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13 - Multilingualism as Norm

Advocating for Equity for Multilingual Learners

Published online by Cambridge University Press:  02 June 2022

By
Ester de Jong
Edited by
Gail Prasad ,
Nathalie Auger  and
Emmanuelle Le Pichon Vorstman
Gail Prasad
Affiliation:
York University, Toronto
Nathalie Auger
Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman
Affiliation:
University of Toronto
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Summary

Pierre Escudé’s text begins with a reminder of the history of dialects across France, and particularly Occitan. He draws our attention back to the nineteenth century and France’s systemic repression of minority languages. Against this tide, he gradually became the ambassador of these so-called dialect languages and developed the field of intercomprehension, actively challenging the adage: “One country, one language”. On the contrary, he describes how linguistic diversity may reinforce national identity surprisingly, through its most recent immigrants: “If my little one speaks Occitan, he will really be French.”

Keywords

memoriesdialectslanguages of immigrationregistersmultilingual upbringingprofessional mobilitymetalinguistic awarenessintercomprehensioncross-linguistic comparison
Type
Chapter
Information
Multilingualism and Education
Researchers' Pathways and Perspectives
 , pp. 112 - 117
Publisher: Cambridge University Press
Print publication year: 2022

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References

Brisk, M. E., de Jong, E. J., and Moore, M. C. (2015). Primary bilingual education: Pedagogical issues and practices. In Wright, W., Boun, S., and García, O., eds., Handbook of Bilingual and Multilingual Education. Chichester: Wiley-Blackwell, pp. 319–335.Google Scholar
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de Jong, E. J. and Freeman, R. (2010). Bilingual approaches. In Leung, C. and Creese, A., eds., English as an Additional Language: Approaches to Teaching Linguistic Minority Students (pp. 108–122). London: SAGE.CrossRefGoogle Scholar
de Jong, E. J., Harper, C. A., and Coady, M. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice 52(2), 89–97.CrossRefGoogle Scholar
de Jong, E. J., Li, Z., Zafar, A., and Wu, C. (2016). Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation. Bilingual Research Journal 39(3–4), 200–212.Google Scholar

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