Article published In: Linguistics in the Netherlands 2023
Edited by Sterre Leufkens and Marco Bril
[Linguistics in the Netherlands 40] 2023
► pp. 293–300
Essays ‘LOT Big Questions Prize’
The Netherlands Urban Field Station
How language diversity promotes equality of opportunity
Available under the Creative Commons Attribution (CC BY) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Open Access publication of this article was funded through a Transformative Agreement with University of Amsterdam.
Published online: 3 November 2023
https://doi.org/10.1075/avt.00093.van
https://doi.org/10.1075/avt.00093.van
Article outline
- Migration, urbanisation and (invisible) multilingualism
- Language diversity and linguistics
- How can we make language diversity in cities visible? Who benefits and how?
- Conclusion
- LOT Essay Prize
- Notes
References
References (20)
Bosma, E., A. Bakker, L. Zenger & E. Blom. 2023. “Supporting the development of the bilingual lexicon through translanguaging: A realist review integrating psycholinguistics with educational sciences”. European Journal of Psychology of Education 381: 225–247.
Bowern, C. & N. Warner. 2015. “‘Lone wolves’ and collaboration: a reply to Crippen and Robinson (2013)”. Language Documentation and Conservation 91. 59–85.
Collier, V. P. & W. P. Thomas. 2017. “Validating the power of bilingual schooling: Thirty-two years of large scale, longitudinal research”. Annual Review of Applied Linguistics 371: 203–217.
Cummins, J. 2019. “Should schools undermine or sustain multilingualism? An analysis of theory, research and pedagogical practice”. Darnioji daugiakalbystė / Sustainable Multilingualism 151.
2000. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Dalderop, K. & S. Andringa. 2022. “Niet verbieden, maar omarmen: Een pleidooi voor meertaligheid in de les”. Les, Tijdschrift voor NT2 en taal in onderwijs 40(224), 50–52.
Duarte, J., M. Günther-van der Meij, F. de Backer, C. Frijns & B. Gezelle Meerburg. 2022. Talenbewust lesgeven. Bussum: Coutinho.
Elffers, L. 2022. Onderwijs maakt het verschil. Kansengelijkheid in het Nederlandse onderwijs. Amsterdam: Walburgpers.
Gurung, N., R. Perlin, D. Kaufman, M. Turin & S. R. Craig. 2018. “Orality and mobility: Documenting Himalayan voices in New York City”. Verge: Studies in Global Asias 4(2): 64–80.
Henrich, J., S. J. Heine & A. Norenzayan. 2010. “The weirdest people in the world?” Behavioral and Brain Sciences 33(2–3): 61–83.
Hoveijn, L., C. Welie & C. van Beuningen. In preparation. “Meertaligheid in de NT2-klas. Een inventarisatiestudie naar opvattingen en praktijken van docenten NT2”.
Hristova, P., D. Modrescu, D. Pavlova & L. Carson. 2020. “European multilingual cities and their citizens: research perspectives”. In Language and Identity in Europe: The multilingual city and its citizens ed. by L. Carson, C. K. Kwok & C. Smyth, 7–22. Oxford: Peter Lang.
Kaufman, D. & R. Perlin. 2018. “Language documentation in diaspora communities”. In The Oxford Handbook of Endangered Languages ed. by K. L. Regh & L. Campbell, 399–418. Oxford: Oxford University Press.
Kaufman, D., M. Turin & M. Daurio. 2021. “Mapping urban linguistic diversity in New York City: Motives, methods, tools and outcomes”. Language Documentation and Conservation 151: 458–490.
Pulinx, R., P. van Avermaet & O. Agirdag. 2017. “Silencing linguistic diversity: the extent, the determinants and the consequences of monolingual beliefs of Flemish teachers”. International Journal of Bilingual Education and Bilingualism 20(5): 542–556.
Reljić, G., D. Ferring & R. Martin. 2015. “A meta-analysis on the effectiveness of bilingual programs in Europe”. Review of Educational Research 85(1): 92–128.
Smit, J. 2022. In alle talen. Hoe een meertalige aanpak ons onderwijs toegankelijker, rijker en eerlijker kan maken. Openbare les, 10 juni 2022. Hogeschool Utrecht.
Van Batenburg, E., L. Dale, D. Polišenská & C. van Beuningen. 2022. “Meertaligheid in het mbo: een inventarisatiestudie naar opvattingen en gerapporteerde praktijken van docenten Nederlands en Engels”. Levende Talen Tijdschrift 23(4): 14–29.