Abstract: This book explores how different European education systems manage multilingualism. Each chapter focuses on one of ten diverse settings (Andorra, Asturias, the Basque Country, Catalonia, England, Finland, France, Latvia, the Netherlands, and Romania) and considers how its education system is influenced by historical, sociolinguistic and legislative and political processes and how languages are handled within the system, stressing the challenges and opportunities in each area of study. The chapters provide the reader with insights around three key aspects: the management of the guarantee of the rights of regional language minorities; the incorporation of the language background inherited by immigrants living in Europe (whether they are European citizens or not); and the need to promote the learning of international languages. Individually, the chapters offer deep insights into a specific education system and, together, the studies allow for a comparison and holistic understanding of multilingualism in European education. Following the Introduction by Cecilio Lapresta-Rey and Ángel Huguet, this book contains the following chapters: (1) Catalonia (Montserrat Sendra and F. Xavier Vila); (2) The Basque Country (José-María Madariaga); (3) Principality of Asturias (Xosé Antón González-Riaño and Alberto Fernández-Costales); (4) Principality of Andorra (Josep M. Díaz-Torrent and Carolina Bastida); (5) France (Juan Jiménez-Salcedo); (6) England (Theophile Munyangeyo and Saâdia Gamir); (7) The Netherlands (Andreu van Hooft, Frank van Meurs, Ulrike Nederstigt, Berna Hendriks, Brigitte Planken, and Sjoerd van den Berg); (8) Romania (Adelina Ianos, Clara Sansó, and Cristina Petreñas); (9) Latvia (Sanita Lazdina and Heiko F. Marten); and (10) Finland (John Smeds). Conclusions were written by Cristina Petreñas, Clara Sansó, Judit Janés, Ester Caballé, María Torres, and Isabel Sáenz.
Processing Request
No Comments.