Minority Languages and Multilingual Education

1. Front Matter

   Pages i-xi

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2. Introduction: Minority Language Education Facing Major Local and Global Challenges

   • Durk Gorter, Victoria Zenotz, Jasone Cenoz

   Pages 1-9

3. Adopting a Multilingual Habitus: What North and South Can Learn from Each Other About the Essential Role of Non-dominant Languages in Education

   • Carol Benson

   Pages 11-28

4. Models for Trilingual Education in the People’s Republic of China

   • Bob Adamson, Anwei Feng

   Pages 29-44

5. Margins, Diversity and Achievement: System-Wide Data and Implementation of Multilingual Education in Ethiopia

   • Kathleen Heugh

   Pages 45-63

6. A New Model of Bilingualism for Singapore: Multilingualism in the Twenty-First Century

   • Chua Siew Kheng Catherine

   Pages 65-84

7. Language Education and Canada’s Indigenous Peoples

   • Mela Sarkar, Constance Lavoie

   Pages 85-103

8. Policy and Teaching English to Palestinian Students in Israel: An Ecological Perspective to Language Education Policies

   • Muhammad Amara

   Pages 105-118

9. Interethnic Understanding and the Teaching of Local Languages in Sri Lanka

   • Indika Liyanage, Suresh Canagarajah

   Pages 119-135

10. Dynamic Multimodal Language Practices in Multilingual Indigenous Sámi Classrooms in Finland

    • Sari Pietikäinen, Anne Pitkänen-Huhta

    Pages 137-157

11. Balancing the Languages in Māori-Medium Education in Aotearoa/New Zealand

    • Richard Hill, Stephen May

    Pages 159-176

12. Critical Classroom Practices: Using “English” to Foster Minoritized Languages and Cultures in Oaxaca, Mexico

    • Mario E. López-Gopar, Narcedalia Jiménez Morales, Arcadio Delgado Jiménez

    Pages 177-199

13. Multilingualism and European Minority Languages: The Case of Basque

    • Durk Gorter, Victoria Zenotz, Xabier Etxague, Jasone Cenoz

    Pages 201-220

​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

• Maori-medium education
• Oaxaca, Mexico
• bilingual education
• indigenous language education
• language and education access
• language diversity
• local and global challenges
• minority language education
• multilingual education
• multilingual education policy
• multilingualism
• role of non-dominant languages in education
• teaching of local languages in Sri Lanka

• Dept. of Theory & Hist. of Education, University of the Basque Country UPV/EHU - IKERBASCQUE, Donostia-San Sebastian, Spain

  Durk Gorter

• Dept. of Philoogy & Language Teaching, Public University of Navarre Campus de Arrosadia, Irunea-Pamplona, Spain

  Victoria Zenotz

• Dept. of Research Methods in Education,, University of the Basque Country UPV/EHU, Donostia-San Sebastian, Spain

  Jasone Cenoz

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