This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs. It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.

Bilingual education, or CLIL, at primary school varies greatly across European educational contexts. Teaching Young Learners in Bilingual Settings reports on a study that explored one such CLIL context in Dortmund, Germany. Through interviews and classroom observations, the researcher and author sought not only to document some of what takes place in CLIL classrooms but to describe and understand teachers’ thoughts and beliefs about their CLIL teaching practices. This research contributes to a better understanding of primary school CLIL programs and teachers and is relevant for researchers working in the fields of foreign language education, bilingual education, and language teacher cognition research. Furthermore, the insights into CLIL teachers’ thinking can support CLIL teachers, administrators, and policy makers as they seek to further develop CLIL pedagogy and programs.

This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The quantitative questionnaire data is used to analyze the English language learners' motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers' reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.

The Routledge Handbook of Endangered and Minority Languages addresses the urgent need for comprehensive language documentation and a deeper understanding of language identity, emphasizing the preservation of endangered languages.

This book argues that safeguarding linguistic diversity enriches global cultural heritage and knowledge. By meticulously documenting minority languages, we not only preserve words and grammar but also the unique cultural narratives they carry. The book also introduces new language learning paradigms that recognize the complexities of multilingual societies, advocating for educational systems that embrace the diverse linguistic backgrounds of students. These approaches aim to create more inclusive and effective learning environments by valuing multilingualism. Exploring the fluid nature of language identity, the book examines how sociopolitical contexts and technology influence it, calling for policies that respect linguistic rights and promote social cohesion. It presents case studies from diverse regions, including the Pacific, Nordic countries, Cornwall, Pakistan, the UAE, and more, offering practical strategies for language preservation and revitalization.

Groundbreaking insights into the use of digital tools, social media, and AI in language preservation, along with the challenges and successes of various revitalization efforts, make this book a valuable resource for researchers, educators, and policymakers committed to fostering linguistic diversity and equity worldwide.

While the role of language in inequality is often acknowledged, much remains unknown about how language-mediated inequality occurs. This paper seeks to move the field forward by developing a comprehensive approach to language inequality. The multi-site EquiLing project applied participatory action research (PAR) from a Freirian perspective, focusing on the Madrid region and the Basque Country. In both settings, researchers and participants co-constructed spaces to express and analyze experiences of language inequality. Participants reported the repeated exercise of a power technique – language surveillance – which operated on specific language features of the speakers. Participants’ accounts of their experiences together with shared analyses brought to light, in the first place, the pervasive, ubiquitous, and all-encompassing nature of language surveillance – the continuous observation and assessment of language practices and repertoires that permeate people’s behaviours, bodies, and minds. The article focuses, therefore, on how surveillance, a technique of power, is exercised not only by institutions and their representatives, but also in a myriad of everyday encounters. Secondly, this article highlights the importance of often implicit “speakerhood models” in the exercise of surveillance and, consequently, in the construction of language-based inequality. The research participants’ analysis reveals how speakers who conform to these speakerhood models perceive their social position as superior and authorized to impose negative sanctions on speakers with diverse and multilingual repertoires who deviate from these models. At the same time, speakers subjected to surveillance often contribute it, by internalizing norms and spekearhood models, and performing self-evaluation, that subalternize them. Furthermore, the connection of these models to cultural and linguistic citizenship has a direct impact on community membership and access to resources. Thus, these models perpetuate inequality by constraining participants’ access to social domains, recognition, and active social participation. Finally, this article reflects on how we addressed the challenges of participatory and transformative research. We navigated institutional constraints and hierarchical dynamics by creating spaces of conscientization, fostering collaborative knowledge building, and encouraging participants to critically reflect on their experiences through narrative accounts. In addition, we employed a process of accompaniment to support participants as agents of change in addressing linguistic injustices. These procedures laid the groundwork for the transformative goals of the research.

The EquiLing project aims at contributing to sociolinguistic justice by understanding language-mediated social inequalities and facilitating the conditions through which to challenge and transform these situations. In order to do so and following a Freirean approach and a Participatory Action Research methodology, we created conscientization spaces in two university sites in Bilbao and Madrid. In these conscientization spaces, researchers and students (or co-participants, as we term them here) engaged collaboratively in group dynamics to develop critical sociolinguistic awareness and foster transformative actions to challenge the sociolinguistic inequalities within each context. Students, when sharing these experiences, often evoked the external spaces they transit through in their daily lives, in which they faced situations that show lack of recognition, unequal distribution of resources and/or participation. Space appeared as a key element in the articulation of their narratives and experiences due to it usually being configured and constructed through hegemonic (in our case, sociolinguistic) ideologies and practices, which can leave speakers falling outside this normativity in situations of sociolinguistic injustice. In reaction to this, in our conscientization spaces, we (researchers and co-participants) have challenged these dynamics interactionally in joint reflection and practice by cultivating a safer space. In this sense, we have tried to foster counter-hegemonic practices in our spaces, facilitating in some cases a bridge to other spaces. This has shown that space is a central element in the configuration of a sociolinguistic order and that it is dynamic, socially constructed, and in continuous transformation, which also creates possibilities for resistance.

Las últimas sentencias judiciales que han tenido lugar en España, lo más a menudo contrarias al uso preferente de la lengua vasca en la administración pública, han puesto de manifiesto la vascofobia persistente del sistema judicial tanto autonómico como estatal. Efectivamente, los jueces y magistrados han heredado una cultura profesional de la época franquista poco tolerante a las lenguas minoritarias, su nombramiento no está exento de consideraciones políticas y su escaso conocimiento del euskera es palpable. Empero, tanto la Constitución española y los Estatutos de Autonomía como las leyes relativas a la lengua vasca no solo confieren un estatus de cooficialidad a dicha lengua en el conjunto del territorio o en la parte vascohablante, sino que, además, reconocen un conjunto de derechos lingüísticos a quienes hablan la lengua vasca, especialmente en sus relaciones con las administraciones públicas. Todo ello no ha impedido la serie de decisiones judiciales contrarias a estos derechos.

This book lays out a radical new all-in approach to teaching in linguistically diverse classrooms: that everyone, including those who already speak the school language, is included in multilingual pedagogy. The author argues that school language speakers are the missing piece in multilingual teaching and provides a new resource, Linguistically Appropriate Practice Plus (LAP ) to help teachers engage these learners in meaningful language tasks and support their language skills and interests. With all learners on board, multilingual teaching becomes pedagogy that is fully inclusive and linguistically fair.