língua não materna – Portuguese as non-mother-tongue language (PNML) 1 – and refers to language provision for newly arrived migrant students 2 whose ‘mother-tongue is not Portuguese’. 3 In general, multilingualism in education in Portugal has been
This article addresses the complex relationships between political discourses, demographic constellations, the affordances of new technologies, and linguistic practices in contemporary Germany. It focuses on political and personal responses to the increasingly multilingual nature of German society and the often-conflicting ways in which “the German language” figures in strategies promoting social integration and Germany's global position. In order to do this, the idea of “the German language” is contextualized in relation to both internal and external processes of contemporary social change. On the one hand, changes to the social order arising from the increasingly complex patterns of inward migration have led to conflicts between a persistent monolingual ideology and multilingual realities. On the other hand, changes in the global context and the explosive growth of new social media have resulted in both challenges and new opportunities for the German language in international communication. In this context, the article explores internal and external policy responses, for example, in relation to education and citizenship in Germany, and the embedding of German language campaigns in strategies promoting multilingualism; and impacts on individual linguistic practices and behaviors, such as the emergence of “multiethnolects” and online multilingualism.
State of the Art
from scholarship on South Asia. The region that was formerly British India was crucial in adopting European concepts, but also in shaping them. It has a long-standing history of multilingualism, ranging from Sanskrit and Arabic cosmopolis 3 and
Toward a Jewish History of Concepts
The field of modern European Jewish history, as I hope to show, can be of great interest to those who deal with conceptual history in other contexts, just as much as the conceptual historical project may enrich the study of Jewish history. This article illuminates the transformation of the Jewish languages in Eastern Europe-Hebrew and Yiddish-from their complex place in traditional Jewish society to the modern and secular Jewish experience. It presents a few concrete examples for this process during the nineteenth and early twentieth centuries. The article then deals with the adaptation of Central and Western European languages within the internal Jewish discourse in these parts of Europe and presents examples from Germany, France, and Hungary.
A decade ago, Regions & Cohesion started with an editorial article by Harlan Koff and Carmen Maganda, who proposed launching “a multilingual (English, French, and Spanish) and interdisciplinary forum for the discussion of the human and
Museums in the Age of Global Mobility, Mexico City, 7–9 June 2017
Gwyneira Isaac, Diana E. Marsh, Laura Osorio Sunnucks, and Anthony Shelton
While museums are perceived as institutions dedicated to the dissemination and exchange of culturally diverse knowledges, museum scholarship has been hampered by a lack of multilingual networks and publications necessary for the exchange of
A reflection of the quality of education for migrant and marginalized Roma children in Europe
Silvia-Maria Chireac and Anna Devis Arbona
of placing Roma children in special primary schools a disadvantaging factor?] . Bratislava : Slovak Governance Institute . UNESCO ( 2003 ). Education in a multilingual world . UNESCO Education Position Paper. Paris: UNESCO . Retrieved from
Rethinking Literacy, Language, and Learning Texts
Elizabeth P. Quintero
This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.
A Tentative Assessment
Demetrio Cojtí Cuxil
The history of Guatemala is dominated by authoritarian and conservative governments. It is said that the country is presently transitioning toward democracy, yet the government, as well as the democratic system itself, continues to be structurally colonialist and racist. Guatemala's leaders have not realized the implications for the government and for civil society of the constitutional and political recognition of the country as multi-ethnic, multi-lingual, and multicultural. Further-more, Guatemalan political elites ask and expect that individual and collective members of society be multi-ethnic and multi-lingual, even when the government and its organs are not. The necessary transition, public as well as private, from mono-nationalism to multi-nationalism can be achieved, but it would be more efficient and consistent if the government would take heed of civil society.
Visualizing Linguistic Space in Modern Travel Writing
This article focuses on the travelogue of the twentieth century. Deftly using the spaces of city/country to situate language and people Miranda France, in Bad Times in Buenos Aires: A Writer's Adventures in Argen tina (1999), presents a hierarchy of linguistic value and poignancy of place by semantically conflating English, Spanish, and indigenous Latin American languages with a different spatial positioning relative to the Other in the bustle of Buenos Aires. The consequence is the building of a hierarchical edifice—which metaphorically as it literally centers English, and places its speakers atop the city— situates Spanish and its speakers at a street level; and relegates indigenous peoples to the lowest metropolitan reaches—unseen and underground—marginalized to the periphery of her literary geoscape. This conflation of linguistic code with the synecdoche of space introduces another way in which to examine the politics of travel writing in a globally connected, multilingual world.