Gorter, D., Zenotz, V., & Cenoz, J. (Eds.), Minority languages and Multilingual Education. Br... more Gorter, D., Zenotz, V., & Cenoz, J. (Eds.), Minority languages and Multilingual Education. Bridging the local and the global, New York: Springer Dordrecht Heidelberg, 2014, 220 p.The book is a collection of research regarding the problems that children who come from minority groups face when they are forced to learn an international language, in this case, English. The authors' main point of view is that combining the languages spoken by minority groups with the official language(s) of the national state and English result in educational and social difficulties that can be avoided by concentrating on learning minority languages.This book presents research done on problems that minority children face when trying to learn an international language, in this case, English. This book has the starting point of its research in the languages that are spoken within minority groups, taking the research beyond the local and global perspective analysis to the context of multilingual education.Before moving forward with this review, let me elaborate a short biography of each of the authors involved in this writing, along with their experience in studying multilingual education.Durk Gorter is a professor within the Department of Theory and History of Education at Universidad de Pais Vasco/Euskal Herriko from Donostia-San Sebastian. He conducts research in the fields of multilingualism in educational context, comparative studies in the field of languages spoken by minority groups from Europe and linguistic perspectives in education.Victoria Zenotz Iragi is a lecturer within the Public University of Navarre, as well as a foreign language teacher councilor at "Centro de Apoyo de Profesorado" from Pamplona/Iruna, preparing foreign language teachers from all over Navarre.Jasone Cenoz is a professor of Applied Linguistics within the Department of Research Methods in Education at the University of the Basque Country. In her research, Prof. Cenoz concentrates her studies on the fields of psycholinguistics, sociolinguistics and the bilingual and multilingual aspects of education. Her researches include the effect of bilingualism over acquiring a third foreign language, bilingual and multilingual education, languages spoken by minority groups and other fields.The three authors concentrate their research on the interaction between the languages and cultures of the minority groups, on one hand, and the languages spoken by the majority of the population as well as a lingua franca, on a number of regions and countries from all continents, on the other hand.Even though all chapters of this book reference only minority languages, I consider the problems discussed by Groter et.al. to be relevant in any instance where more than one language is used in order to stream the educational process.Thus, the book "Minority languages and Multilingual Education. Bridging the local and the global" brings forward the difficulties and opportunities of multilingual education, taking into consideration problems like: concepts of global North and global South, politics regarding multilingual education, linguistic diversity, interethnic understanding, multimodal linguistic practices, power, conflict, identity, prestige and many others.The point of view of the authors is that combining the languages spoken by minority groups with the official language(s) of the national state and the English language result in numerous difficulties both for the educational and social nature, when the simpler solution could be to focus attention on learning minority languages. Thus, through this book Groter et al. are trying to bring forward cases that take place in the field of multilingual education spread over five continents in order to demonstrate the evolutions, tensions and solutions of the contemporary era. In order to achieve this goal, the book references different multilingual educational contexts that imply using various minority and majority languages as well as the English language in the educational process. …
The contents of this publication may be reproduced in print, except for commercial purposes, prov... more The contents of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning. This study aims to describe the actual state of the art of trilingual primary schooling in a number of multilingual regions in Europe in the first decade of the 21 st century. This study is essentially an update of the study which reflected the situation at the turn of the century (Beetsma 2002). Around 10 years later, a renewed study with a double function seemed necessary: an updated version of the previous study and a guide towards new developments in terms of language planning and educational practices. In addition, this present study wants to define some relevant areas and topics of study in the field of multilingual education that should be put on the research agenda of the next decade. Status of trilingual education In this study the definit...
This book provides an overview of how the field of Linguistic Landscape Studies has emerged and d... more 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.
Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practi... more Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practice which alternates the languages of the input and the output in the same lesson. Pedagogical translanguaging is closely related to the original approach to translanguaging but goes beyond the practice of language alternation. Pedagogical translanguaging is learner-centred and endorses the development of all the languages used by learners. It fosters the development of metalinguistic awareness and goes against the tradition of language separation in school settings by softening boundaries between languages when learning languages and content. This article discusses the challenge of using pedagogical translanguaging in Content and Language Integrated Learning (CLIL). CLIL programmes are more demanding than regular programmes because content is taught through the medium of a second or additional language. The language used in content subjects is in many cases substantially different and mo...
This paper will focus on perceptions of languages on signs and the stated preferences of the loca... more This paper will focus on perceptions of languages on signs and the stated preferences of the local inhabitants of the city of Donostia-San Sebastian. It will also discuss the non-market value of the linguistic landscape in terms of the willingness to pay for the preferred way of having language on the signs. An innovative approach derived from environmental economics was employed to study the linguistic landscape (Cenoz & Gorter 2009). Sociolinguistic Context: the city of Donostia-San Sebastian and the Basque Country The city of Donostia-San Sebastian has around 185.000 inhabitants. This city is located on the coast of the Gulf of Biscay, 20 kilometres from the border with France in the Basque Country in Spain. The whole of the Basque Country, ´Euskal Herria´, extends over an area of approximately 20.700 km 2 in the North of Spain and the South of France. The whole of the Basque Country has three million inhabitants, but the territory is not governed as one administrative unit. The population of the Basque Autonomous Community is 2.1 million and the rest is in the Community of Navarre and in the North Basque Country, Iparraldea in France. The Basque language (or Euskara) is completely different from Spanish or French since it is not a Romance language and is not part of the Indo-European family. Basque is spoken on average by about 30% of the population. Recent survey results show that the number of Basque speaking bilinguals in the Basque Autonomous Community is slowly increasing (Eusko Jaurlaritza, 2008). Yet, Spanish is the
Learning through the medium of a second or additional language is becoming very common in differe... more 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 al...
In this article we explore the role of linguistic landscapes, which refers to language on display... more In this article we explore the role of linguistic landscapes, which refers to language on display in public spaces, in the teaching of languages and enhancing language awareness. Signage can be useful for language learners as a pedagogical tool for language acquisition and to explore issues of multilingualism. We focus in particular on the multilingual education context in the Basque Country in Spain, where the three languages of instruction are Basque, Spanish and English. Our analysis is based on data collected in public spaces, from students in primary schools and masters-level students at university. Our data include signage in a local covered market, and on the walls of schools as well as that collected among students who carried out learning tasks investigating the signage that surrounds them. We conclude that the languages on display in public spaces are an important resource for language learning and teaching, and they can also be used for raising language awareness.
List of contributors Series editors' preface Acknowledgements 1. Towards a holistic approach ... more List of contributors Series editors' preface Acknowledgements 1. Towards a holistic approach in the study of multilingual education Jasone Cenoz and Durk Gorter 2. L1 as a pedagogical resource in building students' L2 academic literacy: pedagogical innovation in the science classroom in a Hong Kong school Gladys N. Y. Luk and Angel M. Y. Lin 3. Linking content, linking students: a cross-linguistic pedagogical intervention Susan Ballinger 4. The role of the native language in the literacy development of Latino students in the United States Igone Arteagoitia and Liz Howard 5. A nexus analysis of code choice during study abroad, and implications for language pedagogy Glenn S. Levine 6. Multilingual practices in foreign language study Claire Kramsch and Michael Huffmaster 7. Language choices and ideologies in the bilingual classroom Janet M. Fuller 8. Communicative repertoires in the community language classroom: resources for negotiating authenticity Angela Creese, Adrian Black...
Gorter, D., Zenotz, V., & Cenoz, J. (Eds.), Minority languages and Multilingual Education. Br... more Gorter, D., Zenotz, V., & Cenoz, J. (Eds.), Minority languages and Multilingual Education. Bridging the local and the global, New York: Springer Dordrecht Heidelberg, 2014, 220 p.The book is a collection of research regarding the problems that children who come from minority groups face when they are forced to learn an international language, in this case, English. The authors' main point of view is that combining the languages spoken by minority groups with the official language(s) of the national state and English result in educational and social difficulties that can be avoided by concentrating on learning minority languages.This book presents research done on problems that minority children face when trying to learn an international language, in this case, English. This book has the starting point of its research in the languages that are spoken within minority groups, taking the research beyond the local and global perspective analysis to the context of multilingual education.Before moving forward with this review, let me elaborate a short biography of each of the authors involved in this writing, along with their experience in studying multilingual education.Durk Gorter is a professor within the Department of Theory and History of Education at Universidad de Pais Vasco/Euskal Herriko from Donostia-San Sebastian. He conducts research in the fields of multilingualism in educational context, comparative studies in the field of languages spoken by minority groups from Europe and linguistic perspectives in education.Victoria Zenotz Iragi is a lecturer within the Public University of Navarre, as well as a foreign language teacher councilor at "Centro de Apoyo de Profesorado" from Pamplona/Iruna, preparing foreign language teachers from all over Navarre.Jasone Cenoz is a professor of Applied Linguistics within the Department of Research Methods in Education at the University of the Basque Country. In her research, Prof. Cenoz concentrates her studies on the fields of psycholinguistics, sociolinguistics and the bilingual and multilingual aspects of education. Her researches include the effect of bilingualism over acquiring a third foreign language, bilingual and multilingual education, languages spoken by minority groups and other fields.The three authors concentrate their research on the interaction between the languages and cultures of the minority groups, on one hand, and the languages spoken by the majority of the population as well as a lingua franca, on a number of regions and countries from all continents, on the other hand.Even though all chapters of this book reference only minority languages, I consider the problems discussed by Groter et.al. to be relevant in any instance where more than one language is used in order to stream the educational process.Thus, the book "Minority languages and Multilingual Education. Bridging the local and the global" brings forward the difficulties and opportunities of multilingual education, taking into consideration problems like: concepts of global North and global South, politics regarding multilingual education, linguistic diversity, interethnic understanding, multimodal linguistic practices, power, conflict, identity, prestige and many others.The point of view of the authors is that combining the languages spoken by minority groups with the official language(s) of the national state and the English language result in numerous difficulties both for the educational and social nature, when the simpler solution could be to focus attention on learning minority languages. Thus, through this book Groter et al. are trying to bring forward cases that take place in the field of multilingual education spread over five continents in order to demonstrate the evolutions, tensions and solutions of the contemporary era. In order to achieve this goal, the book references different multilingual educational contexts that imply using various minority and majority languages as well as the English language in the educational process. …
The contents of this publication may be reproduced in print, except for commercial purposes, prov... more The contents of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning. This study aims to describe the actual state of the art of trilingual primary schooling in a number of multilingual regions in Europe in the first decade of the 21 st century. This study is essentially an update of the study which reflected the situation at the turn of the century (Beetsma 2002). Around 10 years later, a renewed study with a double function seemed necessary: an updated version of the previous study and a guide towards new developments in terms of language planning and educational practices. In addition, this present study wants to define some relevant areas and topics of study in the field of multilingual education that should be put on the research agenda of the next decade. Status of trilingual education In this study the definit...
This book provides an overview of how the field of Linguistic Landscape Studies has emerged and d... more 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.
Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practi... more Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practice which alternates the languages of the input and the output in the same lesson. Pedagogical translanguaging is closely related to the original approach to translanguaging but goes beyond the practice of language alternation. Pedagogical translanguaging is learner-centred and endorses the development of all the languages used by learners. It fosters the development of metalinguistic awareness and goes against the tradition of language separation in school settings by softening boundaries between languages when learning languages and content. This article discusses the challenge of using pedagogical translanguaging in Content and Language Integrated Learning (CLIL). CLIL programmes are more demanding than regular programmes because content is taught through the medium of a second or additional language. The language used in content subjects is in many cases substantially different and mo...
This paper will focus on perceptions of languages on signs and the stated preferences of the loca... more This paper will focus on perceptions of languages on signs and the stated preferences of the local inhabitants of the city of Donostia-San Sebastian. It will also discuss the non-market value of the linguistic landscape in terms of the willingness to pay for the preferred way of having language on the signs. An innovative approach derived from environmental economics was employed to study the linguistic landscape (Cenoz & Gorter 2009). Sociolinguistic Context: the city of Donostia-San Sebastian and the Basque Country The city of Donostia-San Sebastian has around 185.000 inhabitants. This city is located on the coast of the Gulf of Biscay, 20 kilometres from the border with France in the Basque Country in Spain. The whole of the Basque Country, ´Euskal Herria´, extends over an area of approximately 20.700 km 2 in the North of Spain and the South of France. The whole of the Basque Country has three million inhabitants, but the territory is not governed as one administrative unit. The population of the Basque Autonomous Community is 2.1 million and the rest is in the Community of Navarre and in the North Basque Country, Iparraldea in France. The Basque language (or Euskara) is completely different from Spanish or French since it is not a Romance language and is not part of the Indo-European family. Basque is spoken on average by about 30% of the population. Recent survey results show that the number of Basque speaking bilinguals in the Basque Autonomous Community is slowly increasing (Eusko Jaurlaritza, 2008). Yet, Spanish is the
Learning through the medium of a second or additional language is becoming very common in differe... more 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 al...
In this article we explore the role of linguistic landscapes, which refers to language on display... more In this article we explore the role of linguistic landscapes, which refers to language on display in public spaces, in the teaching of languages and enhancing language awareness. Signage can be useful for language learners as a pedagogical tool for language acquisition and to explore issues of multilingualism. We focus in particular on the multilingual education context in the Basque Country in Spain, where the three languages of instruction are Basque, Spanish and English. Our analysis is based on data collected in public spaces, from students in primary schools and masters-level students at university. Our data include signage in a local covered market, and on the walls of schools as well as that collected among students who carried out learning tasks investigating the signage that surrounds them. We conclude that the languages on display in public spaces are an important resource for language learning and teaching, and they can also be used for raising language awareness.
List of contributors Series editors' preface Acknowledgements 1. Towards a holistic approach ... more List of contributors Series editors' preface Acknowledgements 1. Towards a holistic approach in the study of multilingual education Jasone Cenoz and Durk Gorter 2. L1 as a pedagogical resource in building students' L2 academic literacy: pedagogical innovation in the science classroom in a Hong Kong school Gladys N. Y. Luk and Angel M. Y. Lin 3. Linking content, linking students: a cross-linguistic pedagogical intervention Susan Ballinger 4. The role of the native language in the literacy development of Latino students in the United States Igone Arteagoitia and Liz Howard 5. A nexus analysis of code choice during study abroad, and implications for language pedagogy Glenn S. Levine 6. Multilingual practices in foreign language study Claire Kramsch and Michael Huffmaster 7. Language choices and ideologies in the bilingual classroom Janet M. Fuller 8. Communicative repertoires in the community language classroom: resources for negotiating authenticity Angela Creese, Adrian Black...
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