This collection offers a comprehensive look at lesser-taught languages (LTLs) in multilingual education, seeking to broaden existing notions of minority languages and elucidate key issues and challenges specific to them in educational settings.
The volume is organized around different sections, structural characteristics and the implications for teaching, methodological considerations, issues around language and identity, and language policy and planning. Case studies from a range of settings are considered, including formal and informal educational contexts, community literacy activities, and out-of-school language classes. In so doing, the book seeks both to bring a critical perspective at the historical and epistemological foundations underpinning existing research and innovative insights into important connected themes for future study.
This book will be of interest to students and scholars in multilingualism, language education, sociolinguistics, applied linguistics, and language policy.
Table of Contents:
Introduction: Framing Lesser-Taught Languages in Contemporary Multilingual Contexts Seraphin Kamdem & Gilles Forlot, PART 1: Variation, CHAPTER 1: Minority language instructors as agents of standardization: Confronting variation during the introduction of Picard in schools Jennifer Cox, CHAPTER 2: Teaching for Variation in a Sacred Language: Beyond Pluricentricity in Lakota/Dakota Language Revitalization Anke Al-Bataineh, CHAPTER 3: The place of variation in Maya as a second language classes. A comparative analysis between Merida (México) and Paris (France) Margarita Valdovinos, PART 2. Learning & teaching, CHAPTER 4: Analysing secondary students’ note-taking in Basque: Implications for immersion education Roberto Arias-Hermoso, Eneritz Garro Larrañaga, Ainara Imaz Agirre, CHAPTER 5: Language Ideologies and Mother Tongue-Based Multilingual Reading Education in Philippine Classrooms Jackson Orlanda & Portia Padilla, CHAPTER 6: Longitudinal Relationship Between Vocabulary and Word Reading Fluency in Multilingual Kapampangan-Filipino-English Speakers Portia Padilla & Alexandra Gottardo, PART 3. Language and educational policies, CHAPTER 7: The teaching of Mə̀dʉ̂mbɑ̀, Nda’nda’ and Yemba in secondary schools of the West region of Cameroon: Assessing the challenges and issues faced in teaching lesser-taught languages Hugues Carlos Fotso Gueche, CHAPTER 8: Creating equitable hybrid interaction spaces to revive Okpella, a Nigerian language Abdulmalik Yusuf Ofemile, CHAPTER 9: Nigeria’s Indigenous Languages and the National Policy on Education: The case of Efik in Primary Schools in Calabar Metropolis Eyo Mensah & Uchenna Ajake, CHAPTER 10: Spanish as a Lesser-Taught Language in Los Angeles: Family Socialization, Educational Discontinuity, and Bilingual Agency in a Contact Zone Eric Alvarez, Index
About the Author :
Gilles Forlot is a Full Professor of sociolinguistics and language education at Inalco University, in Paris, France.
Seraphin Kamdem is currently a Research Associate in the School of Languages, Cultures, and Linguistics as well as at the Centre of African Studies, SOAS, University of London.
