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Intro -- Preface -- Contents -- About the Authors -- Abbreviations -- List of Figures -- List of Tables -- I: Contextualising Multilingualism -- 1: Welcome to a Multilingual World -- 1.1 Introduction -- 1.2 Some Facts and Figures -- 1.3 Some Basic Concepts and Terminology Related to Multilingualism -- 1.4 Let's Get Started -- References -- Key Readings -- Further Readings -- 2: Multilingualism Then and Now -- 2.1 Introduction -- 2.2 The Historical Dimensions of Multilingualism -- 2.2.1 How Does Multilingualism Arise? -- 2.2.2 How Do Multilingual Countries Arise? -- 2.2.2.1 The Role of Colonisation -- 2.2.2.2 Internal Developments to Multilingual States -- 2.2.2.3 Evolution of Multilingual States -- 2.3 Some Myths About Multilingualism -- 2.3.1 Myth #1: Multilingualism Is a Recent Phenomenon -- 2.3.2 Myth #2: Monolingualism Is the Norm -- 2.3.3 Myth #3: Multilingualism Is Disadvantageous -- 2.3.4 Myth #4: A Bilingual Person Is Two Monolinguals in One -- 2.3.5 Myth #5: Multilingualism Causes Identity Problems -- Summary -- References -- Key Readings -- Further Readings -- II: Conceptualising Multilingualism -- 3: The Multilingual Individual: Who Is Multilingual and What Is Special? -- 3.1 Introduction -- 3.2 Who Is Multilingual? -- 3.3 Acquiring Two or More Languages from Birth: What Is Different? -- 3.3.1 Acquiring Sound System(s) -- 3.3.2 Acquiring Words: The Lexicon -- 3.3.3 Acquiring Morphosyntax -- 3.4 Language Choice and Cross-Linguistic Influence -- Summary -- References -- Key Readings -- Further Readings -- 4: Linguistic Mechanisms, Processes, and Results -- 4.1 Introduction -- 4.2 Language Contact -- 4.3 Language Change and Its Mechanisms -- 4.3.1 First vs. Second Language Acquisition and Language Change -- 4.3.2 Factors of Language Change -- 4.3.2.1 Linguistic Factors of Language Change -- 4.3.2.2 Social Factors of Language Change.
4.3.2.3 The Influence of Speaker Attitudes on Language Change -- 4.3.3 Mechanisms of Language Change -- 4.3.3.1 Code-Switching, Code-Mixing, and Code Alternation -- 4.3.3.2 Translanguaging -- 4.4 Linguistic Effects of Language Change on the Recipient Language -- 4.5 Language Change or Temporary Variation? -- References -- Key Readings -- Further Readings -- 5: Linguistic Manifestations in a Multilingual World: Focus on English -- 5.1 Introduction -- 5.2 Types of English Around the World -- 5.2.1 The English as a Native, Second, and Foreign Language Distinction -- 5.2.2 Pidgin and Creole Languages -- 5.2.3 English as a Lingua Franca, English for Specific Purposes, and Grassroots Englishes -- 5.3 Hybrid or Mixed Languages in Multilingual Settings -- 5.4 But What's in a Name? -- Summary -- References -- Key Readings -- Further Readings -- 6: Societal Multilingualism -- 6.1 Introduction -- 6.2 What Makes a Country or Society Multilingual? -- 6.2.1 Measuring Linguistic Diversity -- 6.2.2 Typologies and Frameworks of Societal Multilingualism -- 6.2.3 Terms and Labels Expressing Language Status and Power Relations Amongst Speakers -- 6.2.4 Contemporary Social Trends -- 6.2.5 Language Policies and Attitudes -- 6.3 Patterns of Multilingual Organisation -- 6.3.1 Type I: Territorial Multilingualism Type A -- 6.3.2 Type II: Territorial Multilingualism Type B -- 6.3.3 Type III: Territorial Monolingualism -- 6.3.4 Type IV: Predominantly Territorial Monolingualism with Urban Multilingualism -- 6.3.5 Type V: Diglossia -- 6.4 Determinants of Multilingual Patterns -- Summary -- References -- Key Reading -- Further Readings -- 7: Multilingualism Between Identities, Ideologies, and Language Policies -- 7.1 Introduction -- 7.2 Identities -- 7.2.1 Defining Identities -- 7.2.2 Language and Identity -- 7.3 Attitudes and Ideologies -- 7.3.1 Defining Language Attitudes.
7.3.2 Defining Language Ideologies -- 7.3.3 Effects of Language Ideologies -- 7.4 Policies -- Summary -- References -- Key Readings -- Further Readings -- 8: Multilingual Education and Teaching -- 8.1 Introduction -- 8.2 Why and When are Schools Monolingual or Multilingual? -- 8.3 Multilingual Approaches in Schools -- 8.3.1 Weak Multilingual Approaches -- 8.3.2 Strong Multilingual Approaches -- 8.3.2.1 Content and Language Integrated Learning (CLIL) -- 8.3.2.2 Translanguaging -- 8.4 Multilingual Third-Level Education -- Summary -- References -- Key Readings -- Further Readings -- III: Multilingualism in the Modern Age: Emergent Contexts and Current Perspectives -- 9: Multilingualism in Migrant and Refugee Contexts -- 9.1 Introduction -- 9.2 Migration Contexts -- 9.3 Modes of Communication in Migration Contexts -- 9.3.1 Super-Diverse Settings -- 9.3.2 Communication in Super-Diverse Settings -- 9.4 Multiethnolects -- 9.4.1 Introduction to Multiethnolects -- 9.4.2 Linguistic Features of Multiethnolects -- 9.4.3 Why Are Multiethnolects Used? -- 9.5 International Diasporas -- Summary -- References -- Key Readings -- Further Reading -- 10: Multilingualism in New Media -- 10.1 Introduction -- 10.2 The History of Multilingual New Media -- 10.3 Practices of Multilingualism in New Media -- 10.3.1 Multilingual Sites -- 10.3.2 Multilingual Language Use on the Internet -- 10.4 Benefits and Pitfalls of Multilingual New Media -- 10.5 Two Case Studies -- 10.5.1 Multilingual Exchanges in YouTube Comments -- 10.5.2 Appropriating your Idol: Instagram -- 10.5.3 What the Sample Studies Show Us -- Summary -- References -- Key Reading -- Further Reading -- 11: Multilingual Pop Music -- 11.1 Introduction -- 11.2 The History of Multilingualism in Music -- 11.3 Multilingualism and Language Use and Choice in (Pop) Music.
11.4 Reasons for Employing a Particular Singing Style or Multiple Languages or Dialects -- 11.5 A Short Resumé -- 11.6 Manifestations of Multilingual Pop Music in the Twenty-First Century -- Summary -- References -- Key Readings -- Further Reading -- 12: Linguistic Landscapes -- 12.1 Introduction -- 12.2 The Background to Linguistic Landscapes -- 12.3 Types of Signs -- 12.4 What Counts as a Sign? -- 12.5 The Study of Linguistic Landscapes in the Context of Multilingualism and English -- Summary -- References -- Key Readings -- Further Reading -- IV: Methodological Perspectives -- 13: Investigating Multilingualism -- 13.1 Introduction -- 13.2 Multilingual Data Types and Approaches to Studying Them -- 13.3 Before Data Collection: Getting Started on the Project -- 13.4 Data Collection Methods -- 13.4.1 Questionnaire Studies -- 13.4.2 Interviews -- 13.4.3 Ethnographic Observations -- 13.4.4 Linguistic Landscapes -- 13.5 Ethical Aspects of Data Collection -- Summary -- References -- Key Readings -- Further Reading -- 14: Using Existing Data Repositories and Data Analysis -- 14.1 Introduction -- 14.2 Making Use of Existing Data Repositories -- 14.2.1 Collecting Data in the Multilingual Social Media Space -- 14.2.2 Corpus Linguistics -- 14.3 Processing and Analysing Linguistic Data -- Summary -- References -- Key Readings -- Further Reading -- References -- Index.
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Children's English in Singapore : acquisition, properties, and use / / Sarah Buschfeld
