Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-22T18:40:52.910Z Has data issue: false hasContentIssue false

Part Six - Multilingual Children’s Landscape

Published online by Cambridge University Press:  18 August 2022

Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press.Google Scholar
Aronin, L., & Ó Laoire, M. (2013). The material culture of multilingualism: Moving beyond the linguistic landscape. International Journal of Multilingualism, 10(3), 225–35.Google Scholar
Ben-Rafael, E., Shohamy, E., Amara, M. H., & Trumper-Hecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. In Gorter, D., ed., Linguistic Landscape A New Approach to Multilingualism. Clevedon: Multilingual Matters, pp. 730.CrossRefGoogle Scholar
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.Google Scholar
Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57(1), 4577.Google Scholar
Blackledge, A. (2000). Power relations and the social construction of “literacy” and “illiteracy”: The experience of Bangladeshi women in Birmingham. In Martin-Jones, M. & Jones, K. E., eds., Multilingual Literacies: Reading and Writing Different Worlds. Amsterdam: John Benjamins, pp. 5570.Google Scholar
Bloch, C. (2018). Story by story: Nurturing multilingual reading and writing in South Africa. In Daly, N., Limbrick, L., & Dix, P., eds., Children’s Literature in a Multiliterate World. London: Trentham Books, pp. 162–81.Google Scholar
Blum-Kulka, S. (1997). Dinner Talk: Cultural Patterns of Sociability and Socialization in Family Discourse. Mahwah: Lawrence Erlbaum.Google Scholar
Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research. Journal of Early Childhood Literacy, 10(3), 247–70.Google Scholar
Busch, B. (2014). Building on heteroglossia und heterogeneity: The experience of a multilingual classroom. In Blackledge, A. & Creese, A., eds., Heteroglossia as Practice and Pedagogy. Heidelberg: Springer, pp. 2140.Google Scholar
Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–17.Google Scholar
Council of Europe (2018). Common European Framework of Reference for Languages. Companion Volume with New Descriptors. Strasbourg: Council of Europe.Google Scholar
Curdt-Christiansen, X. L. (2018). Family language policy. In Tollefson, J. W. & Pérez-Milans, M., eds., The Oxford Handbook of Language Policy and Planning. Oxford: Oxford University Press, https://doi.org.10.1093/oxfordhb/9780190458898.013.21.Google Scholar
Da Costa Wätzold, J., & Melo-Pfeifer, S. (2020). How is the bilingualism of Portuguese heritage children perceived by their parents? Results from an ethnographic case study of a non-formal learning setting in Germany. International Journal of Bilingualism and Bilingual Education, https://doi.org/10.1080/13670050.2020.1731415.Google Scholar
Daly, N. (2017). The linguistic landscape of English–Spanish dual language picturebooks. Journal of Multilingual and Multicultural Development, 39(6), 556–66.Google Scholar
Devos, E. (2018). “I can read this, Miss! it’s my language!” Reflections on a multilingual reading programme in Flanders. In Daly, N., Limbrick, L., & Dix, P.. eds., Children’s Literature in a Multiliterate World. London: Trentham Books, pp. 147–60.Google Scholar
Eisenchlas, S., Schalley, A., & Moyes, G. (2016). Play to learn: Self-directed home language literacy acquisition through online games. International Journal of Bilingual Education and Bilingualism, 19(2), 136–52.Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan.Google Scholar
Gosselin-Lavoie, C., & Armand, F. (2019). Utilisation d’albums bilingues par des familles bi/plurilingues: description des langues employées lors des lectures et des interactions. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 75(2), 105–27.Google Scholar
Gorter, D. (2006). Introduction: The study of the linguistic landscape as a new approach to multilingualism. In Gorter, D., ed., Linguistic Landscape: A New Approach to Multilingualism. Clevedon: Multilingual Matters, pp. 16.Google Scholar
Gorter, D. (2013). Linguistic landscapes in a multilingual world. Annual Review of Applied Linguistics, 33, 190212.Google Scholar
Grieshaber, S., Shield, P., Luke, A., & Macdonald, S. (2011). Family literacy practices and home literacy resources: An Australian pilot study. Journal of Early Childhood Literacy, 12(2), 113–38.Google Scholar
Hua, Z., & Li, W. (2016). Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37(7), 655–76.CrossRefGoogle Scholar
Ibrahim, N. (2015). Perceptions of identity in trilingual 5-year-old twins in diverse pre-primary educational contexts. In Mourão, S. & Lourenço, M., eds., Early Years Second Language Education. London: Routledge, pp. 4661.Google Scholar
Ibrahim, N. (2019). Children’s multimodal visual narratives as possible sites of identity performance. In Kalaja, P. & Melo-Pfeifer, S., eds., Visualising Multilingual Lives: More than Words. Clevedon: Multilingual Matters, pp. 3352.Google Scholar
Jewitt, C., ed. (2009). The Routledge Handbook of Multimodal Analysis. London: Routledge.Google Scholar
Kalaja, P., & Melo-Pfeifer, S., eds. (2019). Visualising Multilingual Lives: More than Words. Clevedon: Multilingual Matters.Google Scholar
Kharchenko, N. (2018). Not Just a Heritage Language: Shifting Linguistic Landscapes of Ukrainian Immigrant Families in English Canada. PhD thesis, University of Manitoba.Google Scholar
King, K., Fogle, L., & Logan-Terry, A. (2008). Family language policy. Language and Linguistic Compass, 2(5), 907–22.CrossRefGoogle Scholar
Kirsch, C. (2006). Young children learning languages in a multilingual context. International Journal of Multilingualism, 3(4), 258–79.Google Scholar
Laursen, H. P., & Mogensen, N. D. (2016). Language competence in movement: A child’s perspective. International Journal of Multilingualism, 13(1), 7491.Google Scholar
Li, X. (1999). How can language minority parents help their children become bilingual in familial context? A case study of a language minority mother and her daughter. Bilingual Research Journal, 23(2–3), 211–23.Google Scholar
Little, S. (2019). ‘Is there an app for that?’ Exploring games and apps among heritage language families. Journal of Multilingual and Multicultural Development, 40(3), 218–29, https://doi.org/10.1080/01434632.2018.1502776.CrossRefGoogle Scholar
Marsh, J. (2003). One-way traffic? Connections between literacy practices at home and in the nursery. British Educational Research Journal, 29(3), 369–82.Google Scholar
Marsh, J. (2006). Emergent media literacy: Digital animation in early childhood. Language and Education, 20(6), 493506.Google Scholar
Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 4760.Google Scholar
Melo-Pfeifer, S. (2015). The role of the family in Heritage Language use and learning: impact on heritage language policies. International Journal of Bilingual Education and Bilingualism, 18(1), 2644.CrossRefGoogle Scholar
Melo-Pfeifer, S. (2021). Developing multiliteracies in on-line multilingual interactions: the example of chat-room conversations in Romance Languages. In Breuer, E. O., Lindgren, E., Stavans, A., A., & Van Steendam, E., eds., Multilingual Literacy. Bristol: Multilingual Matters, pp. 165–86.Google Scholar
Nomura, T., & Caidi, N. (2013). Heritage language acquisition and maintenance: Home literacy practices of Japanese-speaking families in Canada. In Wilson, T. D., ed., Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19–22 August, 2013. Copenhagen: University of Copenhagen.Google Scholar
Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, Culture and Curriculum, 20(3), 223–35.Google Scholar
Pennycook, A. (2017). Translanguaging and semiotic assemblages. International Journal of Multilingualism, 14(3), 269–82.Google Scholar
Prada, J., & Melo-Pfeifer, S. (forthcoming). The sense-appeal of translanguaging. Journal of Multilingual and Multicultural Development.Google Scholar
Reys, L., & Moll, L. C. (2008). Bilingual and biliterate practices at home and school. In Spolsky, B. & Hult, F., eds., The Handbook of Educational Linguistics. Oxford: Blackwell, pp. 147–60.Google Scholar
Saracho, O. N. (2010). Family literacy: Exploring family practices. Early Child Development and Care, 172(2), 113–22.Google Scholar
Scarvaglieri, C., Redder, A., Pappenhagen, R., & Brehmer, B. (2013). Capturing diversity. Linguistic land- and soundscaping. In Duarte, J. & Gogolin, I., eds., Linguistic Superdiversity in Urban Areas: Research Approaches. Amsterdam: John Benjamins, pp. 4574.Google Scholar
Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1, 171–91.Google Scholar
Schwartz, M., & Verschik, A. (2016). Successful Family Language Policy: Parents, Children and Educators in Interaction. Dordrecht: Springer.Google Scholar
Slavkov, N. (2017). Family language policy and school language choice: Pathways to bilingualism and multilingualism in a Canadian context. International Journal of Multilingualism, 14(4), 378400.Google Scholar
Sneddon, R. (2000). Language and literacy: Children’s experiences in multilingual environments. International Journal of Bilingual Education and Bilingualism, 3(4), 265–82.CrossRefGoogle Scholar
Soler, J., & Zabrodskaja, A. (2017). New spaces of new speaker profiles: Exploring language ideologies in transnational multilingual families. Language in Society, 46, 547–66.Google Scholar
Spolsky, B. (2012). Family language policy. The critical domain. Journal of Multilingual and Multicultural Development, 33(1), 311.Google Scholar
Stavans, A. (2012). Language policy and literacy practices in the family: The case of Ethiopian parental narrative input. Journal of Multilingual and Multicultural Development, 33(1), 1333.Google Scholar
Stavans, A. (2014). Monolingual and multilingual discrimination of written sequences’ readability. Writing Systems Research, http://dx.doi.org/10.1080/17586801.2014.898574.Google Scholar
Stavans, A. (2015). “If you know Amharic you can read this”: Emergent literacy in multilingual pre-reading children. In de Angelis, G., Kresic, M., & Jessner, U., eds., Multilingualism: Crosslinguistic Influence in Language Learning. London: Bloomsbury, pp. 149–72.Google Scholar
Stavans, A., & Hoffmann, C. (2015). Multilingualism. Cambridge: Cambridge University Press.Google Scholar
Thomas, A., & Skage, S. (1998). Overview of perspectives on family literacy: Research and practice. In Thomas, A., ed., Family Literacy in Canada: Profiles of Effective Practices. Ontario: Éditions Soleil publishing, pp. 524.Google Scholar
Tse, L. (2001). Resisting and reversing language shift: Heritage-language resilience among US native biliterates. Harvard Educational Review, 71, 676709.Google Scholar
Van Lier, L. (2004). The Ecology and Semiotics of Language Learning. A Sociocultural Perspective. Dordrecht: Springer.Google Scholar
Van Steensel, R. (2006). Relations between socio‐cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367–82.Google Scholar
Wilson, S. (2020). Family language policy through the eyes of bilingual children: The case of French heritage speakers in the UK. Journal of Multilingual and Multicultural Development, 41(2), 121–39, https://doi.org/10.1080/01434632.2019.1595633.Google Scholar
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Zhang, D., & Slaughter-Defoe, D. (2009). Language attitudes and heritage language maintenance among Chinese immigrant families in the USA. Language, Culture and Curriculum, 22(2), 7793.Google Scholar

References

Aronin, L., & Ó Laoire, M. (2012). The material culture of multilingualism. In Gorter, D., Marten, H. F., & van Mensel, L., eds., Minority Languages in the Linguistic Landscape. Basingstoke: Palgrave Macmillan, pp. 299318.Google Scholar
Aronin, L., & Ó Laoire, M. (2013). The material culture of multilingualism: Moving beyond the linguistic landscape. International Journal of Multilingualism, 10(3), 225–35.Google Scholar
Backhaus, P. (2007). Linguistic Landscapes. A Comparative Study of Urban Multilingualism in Tokyo. Clevedon: Multilingual Matters.Google Scholar
Backhaus, P. (2019). The Routledge Handbook of Japanese Sociolinguistics. London/New York: Routledge.Google Scholar
Barni, M., & Bagna, C. (2015). The critical turn in LL: New methodologies and new items in LL. Linguistic Landscape: An International Journal, 1(1–2), 618.CrossRefGoogle Scholar
Ben-Rafael, E. (2009). A sociological approach to the study of linguistic landscapes. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 4054.Google Scholar
Ben-Rafael, E., Shohamy, E., Hasan Amara, M., & Trumper-Hecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism, 3(1), 730.CrossRefGoogle Scholar
Biró, E. (2016). Learning schoolscapes in a minority setting. Acta Universitatis Sapientiae, Philologica, 8(2), 109–21.CrossRefGoogle Scholar
Blackwood, R., Lanza, E., & Woldemariam, H. (2016 ). Negotiating and Contesting Identities in Linguistic Landscapes. London: Bloomsbury.Google Scholar
Blommaert, J. (2013). Ethnography, Superdiversity and Linguistic Landscapes: Chronicles of Complexity. Clevedon: Multilingual Matters.Google Scholar
Blommaert, J. (2016). The conservative turn in linguistic landscape studies. Ctrl+Alt+Dem, https://alternative-democracy-research.org/2016/01/05/the-conservative-turn-in-linguistic-landscape-studies/.Google Scholar
Boivin, N. (2021). Agentic space for transmigrant families multisensory discourse of identity. Linguistic Landscape, 7(1), 3759.CrossRefGoogle Scholar
Brown, K. D. (2005). Estonian schoolscapes and the marginalization of regional identity in education. European Education, 37(3), 7879.Google Scholar
Brown, K. D. (2012). The linguistic landscape of educational spaces: Language revitalization and schools in southeastern Estonia. In Gorter, D., Marten, H. F., & Van Mensel, L., eds., Minority Languages in the Linguistic Landscape (pp. 281298). Basingstoke: Palgrave Macmillan, pp. 281–98.Google Scholar
Brown, K. D. (2018). Shifts and stability in schoolscapes: Diachronic considerations of southeastern Estonian schools. Linguistics and Education, 44, 1219.Google Scholar
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. London/New York: Routledge.CrossRefGoogle Scholar
Candelier, M. (1998). L’Éveil aux langues à l’école primaire – le programme européen “Evlang”. In Billiez, J., ed., De la didactique des langues à la didactique du plurilinguisme. Grenoble: CDL-LIDILEM, pp. 299308.Google Scholar
Candelier, M. (2003a). L’Éveil aux langues à l’école primaire ‘Evlang’: bilan d’une innovation européenne. Brussels: De Boeck & Larcier.Google Scholar
Candelier, M. (2003b). Janua Linguarum – la porte des langues: L’introduction de l’éveil aux langues dans le curriculum. Strasbourg: Éditions Conseil de l’Europe.Google Scholar
Candelier, M. (2007). Awakening to languages and language policy. In Cenoz, J. & Hornberger, N., eds., Encyclopedia of Language and Education, Vol 6. Knowledge about Language, 2nd Ed. New York: Springer, pp. 219–32.Google Scholar
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source of input in second language acquisition. IRAL-International Review of Applied Linguistics in Language Teaching, 46(3), 267–87.Google Scholar
Chern, C.-I., & Dooley, K. (2014). Learning English by walking down the street. ELT Journal, 68(2), 113–23.Google Scholar
Chumak-Horbatsch, R. (2019). Using Linguistically Appropriate Practice: A Guide for Teaching in Multilingual Classrooms. Clevedon: Multilingual Matters.Google Scholar
Clemente, M., Andrade, A. I., & Martins, F. (2012). Learning to read the world, learning to look at the linguistic landscape: A primary school study. In Hélot, C., Barni, M., Janssens, R., & Bagna, C., eds., Linguistic Landscapes, Multilingualism, and Social Change. Frankfurt am Main: Peter Lang, pp. 267285.Google Scholar
Cohen, Y. A. (1971). The shaping of men’s minds: adaptations to imperatives of Culture. In Wax, M. L., Diamond, S., & Gearing, F., eds., Anthropological Perspectives on Education. New York: Basic Books, pp. 1950.Google Scholar
Coulmas, F. (2009). Linguistic landscaping and the seed of the public sphere. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 1324.Google Scholar
Cummins, J., & Early, M. (2011). Introduction. In Cummins, J. & Early, M., eds., Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent: IOE Press, pp. 119.Google Scholar
Dagenais, D., Moore, D., Sabatier, C., Lamarre, P., & Armand, F. (2009). Linguistic landscape and language awareness. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 253–69.Google Scholar
Dressler, R. (2015). Signgeist: Promoting bilingualism through the linguistic landscape of school signage. International Journal of Multilingualism, 12(1), 128–45.Google Scholar
García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword, Journal of Language, Identity & Education, 16(4), 256–63.Google Scholar
Garvin, R. (2010). Responses to the linguistic landscape in Memphis, Tennessee: An urban space in transition. In Shohamy, E., Ben-Rafael, E., & Barni, M., eds., Linguistic Landscape in the City. Clevedon: Multilingual Matters, pp. 252–71.Google Scholar
Giles, R. M., & Tunks, K. W. (2010). Children write their world: Environmental print as a teaching tool. Dimensions of Early Childhood, 38(3), 2329.Google Scholar
Gormier, G. (2019). Translanguaging and linguistic landscapes. A study of Manitoban schoolscapes. Cahiers de l’ILOB, 10, 87105.Google Scholar
Gorter, D., & Cenoz, J. (2015). Linguistic landscapes inside multilingual schools. In Spolsky, B., Tannenbaum, M., & Inbar-Lourie, O., eds., Challenges for Language Education and Policy: Making Space for People. New York: Routledge, pp. 151–69.Google Scholar
Halliday, M. A. K. (1969). Relevant models of language? Educational Review, 22(1), 2637.Google Scholar
Halonen, M., Ihalainen, P., & Saarinen, T. (2015). Diverse discourses in time and space: Historical, discourse analytical and ethnographic approaches to multi-sited language policy discourse. In Halonen, M., Ihalainen, P., & Saarinen, T., eds., Language policies in Finland and Sweden. Clevedon: Multilingual Matters, pp. 326.Google Scholar
Hudelson, S. (1984). Kan yu ret and rayt en Ingles: Children become literate in English as a second language. TESOL Quarterly, 18(2), 221–35.Google Scholar
Huebner, T. (2009). A framework for the linguistic analysis of linguistic landscapes. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 7087.Google Scholar
Huebner, T. (2016) Linguistic landscape: History, trajectory and pedagogy. MANUSYA: Journal of Humanities, Special Issue 22, 111.Google Scholar
Hult, F. (2009). Language ecology and linguistic landscape analysis. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 88104.Google Scholar
Hult, F. (2018). Language policy and planning and linguistic landscapes. In Tollefson, J., & Pérez-Milans, M., eds., The Oxford Handbook of Language Policy and Planning. Oxford: Oxford University Press, pp. 333–54.Google Scholar
Jaworski, A., & Thurlow, C. (2010). Semiotic Landscapes: Language, Image, Space. London: Continuum.Google Scholar
Johnson, N. B. (1980). The material culture of public school classroom: The symbolic integration of local schools and national culture. Anthropology & Education Quarterly, 11(3), 173–90.Google Scholar
Laihonen, P., & Tódor, E.-M. (2015). The changing schoolscape in a Szekler village in Romania: Signs of diversity in “rehungarization”. International Journal of Bilingual Education and Bilingualism, 20(3), 362–79.Google Scholar
Landry, R., & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality. Journal of Language and Social Psychology, 16, 2349.Google Scholar
Lefebvre, H. (1991). The Production of Space. Malden: Blackwell.Google Scholar
Malinowski, D. (2015). Opening spaces of learning in the linguistic landscape. Linguistic Landscape: An International Journal, 1(1–2), 95113.CrossRefGoogle Scholar
Masai, Y. (1972). Tokyo no seikatsu chizu [Living Map of Tokyo]. Tokyo: Jiji TsUshinsha.Google Scholar
Masai, Y. (1983). Shinjuku no kissatenmei – gengo keikan no bunka chiri [Café Names in Shinjuku – The Cultural Geography of the Linguistic Landscape]. Tsukuba Daigaku chi’iki kenkyU, 1, 4961.Google Scholar
Menken, K., Pérez Rosario, V., & Guzmán Valerio, L. A. (2018). Increasing multilingualism in schoolscapes. New scenery and language education policies. Linguistic Landscape: An International Journal, 4(2), 101–27.Google Scholar
Neumann, M. M., Acosta, C., & Neumann, D. L. (2014). Young children’s visual attention to environmental print as measured by eye tracker analysis. Reading Research Quarterly, 49(2), 157–68.Google Scholar
OJ 2019 R 189. Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages, https://op.europa.eu/en/publication-detail/-/publication/7216390d-876b-11e9–9f05–01aa75ed71a1/language-en/format-HTML/source-110951199.Google Scholar
Orellana, M. F., & Hernandez, A. (1999). Talking the walk: Children reading urban environmental print. Reading Teacher, 52(6), 612–19.Google Scholar
Osterkorn, P., & Vetter, E. 2015. “Le multilinguisme en question?” The case of minority language education in Brittany (France). In Kramsch, C. & Jessner, U., eds., The Multilingual Challenge: Cross-disciplinary Perspectives. Berlin: Mouton de Gruyter, pp. 115–39.Google Scholar
Peck, A., & Stroud, C. (2015). Skinscapes. Linguistic Landscape: An International Journal, 1(1–2), 133–51.Google Scholar
Pennycook, A. (2019). Linguistic landscapes and semiotic assemblages. In Pütz, M., & Mundt, N., eds., Expanding the Linguistic Landscape: Linguistic Diversity, Multimodality and the Use of Space as a Semiotic Resource. Clevedon: Multilingual Matters, pp. 7588.Google Scholar
Pennycook, A., & Otsuji, E. (2015). Making scents of the landscape. Linguistic Landscape, 1(3), 191212.Google Scholar
Pietikäinen, S. (2012). Experiences and expressions of multilingualism: Visual ethnography and discourse analysis in research with Sámi children. In Gardner, S., & Martin-Jones, M., eds., Multilingualism, Discourse and Ethnography. London/New York: Routledge, pp. 163–78.Google Scholar
Pietikäinen, S., & Pitkänen-Huhta, A. (2013). Multimodal literacy practices in the indigenous Sámi classroom: Children navigating in a complex multilingual setting. Journal of Language, Identity & Education, 12(4), 230–47.Google Scholar
Przymus, S. D., & Kohler, A. T. (2018). SIGNS: Uncovering the mechanisms by which messages in the linguistic landscape influence language/race ideologies and educational opportunities. Linguistics and Education, 44, 5868.Google Scholar
Pütz, M., & Mundt, N. (2018). Expanding the Linguistic Landscape: Linguistic Diversity, Multimodality and the Use of Space as a Semiotic Resource. Clevedon: Multilingual Matters.Google Scholar
Rowland, L. (2013). The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 16(4), 494505.Google Scholar
Scarvaglieri, C., Redder, A., Pappenhagen, R., & Brehmer, B. (2012). Capturing diversity: Linguistic land- and soundscaping. In Gogolin, I. & Duarte, J., eds., Linguistic Super-diversity in Urban Areas: Research Approaches. Amsterdam: John Benjamins, pp. 4574.Google Scholar
Schjerve-Rindler, R., ed. (2003). Language Policies and Practice in the 19th Century Habsburg Empire. Berlin: Mouton de Gruyter.Google Scholar
Scollon, R., & Scollon, S. W. (2004). Nexus Analysis: Discourse and the Emerging Internet. London/New York: Routledge.Google Scholar
Shohamy, E. (2017). Linguistic landscape: Interpreting and expanding language diversities. In De Fina, A., Ikizoglu, D., & Wegner, J., eds., Diversity and Super-Diversity: Sociocultural Linguistic Perspectives. Washington, DC: Georgetown University Press, pp. 3763.Google Scholar
Shohamy, E., & Gorter, D., eds. (2009). Linguistic Landscape: Expanding the Scenery. London/New York: Routledge.Google Scholar
Shohamy, E., & Waksman, S. (2009). Linguistic landscape as an ecological arena: Modalities, meanings, ngotiations, education. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 313–31.Google Scholar
Shohamy, E., & Waksman, S. (2010). Building the nation, writing the past. History and textuality at the Ha’apala Memorial in Tel Aviv-Jaffa. In Jaworski, A. & Thurlow, C., eds., Semiotic landscapes: Language, Image, Space. London: Continuum, pp. 241–55.Google Scholar
Shohamy, E., & Waksman, S. (2012). Talking back to the city of Tel Aviv centennial: L1 responses to top-down agendas. In Hélot, C., Barni, M., Janssens, R., & Bagna, C., eds., Linguistic Landscape, Multilingualism and Social Change, Sprache, Mehrsprachigkeit und sozialer Wandel 16. Frankfurt am Main: Peter Lang, pp. 109–26.Google Scholar
Spolsky, B. (2009). Prolegomena to a sociolinguistic theory of public signage. In Shohamy, E., & Gorter, D., eds., Linguistic Landscape: Expanding the Scenery. London/New York: Routledge, pp. 2539.Google Scholar
SWD (2018) 174 final. Commission staff working document. Accompanying the document Proposal for a Council Recommendation on a comprehensive approach to the teaching and learning of languages COM (2018) 272 final (Part 1/2) and (Part 2/2), https://eur-lex.europa.eu/resource.html?uri=cellar:36ae2f05–5dc7–11e8-ab9c-01aa75ed71a1.0001.02/DOC_1&format=PDF, https://eur-lex.europa.eu/resource.html?uri=cellar:36ae2f05–5dc7–11e8-ab9c-01aa75ed71a1.0001.02/DOC_2&format=PDF.Google Scholar
Szabó, T. P. (2015). The management of diversity in schoolscapes: An analysis of Hungarian practices. Apples – Journal of Applied Language Studies, 9(1), 2351.Google Scholar
Tompkins, J. (2001). “Homescapes” and identity reformations in Australian multicultural drama. Theatre Research International, 26(1), 4759.Google Scholar
UDLR. (1996). Universal Declaration of Linguistic Rights, https://culturalrights.net/descargas/drets_culturals389.pdf.Google Scholar
United Nations Economic and Social Council (2019). Special edition: Progress towards the Sustainable Development Goals. Report of the Secretary-General. 2019 Session, E/2019/68, https://unstats.un.org/sdgs/files/report/2019/secretary-general-sdg-report-2019--Statistical-Annex.pdf.Google Scholar
Vukelich, C., Christie, J., & Enz, B. (2012). Helping Young Children Learn Language and Literacy: Birth through Kindergarten, 3rd Ed. Hoboken: Pearson.Google Scholar

References

Aukrust, V., & Rydland, V. (2009). “Does it matter?” Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics, 41, 1538–56.Google Scholar
Bakhtin, M. (1981). The Dialogic Imagination, ed. Holquist, M.. Austin: University of Texas Press.Google Scholar
Bernstein, K. (2016). “Misunderstanding” and (mis)interpretation as strategic tools in intercultural interactions between preschool children. Applied Linguistics Review, 7(4), 471–93.Google Scholar
Bernstein, K. (2018). The perks of being peripheral: English learning and participation in a preschool classroom network of practice. TESOL Quarterly, 52, 798844.CrossRefGoogle Scholar
Björk-Willén, P. (2007). Participation in multilingual preschool play: Shadowing and crossing as interactional resources. Journal of Pragmatics, 39, 2133–58.Google Scholar
Björk-Willén, P. (2017). Peer collaboration in front of two alphabet charts. In Theobald, M., ed., Friendships and Peer Culture in Multilingual Settings. Bingley: Emerald, pp. 143–69.Google Scholar
Blum-Kulka, S., & Gorbatt, N. (2014). “Say princess”: The challenges and affordances of young Hebrew L2 novices’ interaction with their peers. In Cekaite, A., Blum-Kulka, S., Gröver, V., & Teubal, E., eds., Children’s Peer Talk: Learning from Each Other. Cambridge: Cambridge University Press, pp. 169–93.Google Scholar
Blum-Kulka, S., & Snow, C. (2004). Peer talk. Introduction. Discourse Studies, 6(3), 291306.CrossRefGoogle Scholar
Boyd, S., Huss, L., & Ottesjö, C. (2017). Children’s agency in creating and maintaining language policy in practice in two “language profile” preschools in Sweden. Multilingua, 36, 501–31.Google Scholar
Cathcart Strong, R. (1986). Input generation by young second language learners. TESOL Quarterly, 20, 515–30.Google Scholar
Cekaite, A., & Aronsson, K. (2005). Language play: A collaborative resource in children’s L2 learning. Applied Linguistics, 26(2), 169–91.Google Scholar
Cekaite, A., & Aronsson, , (2014). Language play, peer group improvisations, and L2 learning. In Cekaite, A., Blum-Kulka, S., Gröver, V., & Teubal, E., eds., Children’s Peer Talk: Learning from Each Other. Cambridge: Cambridge University Press, pp. 194213.Google Scholar
Cekaite, A. & Björk-Willén, P. (2013). Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use. International Journal of Bilingualism, 17, 174–88.Google Scholar
Cekaite, A., & Evaldsson, A-C. (2008). Staging linguistic identities and negotiating monolingual in multiethnic school settings. International Journal of Multilingualism, 5, 177–96.Google Scholar
Cekaite, A., & Evaldsson, A-C. (2017). Language policies in play: Language learning ecologies in children’s peer and teacher interactions in preschool. Multilingua, 36, 451–75.Google Scholar
Cekaite, A., & Evaldsson, A-C. (2019). Stance and footing in children’s multilingual play: Rescaling practices in a Swedish preschool. Journal of Pragmatics, 144, 127–40.Google Scholar
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 318.CrossRefGoogle Scholar
Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity, and Education, 16, 193–98.CrossRefGoogle Scholar
Corsaro, W. (2017). The Sociology of Childhood. New York: Sage.Google Scholar
Curdt-Christiansen, X., & Lanza, E. (2018). Language management in multilingual families: Efforts, measures and challenges. Multilingua, 37(2), 123–30.Google Scholar
de Leon, L. (2019). Playing at being bilingual: Bilingual performances, stance, and language scaling in Mayan Tzotzil siblings’ play. Journal of Pragmatics, 144, 92108.Google Scholar
Dorner, L., & Layton, A. (2014). “¿Cómo se dice?” Children’s multilingual discourses (or interacting, representing, and being) in a first-grade Spanish immersion classroom. Linguistics and Education, 25, 2439.Google Scholar
Duran, C. S. (2017). “You not die yet”: Karenni refugee children’s language socialization in a video gaming community. Linguistics and Education, 42, 19.Google Scholar
Duranti, A., Ochs, E., & Schieffelin, B., eds. (2012). The Handbook of Language Socialization. Malden: Wiley-Blackwell.Google Scholar
Evaldsson, A-C. (2005). Staging insults and mobilizing categorizations in a multiethnic peer group. Discourse & Society, 16, 763–86.Google Scholar
García, O., & Wei, Li (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.Google Scholar
Garrett, P. (2012). Language socialization and language shift. In Duranti, A., Ochs, E., & Schieffelin, B., eds., The Handbook of Language Socialization. Malden: Wiley-Blackwell, pp. 515–35.Google Scholar
Goodwin, M. H., & Kyratzis, A. (2012). Peer language socialization. In Duranti, A., Ochs, E., & Schieffelin, B., eds., The Handbook of Language Socialization. Malden: Wiley-Blackwell, pp. 365–90.Google Scholar
Heller, M., ed. (2007). Bilingualism: A Social Approach. New York: Palgrave Macmillan.Google Scholar
Hoffman, E. (1989). Lost in Translation. A Life in a New Language. New York: Penguin.Google Scholar
Howard, K. (2009). Breaking in and spinning out: Repetition and decalibration in Thai children’s play genres. Language in Society, 38, 339–63.Google Scholar
Jessner, U. (2008). A DST Model of Multilingualism and the Role of Metalinguistic Awareness. The Modern Language Journal, 92, 270–83.Google Scholar
Jørgensen, J., Karrebæk, M., Madsen, M., & Møller, J. S. (2015). Polylanguaging in superdiversity. In Arnaut, K., Blommaert, J., Rampton, B., & Spotti, M., eds., Language and Diversity. New York: Routledge, pp. 147–64.Google Scholar
Kearney, E., & Barbour, A. (2015). Embracing, contesting and negotiating new languages: Young children’s early socialization into foreign language learning. Linguistics and Education, 31, 159–73.Google Scholar
Kerfoot, C. (2016). Game changers? Multilingual learners in a Cape Town primary school. Applied Linguistics, 37, 451–73.Google Scholar
Kibler, A. (2017). Peer interaction and learning in multilingual settings from a sociocultural perspective: Theoretical insights. International Multilingual Research Journal, 11, 199203.Google Scholar
King, K., & Lanza, E. (2017). Ideology, agency, and imagination in multilingual families: An introduction. International Journal of Bilingualism, 34, 17.Google Scholar
Kirsch, C. (2018). Young children capitalising on their entire language repertoire for language learning at school. Language, Culture, and Curriculum, 31, 3955.Google Scholar
Kheirkhah, M., & Cekaite, A. (2015). Language maintenance in a multilingual family: Informal heritage language lessons in parent-child interactions. Multilingua, 34, 319–46.Google Scholar
Kheirkhah, M., & Cekaite, A. (2018). Siblings as bilingual language socializing agents. International Journal of Multilingual Research, 12, 255–72.Google Scholar
Kramsch, C. (2012). Authenticity and legitimacy in multilingual SLA. Critical Multilingualism Studies, 1(1), 107–28.Google Scholar
Kyratzis, A. (2014). Peer interaction, framing, and literacy in preschool bilingual play. In Cekaite, A., Blum-Kulka, S., Gröver, V., & Teubal, E., eds., Children’s Peer Talk: Learning from Each Other. Cambridge: Cambridge University Press, pp. 129–48.Google Scholar
Kyratzis, A. (2019). Enregistering reading and Papá voices in peer bilingual play: Mexican heritage children’s scaling practices at a bilingual US preschool. Journal of Pragmatics, 144, 109–26.Google Scholar
Lanza, E., & Lexander, K. (2019). Family language practices in multilingual transcultural families. In Montanari, S. & Quay, S., eds., Multidisciplinary Perspectives on Multilingualism. Berlin: Walter de Grutyer, pp. 229–52.Google Scholar
Lytra, V. (2007). Play Frames and Social Identities. Amsterdam: John Benjamins.Google Scholar
Lytra, V. (2009). Constructing academic hierarchies: Teasing and identity work among peers at school. Pragmatics, 19, 449–66.Google Scholar
Luykxx, A. (2005). Children as socializing agents: Family language policy in situations of language shift. In Cohen, J., ed., ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville: Cascadilla Press, pp. 1407–14.Google Scholar
Madsen, L. (2015). Fighters, Girls and Other Identities. Sociolinguistics in a Martial Arts Club. Mahwah: Multilingual Matters.Google Scholar
Melo-Pfeifer, S. (2015). Multilingual awareness and heritage language education: children’s multimodal representations of their multilingualism. Language Awareness, 24, 197215.Google Scholar
Minks, A. (2010). Performing gender in song games among Nicaraguan Miskitu children. Language & Communication, 28, 3656.Google Scholar
Montrul, A. (2016). The Acquisition of Heritage Languages. Cambridge: Cambridge University Press.Google Scholar
Obied, V. (2009). How do siblings shape the language environment in bilingual families? International Journal of Bilingual Education and Bilingualism, 12, 705–20.Google Scholar
Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103, 2338.Google Scholar
Paugh, A. (2005). Multilingual play: Children’s code-switching, role play, and agency in Dominica, West Indies. Language in Society, 34, 6386.Google Scholar
Paugh, A. (2019). Negotiating language ideologies through imaginary play: Children’s code choice and rescaling practices in Dominica, West Indies. Journal of Pragmatics, 144, 7891.Google Scholar
Piaget, J. (1962). Play, Dreams, and Imitation in Childhood. New York: Norton.Google Scholar
Prinsloo, M. (2004). Literacy is child’s play: Making sense in Khwezi Park. Language & Education, 18(4), 291304.Google Scholar
Puskas, T., & Björk-Willén, P. (2017). Dilemmatic aspects of language policy in a trilingual preschool group. Multilingua, 36(4), 425–49.Google Scholar
Rampton, B. (1995). Crossing: Language and Ethnicity among Adolescents. London: Longman.Google Scholar
Rogoff, B. (2003). The Cultural Nature of Human Development. New York: Oxford University Press.Google Scholar
Schwartz, M., & Gorbatt, G. (2016). “Why do we know Hebrew and they do not know Arabic?” Children’s meta-linguistic talk in bilingual preschool. International Journal of Bilingual Education and Bilingualism, 19(6), 121.Google Scholar
Said, F., & Zhu, H. (2019). “No, no Maama! Say ‘Shaatir ya Ouledee Shaatir’!” Children’s agency in language use and socialisation. International Journal of Bilingualism, 23(3), 771–85.Google Scholar
Shohamy, E., & Gorter, D., eds. (2009). Linguistic Landscape: Expanding Scenery. London/New York: Routledge.Google Scholar
Spolsky, B. (2009). Language Management. Cambridge: Cambridge University Press.Google Scholar
Stavans, I. (2001). On Borrowed Words. A Memoir of Language. New York: Penguin.Google Scholar
Theobald, M., ed. (2017). Friendship and Peer Culture in Multilingual Settings. Bingley: Emerald.Google Scholar
Unamuno, V. (2008). Multilingual switch in peer classroom interaction. Linguistics and Education, 19, 119.Google Scholar
Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Wei, L. (2014). Translanguaging knowledge and identity in complementary classrooms for multilingual minority ethnic children. Classroom Discourse, 5, 158–75.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×