plurilingues et pluriculturelles du XXIème siècle, dans le domaine académique et dans le domaine professionnel. Les différents articles proposent donc à la fois les fondamentaux de la didactique du FLE/FLS, une réflexion sur les contextes d’enseignement du FLE/FLS et sur les aspects socioculturels liés à l’enseignement/apprentissage du FLE/FLS. Il s’adresse aux enseignants de langue, formateurs en langues, formateurs de formateurs (HEP), conseillers pédagogiques, inspecteurs pour la langue … et médiateurs linguistiques et culturels, dans des structures de formation nationales et internationales, du secteur public, privé et parapublic.

 • The first detailed examination of colonial place-naming
• Explores colonial linguistics in the Southeast Asian and Pacific regions
• Produced in collaboration with linguists and historians
Aims and Scope
Colonial linguistics is an emerging research paradigm, which for the first time systematically addresses the collection, classification, and interpretation of all linguistic phenomena related to colonialism. The discipline emphasizes a multidisciplinary perspective, as documented by the essays in this anthology by linguists and historians.

 The teaching of culture and interculturality is today viewed as an integral part of foreign language education. This book presents insights from recent research on the role of culture in second/foreign and heritage language education. It contains 14 chapters including an introductory chapter that discusses diachronically the evolving notion of culture and how the sociocultural view of culture as a complex and dynamic concept informs language teaching and language learning research. The chapters following the introduction are organised in four parts focusing on: 1) the teacher's role in integrated language and culture learning; 2) the interrelationship between culture, identity, and language learning and use; 3) the effect of culture on learner characteristics which impact language learning processes and outcomes; and 4) curriculum development aimed at fostering language and culture learning. The chapters in Parts 1 to 3 present contributions from current research - either in the form of the authors' original studies or comprehensive reviews of relevant essential research - which bears important implications for curricular practice in foreign language and language teacher education. This close link between research, theory and practice is also maintained in the two chapters in Part 4, which present developmental projects based on well-grounded theoretical frameworks.

 This book contributes to current theory building within applied linguistics and sociolinguistics by looking at the role of language in the lives, realities, and understandings of real children and youth in an urban setting. Collectively the studies amount to a comprehensive account of how urban children and youth construct, reactivate, negotiate, contest, and navigate between different linguistic and sociocultural norms and resources.