This book extends lines of inquiry at the nexus of migration, adult language learning, and multilingualism, illuminating the lived experiences of migrants in the Faroe Islands and critical new insights into sociolinguistics from the periphery. Building on recent epistemological shifts in research on minoritized languages, this volume integrates threads from scholarship on migration studies, new speakers, and critical sociolinguistics in examining blue-collar workplaces in the Faroe Islands. In bringing greater attention to these contexts, Holm showcases how these sites, when analyzed via an ethnographic lens, reflect both the changing sociolinguistic landscape at the periphery in light of globalization and adult language learners’ commitment to language learning as a form of personal and social investment. In shedding light on the specific case of Faroese, the volume critically reflects on the specific challenges involved in acquiring a small language in a bilingual context and on those impacting the sustainability of minoritized languages, including the increasing use of English, and the opportunities for stakeholders in language policy and planning to promote greater social inclusion for adult migrants. This volume will be of particular interest to students and scholars in critical sociolinguistics, linguistic anthropology, language education, migration studies, and applied linguistics.

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.

Adult Language Education and Migration: Challenging Agendas in Policy and Practice provides a lively and critical examination of policy and practice in language education for adult migrants around the world, showing how opportunities for learning the language of a new country both shape and are shaped by policy moves. Language policies for migrants are often controversial and hotly contested, but at the same time innovative teaching practices are emerging in response to the language learning needs of today’s mobile populations. This book: analyses and challenges language education policies relating to adult migrants in nine countries; provides a comparative study with separate chapters on policy and practice in each country; focuses on Australia, Canada, Spain (Catalonia), Finland, France, Ireland, the Netherlands, the UK and the US. Adult Language Education and Migration is essential reading for practitioners, students and researchers working in the area of language education in migration contexts.

This book provides a linguistic and cultural profile of the Polish diasporic communities in three different European countries: Ireland, France and Austria. The eight contributing chapters present original research on the acquisition and use of the languages of the respective host communities and also explore related elements of cultural acquisition. A number of aspects of second language acquisition are considered, notably the acquisition of phonology, lexicon and discourse, as well as aspects of sociolinguistic competence. In addition, varying approaches and research methods are reported on, each of which was chosen in consideration of the particular research issue addressed and the particular circumstances under which the research was carried out. These range from psycholinguistic approaches to second language acquisition to variationist approaches, and include both quantitative and qualitative methodologies.

"This book extends lines of inquiry at the nexus of migration, adult language learning, and multilingualism, illuminating the lived experiences of migrants in the Faroe Islands and critical new insights into sociolinguistics from the periphery. Building on recent epistemological shifts in research on minoritized languages, this volume integrates threads from scholarship on migration studies, new speakers, and critical sociolinguistics in examining blue-collar workplaces in the Faroe Islands. In bringing greater attention to these contexts, Holm showcases how these sites, when analyzed via an ethnographic lens, reflect both the changing sociolinguistic landscape at the periphery in light of globalization and adult language learners' commitment to language learning as a form of personal and social investment. In shedding light on the specific case of Faroese, the volume critically reflects on the specific challenges involved in acquiring a small language in a bilingual context and on those impacting the sustainability of minoritized languages, including the increasing use of English, and the opportunities for stakeholders in language policy and planning to promote greater social inclusion for adult migrants. This volume will be of particular interest to students and scholars in critical sociolinguistics, linguistic anthropology, language education, migration studies, and applied linguistics"--

This state-of-the-art volume provides an interdisciplinary overview of current topics and research foci in the areas of linguistic diversity and migration-induced multilingualism and aims to lay the foundations for interdisciplinary work and the development of a common methodological framework for the field. Linguistic diversity and migration-induced multilingualism are complex, mufti-faceted phenomena that need to be studied from different, complementary perspectives. The volume comprises a total of fourteen contributions from linguistic, educationist, and urban sociological perspectives and highlights the areas of language acquisition, contact and change, multilingual identities, urban spaces, and education. Linguistic diversity can be framed as a result of current processes of migration and globalization. As such the topic of the present volume addresses both a general audience interested in migration and globalization on a more general level, and a more specialized audience interested in the linguistic repercussions of these large-scale societal developments.