The appearance of Uriel Weinreich's Languages in Contact: Findings and Problems (1953) marked a milestone in the study of multilingualism and language contact. Yet until now, few linguists have been aware that its main themes were first laid out in Weinreich’s Columbia University doctoral dissertation of 1951, Research Problems in Bilingualism with Special Reference to Switzerland. Based on the author's fieldwork, it contains a detailed report on language contact in Switzerland in the first half of the 20th century, especially along the French-German linguistic border and between German and Romansh in the canton of Grisons (Graubünden). The present edition reproduces Weinreich's original text in full, with only minor alterations and corrections, as well as the author's fieldwork photographs and many of his hand-drawn diagrams. A new foreword reviews Weinreich's life and legacy, as well as developments in contact linguistics and the Swiss linguistic situation over the past 60 years. With selected comments on noteworthy points and references to more recent literature, this volume will be of interest not only to those working on the languages of Switzerland, or specialists in language contact, but all scholars today whose work builds on the broad and lasting foundations laid over half a century ago by Uriel Weinreich.

This book presents the results of a research on the integration of second generation migrants in Catalonia. Drawing on in-depth biographical interviews, we demonstrate the link between language and social mobility. Language is a particularly important social issue in Catalonia. A bilingual region in northeast Spain, Catalonia has been receiving foreign migration for several decades. Nowadays, some of the children of those migrants are entering the labor market. For many migrant families, providing social mobility for their children was one of their main goals. What effects does      bilingualism have on the social trajectories of migrant children? Is Catalan important for social mobility? The book answers these questions focusing on the fate of three migrant communities: Argentineans, Colombians and Moroccans.

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators central role in this complex and dynamic process. Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

Aurkikuntza berrien erritmoa azkar doanez, diziplina zientifiko dinamiko bat irakastea -hala nola ekologia- erronka handia da. Baina ekologiako irakasleen eta ikasleen erronka are handiagoa da, sistema ekologikoak maila askotan mehatxatzen dituzten ingurumen-arazo premiazkoetan ekologiak duen garrantzia kontuan hartzen badugu. Ikasleak arazo horiek ulertzeko eta konponbideak diseinatzeko hezten saiatzen garenean, ekologiaren alderdi guztiak dira garrantzitsuak. Beraz, ekologiaren hastapenetan azpidiziplina garrantzitsu guztien oinarriak bildu beharko lirateke.
San Antonion (Texas), Ecological Society of America elkartearen 1991ko bileran, Paul Risser ekologo ospetsuak arloko kontzeptu garrantzitsuenetan kontzentratzeko erronka bota zien ekologiako irakasleei. Risserrek proposatu zuen kontzeptu nagusietan kontzentratuz gero diziplinaren egitura sendo bat eskainiko geniela ikasleei, gero kontzeptu horien gainean eraikiz joateko.
Liburu honekin Risserren erronkari erantzun nahi izan diot. Kapitulu bakoitzean, bi eta bost kontzeptu nagusi bitarte jorratzen dira, eta ikasleari gaiaren laburpen erabilgarri eta gogoangarria aurkezten zaio. Kontzeptu bakoitza kontzeptuaren ebidentzia eskaintzen duten azalpenez lagunduta dago, eta, azalpen horien bidez, ekologiaren orotariko esparruetan erabiltzen diren ikerketa-hurbilketak eskaintzen zaizkie ikasleei. Ahal denean, jatorrizko ikerketa eta hori egin zuten zientzialariak aurkezten zaizkie. Arloa sortu zuten zientzialariak orrialdeotara ekarriz eta ikasleak diziplinan barneratuz, indar berezia ematen zaio arloari, eta ikasleei informazioa gogoratzen laguntzen die horrek.