Weaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese–heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions: What are Chinese–heritage students’ experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities? What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies? What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context? Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese–heritage learners.

Part IV Summary and Closing Thoughts -- 14. Chinese-Heritage Learners De/Re-Territorializing Transnational Social Field: Identities, Conflicts, and Possibilities -- Afterword: Towards Worlding Practice -- Notes on Contributors -- Index

Language contact - the linguistic and social outcomes of two or more languages coming into contact with each other - has been pervasive in human history. However, where histories of language contact are comparable, experiences of migrant populations have been only similar, not identical. Given this, how does language contact work? With contributions from an international team of scholars, this Handbook - the first in a two-volume set - delves into this question from multiple perspectives and provides state-of-the-art research on population movement and language contact and change. It begins with an overview of how language contact as a research area has evolved since the late 19th century. The chapters then cover various processes and theoretical issues associated with population movement and language contact worldwide. It is essential reading for anybody interested in the dynamics of social interactions in diverse contact settings and how the changing ecologies influence the linguistic outcomes.

Research has shown that families and schools that partner together improve literacy outcomes for their students. Family literacy includes homework and shared book reading but goes beyond these school-to-home activities to encompass family-generated practices. These literacies include family connections around activities such as cooking, play, religion, social, and community groups. Further study on the importance of the partnership between the home and school is required to implement best practices and provide students with the best possible education. The Handbook of Research on Family Literacy Practices and Home-School Connections seeks to understand the connections made and new information learned during the COVID-19 pandemic surrounding family literacy and shares updated practices and new perspectives on what it means to partner with families and embrace diverse family literacies in this new world. The book also provides teachers’ perspectives on how future relationships between the school and home can be shaped through both narrative and research-based chapters. Covering key topics such as parenting, homework, and social distancing, this major reference work is ideal for administrators, school faculty, academicians, scholars, practitioners, instructors, and students.

Providing a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions. This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical 'turns' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum. The handbook is organised into the following key parts: Theoretical Frameworks Funding Models and Structures for Equity and Inclusive Systems Exclusion and Discrimination Bridging Health and Education Agency and Empowerment Outreach and Engagement The Routledge International Handbook of Equity and Inclusion in Education will be of great value to academics operating in the areas of education, psychology, sociology, social policy, ethnography, cultural studies; researchers in university research centres and in policy institutes pertaining to education, poverty, social inclusion as well as international organisations involved with inclusion in education.

This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion. With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education. Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.

The Routledge Handbook of English Language Studies provides a comprehensive overview of English Language Studies. The book takes a three-pronged approach to examine what constitutes the phenomenon of the English language; why and in what contexts it is an important subject to study; and what the chief methodologies are that are used to study it. In 30 chapters written by leading scholars from around the world, this Handbook covers and critically examines: English Language Studies as a discipline that is changing and evolving in response to local and global pressures; definitions of English, including world Englishes, contact Englishes, and historical and colonial perspectives; the relevance of English in areas such as teaching, politics and the media; analysis of English situated in wider linguistics contexts, including psycholinguistics, sociolinguistics and linguistic ethnography. The Routledge Handbook of English Language Studies is essential reading for researchers and students working in fields related to the teaching and study of the English language in any context.