Durk Gorter – författare

In this comprehensive and pioneering volume, language scholars from around the world examine the "linguistic landscape" from multiple perspectives – theoretical, methodological, and critical. Written by widely recognized experts, the articles in Linguistic Landscape analyze linguistic landscapes in a range of international contexts. Dozens of photographs illustrate the use of language in the environment – the words and images displayed and exposed in public spaces. Suitable for graduate or advanced undergraduate students in applied linguistics, sociolinguistics, and language policy studies, Linguistic Landscape is a vital contribution to a burgeoning field.

In this comprehensive and pioneering volume, language scholars from around the world examine the "linguistic landscape" from multiple perspectives – theoretical, methodological, and critical. Written by widely recognized experts, the articles in Linguistic Landscape analyze linguistic landscapes in a range of international contexts. Dozens of photographs illustrate the use of language in the environment – the words and images displayed and exposed in public spaces. Suitable for graduate or advanced undergraduate students in applied linguistics, sociolinguistics, and language policy studies, Linguistic Landscape is a vital contribution to a burgeoning field.

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs.The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities; that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, legal recognition at all educational levels, the dissemination of printed and digital materials and more or less limited language use in the local community. Highlighted languages include Ashaninka, Basque, Frisian, Hawaiian, Irish, Isthmus Zapotec, Quechua Chanka, Tonga and Welsh. Each chapter adopts a consistent structure, with a brief introduction to the sociolinguistic landscape, followed by sections on language use in education, research studies, reflections and discussions related to the learning of minority languages as second languages and the implication of these processes for the revitalization of minority languages.Breaking new ground in second language acquisition research, this book is an indispensable resource for advanced students and researchers in SLA, multilingual education, bilingualism and sociolinguistics.

This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs.The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities; that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, legal recognition at all educational levels, the dissemination of printed and digital materials and more or less limited language use in the local community. Highlighted languages include Ashaninka, Basque, Frisian, Hawaiian, Irish, Isthmus Zapotec, Quechua Chanka, Tonga and Welsh. Each chapter adopts a consistent structure, with a brief introduction to the sociolinguistic landscape, followed by sections on language use in education, research studies, reflections and discussions related to the learning of minority languages as second languages and the implication of these processes for the revitalization of minority languages.Breaking new ground in second language acquisition research, this book is an indispensable resource for advanced students and researchers in SLA, multilingual education, bilingualism and sociolinguistics.

This volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'. Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends in the study of multilingual education by putting together research studies that analyse the processes of both 'becoming multilingual' and 'being multilingual' in educational contexts.

An essential resource for understanding linguistic landscapes and their role in multilingual contexts worldwide The Handbook of Linguistic Landscapes and Multilingualism provides an in-depth exploration of linguistic landscapes as a tool to understand multilingualism across diverse global contexts. Edited by leading scholars Durk Gorter and Jasone Cenoz, this authoritative volume brings together pioneering research on the evolving interactions between language, place, space, and society. Addressing both theory and practice, this handbook serves as a unique lens into how linguistic landscapes reflect broader social, political, and educational dynamics. In-depth chapters address topics ranging from translanguaging and minority language ideologies to the application of linguistic landscapes in multilingual cities and classrooms. Organised into three parts, the book first establishes the theoretical and methodological foundations of linguistic landscape studies, followed by detailed case studies of the relationship between linguistic landscapes and multilingualism in diverse social and geographic contexts. The concluding section focusses on the educational implications of linguistic landscapes, examining how schoolscapes and public spaces can be utilised for language learning and teaching. Equipping readers to critically engage with multilingual practices in urban spaces, educational settings, and beyond, the Handbook of Linguistic Landscapes and Multilingualism: Introduces cutting-edge methodologies, socio-political contexts, and language learning through linguistic landscapesCovers emerging topics such as transgressive practices, landscapes of affect, and linguistic landscapes of protest and conflictDescribes key theoretical concepts and identifies the interdisciplinary connections between ethnography, sociolinguistics, and discourse studiesExplores innovative pedagogical approaches, and translanguaging practices, with an emphasis on empowering learners in multilingual environmentsDesigned to fit seamlessly into curricula focused on multilingualism and language policy across a range of academic disciplines, the Handbook of Linguistic Landscapes and Multilingualism is ideal for graduate students, post-graduate researchers, and scholars in applied linguistics, sociolinguistics, education sciences, language studies, and social geography.

Language is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas.The book is open access under a CC BY NC ND licence.

Language is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas.The book is open access under a CC BY NC ND licence.

The book offers demographic, sociolinguistic, and educational perspectives on the status of both regional and immigrant languages in Europe and in a wider international context. From a cross-national point of view, empirical evidence on the status of these other languages of multicultural Europe is brought together in a combined frame of reference.

Language is all around us as it is displayed in texts on shop windows, commercial signs, posters, official notices, etc. Given a multitude of languages there, it does not come as a surprise that an increasing number of researchers have taken a closer look at languages on signs in the public space. The book reports on studies of the linguistic landscape in cities in countries around the globe: Israel, Japan, Thailand, the Netherlands (Friesland) and Spain (the Basque Country). Their cultural, socio-economic and political circumstances are very divergent. Multimillion cities are included such as Bangkok and Tokyo, but also smaller cities such as Ljouwert-Leeuwarden and Donostia-San Sebastian. Multilingualism turns out to be an important dimension of the linguistic landscape everywhere, as well as the reflection of the process of globalisation, visible through the use of English. The study of the linguistic landscape is applied here as a means to increase our understanding of multilingualism and future directions are outlined.

This book offers an inclusive perspective on the constellation of languages in Europe by taking into account official state languages, regional minority languages and immigrant minority languages. Although "celebrating linguistic diversity" is one of the key propositions in the European discourse on multilingualism and language policies, this device holds for these three types of languages in a decreasing order. All three types of languages, however, are constituent parts of a multilingual European identity and should be taken into account in any type of language policy. Both facts and policies on multilingualism and plurilingual education are addressed in case studies at the national and European level. The selection of case studies is based on a careful weighing of geographical spread of countries and languages across Europe on the one hand, and availability of established expert knowledge on the other. After an Introduction to the theme of the book (Guus Extra and Durk Gorter), Part I deals with official state languages with a focus on the spread of English as lingua franca across Europe (Juliane House), on French and France (Dennis Ager), on Polish in Poland and abroad (Justyna Lesniewśka), and on language constellations in the Baltic States (Gabrielle Hogan-Brun). Part II deals with regional minority languages with a focus on Catalan in Spain (Francesc Xavier Vila i Moreno), Frisian in the Netherlands (Durk Gorter et al.), Hungarian as a minority language in Central Europe (Susan Gal), and Saami in the Nordic countries (Mikael Svonni). Part III deals with immigrant minority languages in the United Kingdom (Viv Edwards), Sweden (Lilian Nygren-Junkin), Italy (Monica Barni and Carla Bagna) and Europe at large (Guus Extra and Kutlay Yağmur).

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

Who is involved and why in the linguistic landscapes in educational contexts? How are agency and activism reflected in educationscapes? These questions and more are addressed in the various contributions in this volume, thus expanding the boundaries of educationscapes through enquiries that focus on educational agency and activism. In particular, the collection sheds light on linguistic, semiotic and spatial agency and activism in different educational contexts around the world. By focusing on agency as social practice and activism as act to change, the studies broaden our understanding of the actors, and how they mobilize their linguistic and semiotic resources to shape the educationscape. The volume advances the study of linguistic landscapes in educational contexts and offers a critical approach to reflect on inequality, power and decolonialization of languages in educational spaces, as well as the professional development of future teachers."[…] the volume presents both an exciting journey to very different parts of the world, and at the same time creates connection between the specific themes of each chapter through key concepts of activism and agency. In this book the reader is presented with deep contrasts that they may not have been aware of. Although this is not necessarily the primary goal of the volume, these comparisons embrace a value that can bring something remarkably new not only to the reader but also to the field itself.[…] the book is profoundly rich in information, thorough in its analysis, and objective in its description.[…] readers who are interested in the field of linguistic landscape in general and in educational context in particular would strongly appreciate this book, as they can gain inspirations of methodologies, and further reflect on their insights regarding activism and agency in educational contexts."(Enikő Biró, International Journal of Multilingualism, 10.7.2025)

​This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua franca-s in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education.The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others.“This is the volume that finally accounts for multilingual education from a truly multilingual perspective by involving proposals and research from a variety of multilingual speech communities in the world. The (linguistically) rich Ethiopia and Mexico can teach the poor Europe and other Northern countries about multilingual education. CLIL promoters may learn from Finnish Sámi and Canadian Innu and Mi’gmaq indigenous communities as well as from Basque results. Speakers and teachers of minority and international languages will certainly be glad to hear the news. There is no need for a monolingual bias or tunnel vision in acquiring English in non-English speaking communities. This volume includes new challenging pedagogical perspectives while pointing to interesting conclusions for worldwide educational authorities”. Maria Pilar Safont Jordà, Universitat Jaume I, Castelló, Spain

​This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua franca-s in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education.The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others.“This is the volume that finally accounts for multilingual education from a truly multilingual perspective by involving proposals and research from a variety of multilingual speech communities in the world. The (linguistically) rich Ethiopia and Mexico can teach the poor Europe and other Northern countries about multilingual education. CLIL promoters may learn from Finnish Sámi and Canadian Innu and Mi’gmaq indigenous communities as well as from Basque results. Speakers and teachers of minority and international languages will certainly be glad to hear the news. There is no need for a monolingual bias or tunnel vision in acquiring English in non-English speaking communities. This volume includes new challenging pedagogical perspectives while pointing to interesting conclusions for worldwide educational authorities”. Maria Pilar Safont Jordà, Universitat Jaume I, Castelló, Spain