The participants – primarily new speakers acquiring Basque as L1 or L2 often lack opportunities to use the language spontaneously. Moreover, they seldom engage with it in emotionally meaningful ways. An exploratory sequential mixed-methods design was employed, drawing on field journals from seven educators, evaluation notebooks from 72 participants, five semi-structured interviews, and a short quantitative questionnaire validated by five experts. The findings suggest that ECT supports Basque internalisation, reduces communicative anxiety, and increases motivation through informal emotional expression. Its integration into organised leisure activities proved effective across age groups, reinforcing the role of educators as emotional and linguistic referents and highlighting the importance of emotionally safe learning environments. Overall, the results indicate that affective approaches to minority language development have strong pedagogical potential in non-formal educational contexts. They also contribute to inclusive practices and to safeguarding children’s linguistic rights in multilingual, emotionally complex settings.

This book examines language contact and shift in Nepal, a multilingual context where language attitudes and policies often reflect the complex socio-cultural and socio-political relationship between minority, majority and endangered languages and peoples. Presenting the results of a 15-year study and making use of both quantitative and qualitative data, the author presents evidence relating to speakers' opinions and perceptions of mother tongues including English, Hindi, Nepali, Sherpa, Dotyali, Jumli and Tharu. This book explores an under-studied part of the world, and the findings will be relevant to scholars working in other multilingual contexts in fields including language policy and planning, language contact and change, and language attitudes and ideologies.

The volume provides grounded and contemporary insight into multilingual education from diverse perspectives – stemming from the authors' epistemic, cuThe volume provides grounded and contemporary insight into multilingual education from diverse perspectives – stemming from the authors' epistemic, cultural and geographic positioning around the world in different educational milieu – and will give both academic and practitioner audiences an up-to-date picture of multilingual education in the early 2020s. Multilingual education policies are continually implemented, re-evaluated and debated around the world, from primary to tertiary education. Fundamentally, however, educational policies manifest in classroom practice; the language envisaged in policy becomes the languaging of practice as teachers, learners and stakeholders negotiate educational curricula together. Internal and external forces – from resourcing to the Internet, to broader events such as pandemics and changes in government – shape the landscapes in which policies are enacted. The volume is extending the themes of the Multilingual Education Yearbook series in line with current developments in theory, research and practice. As such, this book provides a wealth of information to practitioners (teachers and teacher educators), researchers in applied linguistics and language education, postgraduate students in the field of applied linguistics, and policymakers.

Researchers who study multilingual literacy development face the reality of complex and ever evolving conceptualizations of multilingualism and literacy across dynamic contexts, languages, and modalities. To unlock the full potential of continuous developments in Applied Linguistics, innovative rethinking of methodological approaches is needed to keep pushing the boundaries of our understanding of multilingual literacy development and our ethical commitments to humanizing research. This book provides powerful and wide-ranging examples of qualitative research that foreground a rethinking of data, theory, and positionality in their exploration of multilingual literacy development. The volume showcases how qualitative research designs and tools can allow scholars not only to “study” the literacy development of multilingual learners from immigrant, transnational, and refugee backgrounds, but also to engage in ethical research approaches to learn from and amplify literacy practices and experiences that cross borders, languages, and modalities.

Arabic linguistics encompasses a range of language forms and functions from formal to informal, classical to contemporary, written to spoken, all of which have vastly different research traditions. Recently however, the increasing prominence of new methodologies such as corpus linguistics and sociolinguistics have allowed Arabic linguistics to be studied from multiple perspectives, revealing key discoveries about the nature of Arabic-in-use and deeper knowledge of traditional fields of study. With contributions from internationally renowned experts on the language, this handbook provides a state-of-the-art overview of both traditional and modern topics in Arabic linguistics. Chapters are divided into six thematic areas: applied Arabic linguistics, variation and sociolinguistics, theoretical studies, computational and corpus linguistics, new media studies and Arabic linguistics in literature and translation. It is an essential resource for students and researchers wishing to explore the exciting and rapidly moving field of Arabic linguistics.
 

This work seeks to understand how the languages of minorities in India have been constructed and understood throughout colonialism and nationalist periods up to the present day. By using certain examples, the work also attempts to chart how concepts and practices of orality and writing, the concept of the vernacular, and the thought and act of translation are crucial in our understanding of languages. More importantly, the work points to different axes of power that (un)make language communities. The work also presents how the role of English within India is complex and perhaps the desire for English needs to be understood differently for minoritized people.

Aquesta llengua que estimo ofereix una mirada diferent a la llengua catalana, una mirada feta des del cor. Es tracta d’un assaig adreçat als catalanoparlants de Ponent però també a tota la resta de parlants. Després d’una anàlisi reflexiva sobre per què som com som i parlem com parlem, diversos testimonis expliquen com viuen la llengua en territoris perifèrics o propers a la frontera occidental. I ho fan amb veus sinceres, rialleres i ploroses amb què el lector se sentirà identificat en més d’una ocasió. Una mirada emocional que hauria de fer reflexionar el conjunt de la comunitat lingüística i molt especialment els responsables de la planificació de la llengua.

The gestures that we use when we speak are an important, if often overlooked, part of how we communicate. This book provides a friendly, fast-paced introduction to the field of Gesture Studies. Gestures are those communicative actions made with the human body that accompany spoken or signed language. Paying attention to gesture means paying attention to the fuller context in which humans communicate. Gesture is absolute, in that every human community that has language also has gestures as part of that language. But gesture is also relative, in that it is far more heavily context dependent than other elements of communication. This book provides a broad introduction to current understandings of the nature and function of gesture as a feature of communication. This Slim Guide covers the ways gesture works alongside speech and the different categories of gesture. The way these categories are used varies across cultures and languages, and even across specific interactions. We acquire gesture as part of language, and it is deeply entwined with language in the brain. Gesture has an important role in the origin of language, and in shaping the future of human communication. The study of gesture makes a crucial interdisciplinary contribution to our understanding of human communication. This Slim Guide provides an introduction to Gesture Studies for readers of all backgrounds.

Queer linguistics – in its position as both a linguistic science of and for queer folk – is inherently agitating to the disciplinary anxiety of a general linguistic science. It represents, as all queer science does, a disruption of the normative modes of knowledge production and a displacement of academic authority. This collection reconsiders the placement of the queer subject, both as the researcher and as the researched, within and beyond the discipline and provides an intellectual space for the interdisciplinary (and sometimes anti-disciplinary) linguistic science of gender and sexuality. In three sections, it respectively considers the development of hyper-speciated queer linguistic subfields, the interdisciplinarity of intersectional approaches to queer language, and the institution of queer linguistic science both within and beyond the academy. Taken together, the essays in this collection confront the scientific and institutional discipline of linguistics from a queer vantage point, one which is perhaps inherently interdisciplinary in its formulation.

This volume shows that, by moving away from code models that foster restrictive perceptions of language as learned words and rules, and towards an ecolinguistics capable of integrating with concepts of embodied cognition, it is possible to recognise a broad range of connections with a language from which an individual or community has become estranged.

Using the Ainu of Japan as an example and comparator, this book reviews historical and contemporary suppression of languages as a means of, or as a bi-product of, the suppression of their speakers.

Preservation of the Ainu language, which had no written form, has been central to official culture promotion programs, but the language has steadily declined in use. The Ainu experience has much in common with that of communities taken over and suppressed by oppressive forces in other countries and spans rural and urban contexts. Susan Samata examines the historical, social and ecolinguistic contexts of Ainu, with particular emphasis on presentation and perception in daily life. She also considers how aspects of ecolinguistic theory may be mapped onto museum practices, television and cinema, popular literature, and the promotion of tourism. These are then compared to the sociolinguistic situations of a selection of other languages and cultures in China, North America and Scandinavia. By highlighting points of similarity and dissimilarity, Samata demonstrates the factors that operate in the suppression of people and their languages and suggests ways in which the perspective described may support resistance to suppression and assimilation, not least in language teaching areas.