New National Languages in Eastern Europe

Busch, Brigitta

doi:10.1002/9781444324068.ch8

Cited by 45 publications

(1 citation statement)

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“…by promoting the learning of minority languages). The adoption of these two legal instruments also by at that time reluctant member states was directly linked to the fall of the Iron Curtain, the disintegration of multi-national states such as the Soviet Union and Yugoslavia, the outbreak of ethnic conflicts and the drawing of new borders within which the relation between former hegemonic and former non-dominant languages was often inverted (Busch 2010b). Though both treaties were not ratified by all member states of the CoE, their monitoring mechanisms have been proving a certain efficiency in improving conditions in minority education, e.g.…”

Section: Shifting Paradigms In Research On Multilingual Educationmentioning

confidence: 98%

Trends and innovative practices in multilingual education in Europe: An overview

Busch

2011

Int Rev Educ

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This overview focuses on Europe, a linguistically diverse region and moreover home to a number of minority languages. Over the past five decades, the focus of research on bi-or multilingual education has shifted from an initial emphasis on speakers' identities and their membership of homogenous imagined communities to an interest in learners' diverse and not usually clear-cut (multi)lingual repertoires. In the wake of regionalist movements emerging in the 1960s and an increase in transmigration and global mobility from the 1990s onwards, different models of practices and policies have developed in European biand multilingual education. The author discerns four different policy orientations and three types of structured language distribution practices. The challenge for policy-makers and schools is to choose carefully which of these models work best in their particular environments.Résumé Vue d'ensemble sur les tendances et pratiques innovantes dans l'enseignement multilingue en Europe -Cet article présente un panorama de la situation en Europe, région riche du point de vue linguistique et berceau de nombreuses langues minoritaires. Au cours des cinquante dernières années, l'axe de la recherche est passé d'un intérêt initial pour les identités des locuteurs et pour leur appartenance à des communautés supposées homogènes, à une mise en lumière des divers répertoires (multi)linguistiques, normalement interférents, des apprenants. Par suite des mouvements régionalistes apparus dans les années 60 ainsi que de l'accroissement de la transmigration et de la mobilité mondiale à partir des années 90, ont été élaborés différents modèles de pratiques et de politiques pour l'enseignement bilingue et multilingue en Europe. L'auteure distingue quatre orientations stratégiques

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Section: Shifting Paradigms In Research On Multilingual Educationmentioning

confidence: 98%