Mother Tongue and Intercultural Valorization: Europe and its migrant youth
Contributi
Montserrat Benitez Fernandez, Anneke de Graaf, Abdrerrahman El Aissati, Paola Gandolfi, Kasper Juffermans, Jinglin Li, Judith Richters, Daniela Stoica, Youssef Tamer
Livello
Studi, ricerche
Dati
pp. 208,      1a edizione  2012   (Codice editore 1058.36)
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Peer Reviewed Content

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In breve
This volume is about migrants, their languages, and the development of an intercultural dialogue between them and their host societies.
Presentazione del volume

This volume is about migrants, their languages, and the development of an intercultural dialogue between them and their host societies. It offers a set of case studies that describe the languages of the major migrant communities in Europe as well as the national policies undertaken to support them, focusing on the role that the education system plays in raising awareness about these two important issues.
These studies provide a useful and accurate outline of the initiatives in the field concerning migrant children's language valorization in these last years. In particular, it appears that such initiatives have positive outcomes for not just the migrant children they targeted, but also for the society and the education system fostering them. At the same time, this volume frames data drawn from European intercultural experiences into the fields of language politics, sociolinguistics and second language acquisition. In so doing, it has striven to integrate practice and theory of language valorization and intercultural education.

Francesco Grande is arabist and linguist at the Department of Religious Sciences, Università Cattolica del Sacro Cuore, Milan, Italy.
Jan Jaap de Ruiter is arabist at the Department of Culture Studies, and member of Babylon, Centre for Studies of the Multicultural Society, Tilburg University, the Netherlands.
Massimiliano Spotti is linguistic ethnographer at the Department of Culture Studies, and deputy director of Babylon, Centre for Studies of the Multicultural Society, Tilburg University, the Netherlands.

Indice


Francesco Grande, Jan Jaap de Ruiter & Massimiliano Spotti, Preface
Massimiliano Spotti,
The looming dangers of classroom multilingualism
Jan Jaap de Ruiter & Massimiliano Spotti, Policing linguistic diversity in primary education: the case of the Netherlands
Anneke de Graaf, Judith Richters & Jan Jaap de Ruiter, Assessing Arabic in the secondary Dutch school system
Jinling Li & Kasper Juffermans, Chinese complementary schooling in the Netherlands: experiences and identities of final-year students
Montserrat Benítez Fernández, Jan Jaap de Ruiter & Youssef Tamer, Questions of mother tongue and identity belonging in Morocco
Abderrahman el Aissati, Teaching Amazigh as mother tongue: a case study
Francesco Grande, Arabic language teaching and valorization of roots: the Italian experience
Paola Gandolfi, Teaching Moroccan Arabic at a primary school in Italy: steps towards new intercultural choices
Daniela Stoica, Minority language politics in the Romanian context: a historical perspective
Daniela Stoica, School (re-)integration of Roma pupils in Romania: possible pathways
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