Minority Languages In Scandinavia Britain And Ireland

"This volume contains nine articles which taken together constitute a survey of the minority languages spoken in the Nordic Countries and the British Isles. The aim of the volume is to examine the languages in question from a sociolinguistic and linguistic point of view and to provide some insight into features which characterise minority languages in general."--ABSTRACT.

It was traditionally assumed that a single official language was necessary for the wellbeing of the state, particularly in France and Britain. This assumption is now questioned, and regional languages are making, in some cases, an impressive comeback. This book analyses a range of languages' development, decline and efforts at regeneration.

Do political boundaries impact on concepts of language? How significant is language for citizenship in contemporary Europe? Can disputed languages acquire full status? Should non-European languages receive recognition from the EU? These are among the many questions explored in this new study of official, regional and disputed languages in an ever-changing European context. Broad policy issues and the performance of the range of instruments of policy at local, national and European levels are illustrated with reference to case studies across Europe.

Introduction: Dead man talking -- Prologue to history -- Gemini, the twins: Faroese and Icelandic -- East is East: heralding the birth of Danish and Swedish -- The ties that bind: Finnish is visited by Swedish -- The black death comes for Norwegian: Danish makes a house call -- Faroese emerges -- Sámi, language of the far North: encounters with Norwegian, Swedish, and Finnish -- Epilogue: the seven sisters now and in the future.

The book offers demographic, sociolinguistic, and educational perspectives on the status of both regional and immigrant languages in Europe and in a wider international context. From a cross-national point of view, empirical evidence on the status of these other languages of multicultural Europe is brought together in a combined frame of reference.

How is solidarity achieved in highly diverse societies - particularly those that have been until recently characterized by rather homogeneous populations? What are the implications of growing levels of diversity on existing social arrangements? These two fundamental questions are explored in this edited collection, which examines the challenges of minority integration in four Nordic countries: Denmark, Finland, Norway, and Sweden. These nations represent paradigmatic examples of social democratic welfare states that place a premium on a robust package of social rights, combined with policies aimed at reducing levels of class-based inequality and promoting gender equity. All four of these nations have witnessed growing levels of diversity due to immigration and three of them have been forced to rethink their policies concerning the indigenous Sámi, as well as old minority groups. Two introductory chapters, by Thomas Hylland Eriksen and Peter Kivisto, serve as a conceptual framework for the seven case studies that follow, and which, from a variety of perspectives and with differing emphases, analyze the evolving realities in these nations today. Taken together, they offer evidence of the critical issues surrounding attempts to achieve solidarity while valorizing diversity.

This book tells us how various global regions are dealing with three major concerns within the field of multicultural education: *the conceptualization and realization of "difference" and "diversity"; *the inclusion and exclusion of social groups within a definition of multicultural education; and *the effects of power on relations between and among groups identified under the multicultural education umbrella. All of the chapter authors pay attention to these themes, but, at the same time, they bring their particular interests and perspectives to the book, addressing issues, such as linguistic, racial, ethnic, and religious diversity; class; educational inequalities; teacher education; conceptualizations of citizenship; and questions of identity construction. In addition, the authors offer both historical and social contexts for their analytical discussion of the ideals and practices of multicultural education in a particular region. This is not a book that tells us about multicultural education with an international "twist"; it provides readers with different ways to think, talk, and do research about issues of "diversity," "difference," and the effects of power as they relate to education.