Durk Gorter – författare

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.

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.

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:

Designed 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.

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:

Designed 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.

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. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.