Using Hindi and Urdu as examples, illustrates the shortcomings in the definition of South Asian languages that has been attempted in Britain so far. Argues that description and definition of a language have to include aspects of culture, religion, script, politics, and the speakers' own perception of their language and language choice. (SED)

This study evaluates the quality of the teaching in an English immersion program on a South Pacific island. Naturalistic versus rationalistic language acquisition is discussed. The language proficiency of nonnative English speaking teachers is tested and related to the children's language proficiency. (MT)

Identifies some ideological and political forces contributing to the Soviet dilemma caused by requiring a standardized proletarian culture (and language) amidst a multilingual and multicultural socialist society. Also focuses on linguistic planning, language change, and language development in the Central Asian part of the USSR. (SL)

Discusses the rationale for the development of multicultural literature for children via stories that portray people from different ethnic backgrounds, or stories that are derived from other cultures. Presents some of this new literature, emphasizing its strengths and weaknesses, and suggests ways to ensure authenticity, particularly in the use of…

Describes the Soviet Union's attempt to devise a national educational system which will both develop the 130 languages spoken by the peoples of the USSR and increase the use of the Russian language as the language of international communication. (Author/DB)

Briefly reviews the past two hundred years of American history and examines the present and the immediate future, in an attempt to identify trends that might have importance in foreign language teaching. (CLK)

During the past several years, the debate on how best to educate the increasing number of linguistically and culturally diverse students in the United States has intensified. Second language learners in this country are not achieving grade level proficiency in English as required by current federal mandates (Callahan, Unz & Vega, 1998).…

This chapter provides theoretical argumentation and pedagogical suggestions for legitimizing and capitalizing on first and/or multiple language use in foreign language education. Recent research asserts that foreign language study is intimately bound to issues of learner identity formation, contestation, and transitioning. This chapter assumes…

The book presents the following papers and transcriptions of debates: "One Country, Two Systems, Three Languages" (Sue Wright); "The Background to Language Change in Hong Kong" (Godfrey Harrison, Lydia K. H. So); "Aspects of the Two Languages System and Three Language Problem in the Changing Society of Hong Kong"…

Provides a survey of the linguistic, social, and educational situation created along the Swiss language frontier by the interaction between French speaking and German dialect speaking groups. Reports research data gathered on senior secondary students on the language frontier. Explains the "territorial principle" governing language use…

Faltis's book succeeds in teaching the real meaning of equality of educational opportunity, as this concept relates to language differences in American classrooms. Content of instruction is hindered when students are taught through a language that differs from the language used at home, because limited-English-proficient students are treated in…

Argues that two influential studies of multilingualism in India are misleading in that they claim India's situation is unique and cherish this uniqueness as a value. It is proposed instead that this sociolinguistic diversity is inherently conflict-producing and leads to loss of "weak" languages, similar to documented situations in other…

Reviews language planning theory and discusses language planning in South Africa, both historically and in a postapartheid context. A politically minimal approach is suggested for the postapartheid state, where individuals would receive instruction in English, while being encouraged or allowed to maintain their native languages. (21 references)…

Describes ongoing developments in the education of Inuit Native language teachers in Quebec and discusses the extremely broad range of cultural and linguistic contexts in both mainstream and non-assimilative Native education situations. (CB)