- Häftad (Paperback / softback)
- Antal sidor
- illustrated ed
- Multilingual Matters
- Yagmur, Kutlay
- 210 x 150 x 25 mm
- Antal komponenter
- 540 g
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The Sum of Us
Urban Multilingualism in Europe
Immigrant Minority Languages at Home and School299
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This book focuses on the increase of urban multilingualism in Europe as a consequence of processes of migration and minorisation. It offers multidisciplinary, crossnational and crosslinguistic perspectives on immigrant minority languages at home and in school in six multicultural cities across Europe. In each of these cities, Germanic or Romance languages have a dominant status in public life. This Multilingual Cities Project is based on large-scale empirical findings and has been carried out under the auspices of the European Cultural Foundation, in Amsterdam. Part I offers multidisciplinary background information on phenomenological, demographic, language rights and educational aspects of the status of immigrant minority communities and their languages in a variety of international contexts. Part II offers methodological considerations on the Multilingual Cities Project. In addition, it presents both national and local perspectives on multilingualism in each of the six cities under consideration. Each chapter provides information on the distribution and vitality of immigrant minority languages spoken at home and on the status of these languages in primary and secondary schools. Part III offers crossnational and crosslinguistic perspectives on the twenty most prominent languages that emerge from the study. The focus is again on the two major private and public domains in which language transmission may or may not occur: the home and the school, respectively. The book offers a challenging outlook on the educational management of language diversity in the increasingly multicultural and multilingual context of European nation-states.
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Guus Extra studied applied linguistics and language development in Nijmegen, Stanford and Berkeley. He is director of Babylon, Centre for Studies of the Multicultural Society, at Tilburg University, The Netherlands and is Professor of Language and Minorities at the same university. He has been involved in studies on second language acquisition and first language maintenance and shift by immigrant minority groups in The Netherlands and abroad. He has published a variety of books and articles on these topics. Kutlay Yag mur studied English as a second language and applied linguistics in Ankara and Sydney. He investigated language attrition and ethnolinguistic vitality of Turkish communities in Australia and Europe, and has published a number of books and articles on this subject. He worked at the Middle East Technical University in Ankara and is presently a senior researcher and lecturer at Babylon, Tilburg University.
Preface: O. Chenal, Which languages for Europe? 1. Introduction: G. Extra & K. Yagmur. Part I Multidisciplinary perspectives G. Extra & Kutlay Yagmur: 2. Phenomenological perspectives; 3. Demographic perspectives; 4. Language rights perspectives; 5. Educational perspectives. Part II Multilingual Cities Project: national and local perspectives. 6. Methodological considerations G. Extra, K. Yagmur & T. van der Avoird; 7. Multilingualism in Goteborg L.Nygren-Junkin; 8. Multilingualism in Hamburg S. Buhler-Otten & S. Furstenau; 9.Multilingualism in The Hague R. Aarts, G. Extra & K. Yagmur; 10. Multilingualism in Brussels M. Verlot & K. Delrue; 11. Multilingualism in Lyon M.-A. Akinci & J.J. de Ruiter; 12. Multilingualism in Madrid P. Broeder & L. Mijares. Part III Multilingual Cities Project: crossnational and crosslinguistic perspectives G. Extra, K. Yagmur & T. van der Avoird; 13. Crossnational perspectives on language groups: Albanian, Arabic, Armenian, Berber, Chinese, English, French, German, Italian, Kurdish, Polish, Portuguese, Romani/Sinte, Russian, Serbian/Croatian/Bosnian, Somali, Spanish, Turkish, Urdu/?Pakistani?, and Vietnamese; 14. Crosslinguistic perspectives on language groups; 15. Crossnational perspectives on community language teaching; 16. Conclusions and discussion. Appendices