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Abstract
Using the methodology of historical sociolinguistics, this article explores multilingualism and language contact in the mines of Potosí (Bolivia) in the colonial period. Potosí was the destination of massive migration during its economic heydays around 1610 and one of the largest cities in the Western hemisphere at the time. In the mines special codes were developed, with a specialized lexicon that contains words from different languages. This lexicon was so different that the first vocabulary of the mining language was written in 1610, and many have followed from that date onward. Quechua most probably played a key role as intermediary language between two forms of speaking: the indigenous mining language of the free workers, yanaconas and mingas, probably a mix of Spanish and Quechua, and the language of the forced workers, mitayos, possibly a mix of Aymara and Quechua. The similarities between Aymara and Quechua must have contributed to this possibility of an intermediary language.

With the impact of accelerated globalization, digital technologies, mobility, and migration, the fields of Applied Linguistics, Language, and Intercultural Education have been shifting. One shift in need of further exploration is that of systematic and coherent reflexivity in researching language and culture. This unique and timely book thus examines the significance of reflexivity as an integral process, particularly when researching the multifaceted notions of multilingualism and interculturality in education. It also contributes to current critical approaches to representations of languages

In this article we draw on our family histories of language loss to stimulate public discussion of the consequences of linguistic attrition for public school students in the United States. Our concerns for multilingualism, antiracism, and peace—and the salient connections among these three—are rooted in our lived experiences. Through an exploration of our family histories, we examine the ways in which empire and language identity can interact to shape decisions made by individual speakers of minority languages. We argue that multilingualism is a valuable resource for countering xenophobia, and that the teaching of foreign and world languages adds an important dimension to engaging empire, promoting peace and solidarity, and ultimately redefining what is legitimately "American." We call attention to the potential power of well‐designed educational policies to support heritage language maintenance, to promote language rights, and to respond to dangers posed by the disproportionate power accorded to English.

The present study contributes to recent renewed interest in the social construction of folk linguistic knowledge and directs its focus to a multilingual workplace. The article reports on an in-depth sociolinguistic investigation in a European institution in Luxembourg. Data were collected in 2020-2021 with trainees and permanent staff in a terminology and communication unit. The data collection triangulated qualitative techniques of longitudinal interviewing, reflective drawing, writing reflection, and observation. Analysis of participants' stances uncovered a varying understanding of what multilingualism means in the workplace, how it changes and to what effect. During reflective participation, the trainees heightened their socio-pragmatic awareness of diversity in the meaning-making process. Moreover, they ceased to construct their personal multilingualism as proof of professional competence and started to see it as the basis of their own well-being, personal self-realisation and growth. As such, they re-coupled the social and linguistic aspect of their language use and aligned their stances with the permanent staff. This study aims to inspire more innovative approaches with a potential direct effect in multilingual workplaces, especially in those welcoming workers from monolingual or otherwise homogenous social environments.

Abstract. Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the "Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages." However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand, the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process.

Cover -- Title -- Copyright -- Contents -- List of Figures -- List of Tables -- 1 Transnational Connections and Multilingual Realities: The Chinese Diasporic Experience in a Global Context -- PART I Emerging Diaspora, Emerging Identities -- 2 Globalization Off the Beaten Track-Chinese Migration to South Africa's Rural Towns -- 3 Polycentric Repertoires: Constructing Dutch-Chinese Youth Identities in the Classroom and Online -- 4 Sojourner Tongues: Language Practices Among the Chinese of Cairo -- PART II Changing Times, Changing Languages -- 5 The Dungans of Kazakhstan: Old Minority in a New Nation-State -- 6 Chinese-Spanish Contact in Cuba in the 19th Century -- 7 Shifting Identities, Shifting Practices: The Chinese-Speaking Communities in Suriname -- 8 Multilingualism and the West Kalimantan Hakka -- 9 Being Chinese Again: Learning Mandarin in Post-Suharto Indonesia -- PART III Transnational Communities, Cultural Mediators -- 10 Multilingualism in the Chinese Community in Japan -- 11 From Monolingualism to Multilingualism: The Linguistic Landscape in Kuala Lumpur's Chinatown -- 12 Grandmother's Tongue: Decline of Teochew Language in Singapore -- 13 Multilingual Mediators: The (Continuing) Role of the Peranakans in the Contact Dynamics of Singapore -- PART IV Transnational Families, Transcultural Living -- 14 The Transnational Journey of an Indonesian Chinese Couple in Hong Kong: The Story of One Family, Three Places, and Multiple Languages -- 15 Family Language Policy in the Chinese Community in Singapore: A Question of Balance? -- 16 Language Maintenance in the Chinese Diaspora in Australia -- 17 Across Generations and Geographies: Communication in Chinese Heritage Language Speaking Households -- Contributors -- Index.

The (dis)empowerment of languages through language policy in multilingual postcolonial communities often shapes speakers' identification with these languages, their attitude towards other languages in the community, and their choices in interpersonal and intergroup communication. Focusing on the dynamics of Cameroon's multilingualism, this book contributes to current debates on the impact of politic language policy on daily language use in sociocultural and interpersonal interactions, multiple identity construction, indigenous language teaching and empowerment, the use of Cameroon Pidgin English in certain formal institutional domains initially dominated by the official languages, and linguistic patterns of social interaction for politeness, respect, and in-group bonding. Due to the multiple perspectives adopted, the book will be of interest to sociolinguists, applied linguists, pragmaticians, Afrikanists, and scholars of postcolonial linguistics.

This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students' bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development - sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students' stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students' stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity. Ruth Fielding is Assistant Professor of TESOL and Foreign Language Teaching at the University of Canberra. She is the Course Convener for the Master of Arts in TESOL and Foreign Language Teaching program. She previously worked for over eight years as a Lecturer in Languages Education and TESOL at the University of Sydney where she coordinated the single method Languages Curriculum units within the pre-service teacher education courses and a unit within the MEd TESOL program. Ruth began her career as a secondary teacher of French and German. She completed her PhD in 2009 with a thesis exploring bilingual identity. Ruth's current research focuses upon four bilingual programs introduced in NSW, and explores the pedagogies in these contexts and the assessment of language and content achievement in these programs. Her postdoctoral research has included: an exploration of the implementation of four new bilingual programs; an examination of language and literacy programs for recently arrived school students in Australia; exploration of the use of a variation to the IRE turn as a potential intercultural pedagogical tool; and exploration of the transition of language learners from school into university. Ruth has been involved with languages education through the national and State language teacher associations. She co-convened the AFMLTA's 17th Conference in Sydney in 2009. She served as Secretary of the national language teacher association - AFMLTA from 2012 -2013 and is an executive committee member of the State language teacher association - MLTA NSW. Ruth teaches and researches in the areas of primary and secondary languages education, language teacher education, bilingualism and bilingual identity.

Abstract
This paper is devoted to several ways in which the language of instruction in Czech universities is managed. One of the key issues in this context is the fact that programs accredited in the Czech language are tuition-free, while those in foreign languages are paid. On the one hand, it is deemed desirable by certain actors to integrate greater numbers of students from abroad, conform to the discourse of internationalization, and even earn money through courses in English. On the other hand, it is also viewed as necessary by other actors to cultivate the Czech language and provide a solid education for local students. These multiple and often opposing interests, as well as a number of language ideologies, guide individual management acts. Utilizing the language management framework (Jernudd/Neustupný 1987; Fairbrother/Nekvapil/Sloboda 2018), I explore three selected examples of the management of the language of instruction. In the first, I show how many Czech university programs are accredited in the Czech language, but offer many classes in English. In the second, I examine one case of financial motivation for foreign-language courses through university teaching development projects. In the third, I point to the differences between the language of accreditation of some Ph.D. programs and the languages actually used in their realization. Finally, I consider the fact that all of these cases of management involve some sort of compromise between the interests of certain groups, which means that the only way forward is an increased awareness of all aspects of the management processes.