000			06465cam a2200601 i 4500
999			_c853 _d853
001			004075943
003			OSt
005			20200117171509.0
008			140819t20152015enkab b 001 0 eng
010			_a 2014032052
020			_a9781107471481 (pbk)
035			_a(NhCcYBP)99963589672
035			_a(OCoLC)888165540
040			_aDLC _beng _cJCRC _dYDX
042			_apcc
100	1		_aStavans, Anat,
245	1	0	_aMultilingualism / _cAnat Stavans and Charlotte Hoffmann.
260			_aCambridge, UK : _bCambridge University Press ; _c2015.
300			_axii, 308 p. : _bill., maps ; _c23 cm.
440			_aKey Topics in Sociolinguistics
504			_aIncludes bibliographical references (pages 272-293) and index.
505			_a"How do children and adults become multilingual? How do they use their languages? What influence does being multilingual have on their identities? What is the social impact of multilingualism today and how do societies accommodate it? These are among the fascinating questions examined by this book. Exploring multilingualism in individuals and in society at large, Stavans and Hoffmann argue that it evolves not from one factor in particular, but from a vast range of environmental and personal influences and circumstances: from migration to globalisation, from the spread of English to a revived interest in minority languages, from social mobility to intermarriage. The book shows the important role of education in helping to promote or maintain pupils' multilingual language competence and multilingual literacy, and in helping to challenge traditional monolingual attitudes. A clear and incisive account of this growing phenomenon, it is essential reading for students, teachers and policy-makers alike. _t- A multidisciplinary approach to the study of multilingualism involving descriptive, theoretical and analytical tools from sociolinguistics, psycholinguistics and education _t- Contains a range of examples of multilingualism from different contexts which will help the reader to develop a view of the subject as a multifaceted and complex phenomenon _t- Explores the impact of multilingualism on society and identity, providing an organic description of multilingualism as a result of, and response to, contemporary social trends." (Publisher's Website)
505			_aCONTENTS:
505			_aList of figures and maps
505			_aList of tables
505			_aAcknowledgements
505			_aIntroduction
505			_aPart I Global and societal issues in multilingualism and trilingualism
505			_a1 Historical perspectives of language contact _t1.1 Introduction _t1.2 Early records of language contact _t1.3 Religion, military conquest and colonisation as determinants of language contact _t1.4 The role of reading, writing and education _t1.5 The creation of multilingual states as a result of dynastic politics _t1.6 The creation of multilingual states as a result of federation _t1.7 Migration and resettlement of people _t1.8 Conclusion
505			_a2 Patterns of societal multilingualism _t2.1 Introduction _t2.2 Commonly used terms to denote types of languages and groups of speakers _t2.3 Some contemporary social trends contributing to multilingualism _t2.4 Multilingual organisation _t2.5 Peru: a summative case study _t2.6 Conclusion
505			_a3 Old and new linguistic minorities _t3.1 Introduction _t3.2 Linguistic minorities: communities and their languages _t3.3 Two minorities and three languages: Germans and Ladins in South Tyrol _t3.4 An autochthonous minority and a new minority in a young state: Arabs and Russians in Israel _t3.5 Conclusion
505			_a4 Globalisation, language spread and new multilingualisms _t4.1 Introduction _t4.2 Decolonialisation and postcolonialism _t4.3 Globalisation and internationalisation _t4.4 Factors and forces behind language spread _t4.5 The emergence of postcolonial patterns of multilingualism _t4.6 Multilingualism with English _t4.7 Conclusion
505			_aPart II Construing individual multilingualism
505			_a5 Individual multilingualism _t5.1 Introduction _t5.2 Multilingual individuals – who are they? _t5.3 The study of multilingualism _t5.4 How do children become trilingual? _t5.5 Acquisition of a third language through schooling _t5.6 Conclusion
505			_a6 Multilingual language competence and use _t6.1 Introduction _t6.2 Multilingual competence _t6.3 Explaining multilingual competence: multilingual language processing models _t6.4 Defining code-switching _t6.5 Code-switching and code-mixing: how and why? _t6.6 Multilingual language use: trilingual language mixing and code-switching _t6.7 Conclusion
505			_a7 Accommodating multilingualism _t7.1 Introduction _t7.2 Accommodation at the individual level _t7.3 Language choice and accommodation _t7.4 Inclusion, identities and negotiating multiple identities _t7.5 Accommodating multilingualism and family language policies _t7.6 Effects of attitudes towards multilingualism on FLP _t7.7 The establishment and maintenance of FLP: strategies, practices and outcomes _t7.8 Conclusion
505			_a8 Multilingual education and multilingual literacies _t8.1 Introduction _t8.2 Aims of multilingual education _t8.3 Types of multilingual education _t8.4 Globalisation, multilingual education policies and outcomes _t8.5 Literacy: development, social practice and consequences _t8.6 Developing literacy in multilinguals: multiliteracy and multiple literacies _t8.7 Models of multiliteracy: from theory to practice _t8.8 Conclusion
505			_aGlossary
505			_aReferences
505			_aAuthor index
505			_aPlaces and languages index
505			_aSubject index
650		0	_aMultilingualism _xSocial aspects.
650		0	_aSecond language acquisition _xSocial aspects.
650		0	_aMultilingualism _zSpain _zPaís Vasco.
650		0	_aMultilingualism _zFrance _zPays Basque.
650		0	_aSociolinguistics.
658			_aSpecial Topics in Bilingualism Studies _cBIL 5120
700	1		_aHoffmann, Charlotte, _d1947-
856			_uhttp://www.cambridge.org/ca/academic/subjects/languages-linguistics/sociolinguistics/multilingualism#5lRV2E2J7SfEvwDJ.97 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991031996989705161 _zCheck the UO library catalogue for availability.
942			_2z _cBK