'New speakers' is a term used to describe those who have learnt a minority language not within their home or community settings, but through bilingual education, immersion or migration. Looking specifically at the impact of new speakers on language policy, this book provides an authoritative and detailed examination of minority language policy in Wales, Scotland, Ireland, the Basque Autonomous Community, Navarre, Catalonia and Galicia. Based on interviews with politicians, senior civil servants, academics and civil society activists, it assesses the extent to which interventions derived from a new speakers' perspective has been incorporated into official language practice. It describes several challenges faced by new speakers, before proposing specific recommendations on how to integrate them into established minority language communities. Shedding new light on the deeper issues faced by minority language communities, it is essential reading for students and researchers in sociolinguistics, language policy and planning, language education, bi- and multilingualism.

This text considers contemporary China’s language ideology and how it supports China as a rising global power player. It examines the materialization of this ideology as China’s language order unfolds on two front, promoting Putonghua domestically and globally, alongside its economic growth and military expansion. Within the conceptual framework of language ideology and language order and using PRC policy documents, education annals, and fieldwork, this book explores how China’s language ideology is related to its growing global power as well as its domestic and global outreaches. It also addresses how this ideology has been materialized as a language order in terms of institutional development and support, and what impact these choices are having on China and the world. Focusing on the relationship between language ideology and language order, the book highlights a closer and coherent linguistic association between China’s domestic drive and global outreach since the turn of the century. 

Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers.

13 atalez osatua dagoen oratorioa bere barne kezkak eta pasioa, fedea, etsipena, maitasuna, elkartasuna, adiskidetzea, babesa etab. bezalako zalantza existentzialak inork gutxik bezala adierazteko gaitasuna izan zuen artistaren pentsamendu eta imajinario filosofiko-estetikoan sakondu eta horiek gogora ekartzeko gonbidapena da. Azken urteotan estreinatua izateko saiakera eta ekimen ugari izan dituen proiektu hau orain Landarbaso Abesbatzako zuzendari den Iñaki Tolaretxipik ere bultzatzen du. Abesbatza hau heldutasun eta lorpen artistiko egoera bikainean dagoen taldea da, eta Goikoetxeak azken urteotan proiektu desberdinetan haiekin elkarlanak egin ditu.

Nola Goikoetxeak hala Tolaretxipik, Juanjo Ocón maisu donostiarraren esku jarri nahi izan dute Kaabestri Ensemble orkestra eta Landarbaso Abesbatza + Kontari haur-abesbatza gidatzeko ardura. Miren Urbieta eta Beñat Egiarte sopranoa/tenorra bakarlari nabarmenak eta parte hartu dute 65 minutu irauten duen obra honetan.

Izenburuak adierazten duen bezala, euskararen egoera soziala eta bilakaera aztertzeko tresna metodologiko egokiak sortzea izan da tesi honen iparrorratza. Gure ahalegina paradigma positibistaren tradizioan kokatu da bete-betean. Eta hortik ekarpen bat egin izan nahi diogu demolinguistikaren diziplinatik hizkuntza gutxituei buruzko soziolinguistikaren lan-eremuari. Zehatzago esanda, tesi hau euskal demolinguistikak duen tresna multzoa zabaltzeko eta hobetzeko sormen-saiakera bat da. Saiakera horretan, hizkuntza gutxituen inguruan dagoen jakintza soziolinguistikotik abiatuta, nazioarteko jarduera demolinguistikoa inspirazio-iturri hartuta eta irudimenari eraginda, euskararen inguruko hiru eragiketa estatistiko nagusik (Zentsuak, Hizkuntzen Erabileraren Kale-Neurketak eta Inkesta Soziolinguistikoak) adierazle berriak sortzeko zer-nolako aukerak eskaintzen dituzten ikertu da. Eta hainbat adierazletan gauzatu ditugu aukera horiek: 137 adierazle berri definitu eta sortu ditugu, 61 adierazle zentsuetatik, 5 adierazle HEKNtik eta 71 ISLtik. Ondoren, adierazle horien emaitzetan oinarrituta, Euskal Herriko egoera soziolinguistikoaren irakurketa egin da atal enpirikoan.

Exploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the facets of multilingualism that, on the one hand, conform across contexts, and on the other, diverge context-specifically. The chapters range from contributions with a focus on national/state planning for the development of sustainable multilingual and intercultural educational policies, to chapters that deal with multilingual practices and identities of students and student teachers as well as the consequences for language practices, strategies and policies in diversifying societies. This cross-contextual, comparative and interdisciplinary exploration of multilingualism will be of great interest to researchers, administrators, practitioners and students within the fields of multilingual education, sociolinguistics, youth culture and identity studies. 

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.

Where does today’s English language come from? This book takes its readers on a journey back in time, from present-day varieties to the Old English of Beowulf and beyond. Written for students with little or no background in linguistics, and reflecting the latest scholarship, it showcases the variation and change present throughout the history of English, and includes numerous exercises and sample texts for every period.

The reverse-chronological approach taken by this book sets it apart from all existing textbooks of the last fifty years. Innovative features also include its focus on variation, multilingualism and language contact, its use of texts from outside the literary canon, and its inclusion of case studies from syntax, sociophonetics and historical pragmatics.