Kutlay Yagmur – författare

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.

This book puts forward a new model of acculturation combining psychological, sociolinguistic and identity theories to study Turkish immigrants across the globe.

This book puts forward a new model of acculturation combining psychological, sociolinguistic and identity theories to study Turkish immigrants across the globe.

This book examines teachers’ beliefs, attitudes, and knowledge regarding multilingualism and linguistic diversity in Dutch primary education. Drawing on extensive empirical research, it analyses how teachers interpret and justify their everyday classroom practices within broader institutional and ideological contexts.Moving beyond individual-level explanations, the book conceptualises teachers as institutional actors whose professional judgments are shaped by accountability systems, dominant language ideologies, and enduring assumptions about language, learning, and social integration. While many teachers express inclusive values and a strong commitment to students’ well-being, the findings demonstrate how multilingualism is often positioned as educationally irrelevant or potentially problematic within monolingual norms.The analysis shows that minority languages are not explicitly rejected but are systematically marginalised by routine pedagogical reasoning, thereby contributing to the persistence of deficit perspectives in education. By identifying the structural conditions underpinning these patterns, the book advances current debates on multilingual education and language policy.This volume will be of interest to educators, researchers, graduate students, and policymakers working in the fields of multilingual education, sociolinguistics, teacher education, and educational policy.