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Edited by Abe Ata and Alex Kostogriz The internationalisation of higher education in the 20th century, built on an unprecedented expansion of transport and communication networks and the scope of international scholarly activities, triggered a massive flow of people across countries and continents. Geographically remote countries, such as Australia, became more attractive and accessible to migrants from Europe. Today, international education in Australia is under enormous pressure to reinvent itself. This book offers a collection of chapters that cover various dimensions of international education in Australia. The issues covered span from political and student identity concerns to the pedagogical and curriculum dimensions of international education and to the areas of language acquisition and language assessment. Each chapter formulates implications for the education of international students as Australia enters a new phase of hyperglobalism and completion with the rise of global cities and educational hubs that they provide beyond the traditional Western providers of higher education. Coming from diverse backgrounds and regions, the authors offer insights into significant developments in international education as they address crucial questions faced by educators in Australia and compare them with North America and Europe in comprehensive and critical ways. This includes shifts in methodological approaches in education and policy research, as well as other issues arising from comparative research, such as improving educational quality and responsiveness of education to the needs of international students. Several chapters address more specific problems of providing equality, access, and equity for all students, narrowing the achievement gap, and the ways of offering education that is free from prejudice and discrimination on the grounds of race, ethnicity, gender, social class and religion.

Edited by Abe Ata and Alex Kostogriz The internationalisation of higher education in the 20th century, built on an unprecedented expansion of transport and communication networks and the scope of international scholarly activities, triggered a massive flow of people across countries and continents. Geographically remote countries, such as Australia, became more attractive and accessible to migrants from Europe. Today, international education in Australia is under enormous pressure to reinvent itself. This book offers a collection of chapters that cover various dimensions of international education in Australia. The issues covered span from political and student identity concerns to the pedagogical and curriculum dimensions of international education and to the areas of language acquisition and language assessment. Each chapter formulates implications for the education of international students as Australia enters a new phase of hyperglobalism and completion with the rise of global cities and educational hubs that they provide beyond the traditional Western providers of higher education. Coming from diverse backgrounds and regions, the authors offer insights into significant developments in international education as they address crucial questions faced by educators in Australia and compare them with North America and Europe in comprehensive and critical ways. This includes shifts in methodological approaches in education and policy research, as well as other issues arising from comparative research, such as improving educational quality and responsiveness of education to the needs of international students. Several chapters address more specific problems of providing equality, access, and equity for all students, narrowing the achievement gap, and the ways of offering education that is free from prejudice and discrimination on the grounds of race, ethnicity, gender, social class and religion.

This book investigates Italian foreign cultural policy from the 1947 Constitution to the present. How has Italy conveyed its language and culture to the outside world? Where does the Italian experience fit into a wider international context? Finally, what can be learned from the answers to such questions in relation to the Italian experience in Australia?

Over the past decade, the field of biocultural diversity has arisen as an area of transdisciplinary research concerned with investigating the links between the world's linguistic, cultural, and biological diversity as manifestations of the diversity of life. The impetus for the emergence of this field came from the observation that all three diversities are under threat by some of the same forces and from the perception that loss of diversity at all levels spells dramatic consequences for humanity and the earth. Accordingly, the field of biocultural diversity has developed with both a theoretical and a practical side, the latter focusing on on-the-ground work and policy, as well as with an ethics and human rights component. This review provides some background on the historical antecedents and beginnings of this field and on its philosophical and ethical underpinnings, and then surveys the key literature on biocultural diversity, concentrating on three main aspects: global and regional studies on the links between linguistic, cultural, and biological diversity; the measurement and assessment of biocultural diversity; and the protection and maintenance of biocultural diversity. The review concludes with some considerations about future prospects for this emerging field.

This paper focuses on exploring the Hong Kong"s Linguistic Nationalism and localist linguistics movements, including First "Chinese" Movement from 1967 to 1970, Second "Chinese" Movement in 1978 in Hong Kong British- Colonial Governance and Anti-Putonghua, and Pro-Cantonese Movement from 2008 in HKSAR governance.

Talking about 'English in Tanzania' or what Schneider (2007) has in general categorized as postcolonial English for that matter instantaneously evokes notions pertaining to language contact as well as the fi eld of contact linguistics. It was the British colonization of East African territories in the fi rst half of the 20th century that brought English into the region and consequently set off the contact process with indigenous local languages that would subsequently shape and defi ne the dynamics of linguistic culture as still observed today. Of particular interest is the contact and subsequent coexistence between English and Swahili especially in Tanzania. There is no any country in sub-Saharan Africa other than Tanzania that provides a perfect illustration of the dynamics of language contact in the 20th century and beyond between a European language and an indigenous African language in the African setting – to the extent that a story of 'English in Tanzania' would blatantly appear incomplete without bringing in a story of 'Swahili in Tanzania' and vice versa. This is exactly what this paper has assigned itself to do – examining a linguistic culture that has evolved in a particular time and space with English and Swahili occupying the center. Nevertheless, the literature on the topic abounds; only that its linguistic cultural dimension has not been privileged enough. Linguistic culture encompasses dynamics related to language contact phenomena such as lexical and grammatical borrowings, code-mixing, bilingualism, language shift, development of pidgins and creoles, attitudes toward languages, linguistic stereotypes and prejudices, and the like. Contact linguistics as an analytical tool pertaining to the structural aspects of bilingual language production is not marginalized in linguistic cultural approach but rather it is highlighted in order to provide concrete evidence on the cultural dimension. In this regard, 'English in Tanzania' is explored by contextualizing it within the parameters of the dynamics of Tanzanian linguistic cultural landscape. Specifi cally the paper outlines the dynamics of Tanzanian linguistic culture evolving around the English language, of course, alongside Swahili in terms of distinct political periods between the British colonial era and today's era of globalization; second, it concentrates on actual language use and related public discourse as observed in public space; third, it demonstrates communicative creativity arising from the coexistence between English and Swahili and, fi nally, it concludes with recapitulation regarding the signifi cance of linguistic cultural approach to sociolinguistics explorations.

This study, commissioned by the European Parliament's Policy Department for Citizens' Rights and Constitutional Affairs, at the request of the PETI Committee, inquires about the connection between the "Protection of European linguistic and cultural diversity" and the "Protection and promotion of European minority and minoritised languages" in Europe. The situation of the European minority and minoritised languages can be seen as a barometer of the current state of European linguistic and cultural diversity. The available data show that more than two thirds of linguistic minorities within the European Union have significantly decreased in number in recent decades (1991-2011). At the pan- European level, too, two thirds of minorities have declined over the same period. The same must be assumed as to the use of the languages spoken by these minorities.