Gillian Wigglesworth – författare

Bilingualism:introduces students to key issues and themes that include bilingual development and education; and the integration of social and cognitive perspectivesuses tasks and examples to equip the reader with the necessary skills and insights to assess and interpret research drawn from bilingual populationsincorporates case studies drawn from a range of countries such as the United States, South Africa, the Netherlands, Morocco, and the People's Republic of Chinagathers together influential readings from key names in the discipline, including: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain, Jim Cummins, and Ellen Bialystok.Written by experienced teachers and researchers in the field, Bilingualism is an essential textbook for students and researchers of Applied Linguistics.The accompanying website to this book can be found at http://www.routledge.com/textbooks/9780415343879.

Bilingualism:introduces students to key issues and themes that include bilingual development and education; and the integration of social and cognitive perspectivesuses tasks and examples to equip the reader with the necessary skills and insights to assess and interpret research drawn from bilingual populationsincorporates case studies drawn from a range of countries such as the United States, South Africa, the Netherlands, Morocco, and the People's Republic of Chinagathers together influential readings from key names in the discipline, including: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain, Jim Cummins, and Ellen Bialystok.Written by experienced teachers and researchers in the field, Bilingualism is an essential textbook for students and researchers of Applied Linguistics.The accompanying website to this book can be found at http://www.routledge.com/textbooks/9780415343879.

This is an accessible survey of the linguistic issues facing children growing up in indigenous communities.All over the world there are children who learn one (or more) language at home and then have to learn another language when they attend school. In some cases this is because children come from immigrant backgrounds; in other cases children come from indigenous communities in countries which have been colonised. This book illustrates the linguistic diversity that can be found in such communities. It examines a wide range of factors which relate to the divergence between home and school language for children growing up in indigenous multilingual communities."Children's Language and Multilingualism" explains concisely and clearly why educators, health specialists, government bodies and politicians need to understand the importance of these differences for children's social and linguistic development, particularly in relation to education and social policy. Never far from the surface are the well-documented benefits of bi- and multilingualism in education nationally and internationally.This accessible survey of the linguistic issues facing children growing up in indigenous communities will be of interest to advanced students and researchers of multilingualism and language acquisition.

All over the world there are children who learn one (or more) language at home and then have to learn another language when they attend school. In some cases this is because children come from immigrant backgrounds; in other cases children come from indigenous communities in countries which have been colonised. This book illustrates the linguistic diversity that can be found in such communities. It examines a wide range of factors which relate to the divergence between home and school language for children growing up in indigenous multilingual communities. Children's Language and Multilingualism explains concisely and clearly why educators, health specialists, government bodies and politicians need to understand the importance of these differences for children's social and linguistic development, particularly in relation to education and social policy. Never far from the surface are the well-documented benefits of bi- and multilingualism in education nationally and internationally. This accessible survey of the linguistic issues facing children growing up in indigenous communities will be of interest to advanced students and researchers of multilingualism and language acquisition.

This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators.

This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators.

This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators.

Spanning Indigenous settings in Africa, the Americas, Aotearoa/New Zealand, Australia, Central Asia and the Nordic countries, this book examines the multifaceted language reclamation work underway by Indigenous peoples throughout the world. Exploring political, historical, ideological, and pedagogical issues, the book foregrounds the decolonizing aims of contemporary Indigenous language movements inside and outside of schools. Many authors explore language reclamation in their own communities. Together, the authors call for expanded discourses on language planning and policy that embrace Indigenous ways of knowing and forefront grassroots language reclamation efforts as a force for Indigenous sovereignty, social justice, and self-determination. This volume will be of interest to scholars, educators and students in applied linguistics, Ethnic/Indigenous Studies, education, second language acquisition, and comparative-international education, and to a broader audience of language educators, revitalizers and policymakers.

Spanning Indigenous settings in Africa, the Americas, Aotearoa/New Zealand, Australia, Central Asia and the Nordic countries, this book examines the multifaceted language reclamation work underway by Indigenous peoples throughout the world. Exploring political, historical, ideological, and pedagogical issues, the book foregrounds the decolonizing aims of contemporary Indigenous language movements inside and outside of schools. Many authors explore language reclamation in their own communities. Together, the authors call for expanded discourses on language planning and policy that embrace Indigenous ways of knowing and forefront grassroots language reclamation efforts as a force for Indigenous sovereignty, social justice, and self-determination. This volume will be of interest to scholars, educators and students in applied linguistics, Ethnic/Indigenous Studies, education, second language acquisition, and comparative-international education, and to a broader audience of language educators, revitalizers and policymakers.