Even a cursory look at conference programs and proceedings reveals a burgeoning interest in the field of social and affective factors in home language maintenance and development. To date, however, research on this topic has been published in piecemeal fashion, subsumed under the more general umbrella of ‘bilingualism’. Within bilingualism research, there has been an extensive exploration of linguistic and psycholinguistic perspectives on the one hand, and educational practices and outcomes on the other. In comparison, social and affective factors – which lead people to either maintain or shift the language – have been under-researched. This is the first volume that brings together the different strands in research on social and affective factors in home language maintenance and development, ranging from the micro-level (family language policies and practices), to the meso-level (community initiatives) and the macro-level (mainstream educational policies and their implementation). The volume showcases a wide distribution across contexts and populations explored. Contributors from around the world represent different research paradigms and perspectives, providing a rounded overview of the state-of-the-art in this flourishing field.

This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.

This edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners’ voices throughout, with special attention to overlooked minority language communities and Indigenous voices. Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens of a plurilingual world who are central to global change. Abounding with original research, innovative ideas and cutting-edge teaching practices, this book is ideal for courses on multilingualism and language and culture.

Mixed Emotions and Indigenous Language Maintenance in Post-Disaster Reconstruction Communities examines the interplay between emotions and Indigenous language maintenance among Paiwan families after they relocated to post-disaster reconstruction communities in Taiwan. In the view of sociocultural theory, mixed emotions mediate social action by connecting language resources and family language maintenance experiences. Against the context of Indigenous families and reconstruction communities, the author utilizes orientation activities to investigate mixed emotions, language practices, and language socialization among Paiwan family members. This book also explores the multimodal space of emotions, language practices in Indigenous language, and the language repertoire from micro-level family practices to meso- and macro-level community mobilization. The results of this volume shed light on emotions in family language policy, family communication in the teaching of heritage knowledge in Indigenous societies, and most importantly, Indigenous language maintenance in the context of post-disaster reconstruction. This book contributes to the documentation of the Paiwan language in the reconstruction communities, language equality, and the maintenance of the Indigenous language in post-disaster reconstruction communities. It can be used to develop the conceptual underpinnings of Indigenous language policies, Indigenous education programs, and Indigenous language maintenance practices.

This book brings together an interdisciplinary group of academic researchers in order to examine how and to what extent the challenge of language revitalisation should be reassessed and reconceptualised to take account of our fast-changing social context. The period of four decades between 1980 and 2020 that straddled the end of the twentieth century and the beginning of the twenty-first is widely regarded as one that witnessed a series of fundamental social, economic and political transformations. Many societies have become increasingly individualistic, mobile and diverse in terms of ethnicity and identity; their economies have become increasingly interconnected; and their governance structures have become increasingly complex, incorporating a growing number of different levels and actors. In addition, rapid advancements with regard to automated, digital and communication technology have had a far-reaching impact on how people interact with each other and participate in society. The chapters in this book aim to advance an agenda of key questions that should concern those working in the field of language revitalisation over the coming years, and the volume will be of interest to students, scholars and policy-makers in related areas including sociolinguistics, education, sociology, geography, political science, law, economics, Celtic studies, and communication technology.

Even a cursory look at conference programs and proceedings reveals a burgeoning interest in the field of social and affective factors in home language maintenance and development. To date, however, research on this topic has been published in piecemeal fashion, subsumed under the more general umbrella of ‘bilingualism’. Within bilingualism research, there has been an extensive exploration of linguistic and psycholinguistic perspectives on the one hand, and educational practices and outcomes on the other. In comparison, social and affective factors – which lead people to either maintain or shift the language – have been under-researched. This is the first volume that brings together the different strands in research on social and affective factors in home language maintenance and development, ranging from the micro-level (family language policies and practices), to the meso-level (community initiatives) and the macro-level (mainstream educational policies and their implementation). The volume showcases a wide distribution across contexts and populations explored. Contributors from around the world represent different research paradigms and perspectives, providing a rounded overview of the state-of-the-art in this flourishing field.

'Brilliantly illustrates how multilingual mothers are disproportionately tasked with preserving linguistic heritage on one hand and preparing children for public society on the other - all while finding a language for their own new maternal identity' Eliane Glaser, author of Motherhood: A Manifesto It is estimated that more than half of the world's population communicates in more than one language and over a third of the population in the United Kingdom is multilingual. And yet life in multiple languages is rarely discussed publicly, myths and misconceptions prevail and the pressure to keep heritage languages alive has become a private conflict for millions. Linguistic diversity is more prevalent than ever, but so is linguistic inequality. Linguist Malwina Gudowska, herself trilingual, sheds light on the ways in which we navigate language, its power to shape and reshape lives, and the ripple effects felt far beyond any one home or any one language. It takes one generation for a family language to be lost. One generation - like mother to child. Mother Tongue Tied explores the emotional weight of raising multilingual children while grappling with your own identity and notions of home. At what cost does a mother save a language? Or does she let it slip away and, with it, a part of herself her children may never know.

This book presents ecological perspectives towards early language education that conceptualise the phenomenon of interactions between child language-based agency, teachers’ agency, peers’ agency and parents’ agency, consequently furthering insights into the lives of young children growing up in multilingual homes. Drawing on rich empirical research evidence, the book explores teachers’ and family strategies and practices aimed at enhancing children’s interest in home language maintenance and enrichment as well as in the novel language learning. It defines early language education as the education of children up to the age of 6 and considers international evidence of children’s language from diverse sociolinguistic backgrounds and indigenous, endangered, heritage, regional, minority, majority, and marginalized languages, as well as foreign and second languages in education at home and out-of-home settings. It claims that only through collaboration between teachers, families, peers, and close environment, can the child be engaged in early language learning and fully experience his or her potential to act as agent in a novel language learning. The book will be of great interest to researchers, academics, and postgraduate students in the fields of language education, multilingualism, applied linguistics, and early childhood education. Practitioners in these fields may also find the volume a valuable resource.

In this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield. Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.