New Book: Adult Migrants Learning Minority Languages
Last autumn, a book was published examining the learning and teaching of minority languages for adult migrants in Europe, with studies featuring perspectives from adult migrants themselves as well as local authorities, teachers, education planners and representatives from working life. The book is edited by Professor James Simpson (Hong Kong University of Science and Technology) and Professor Sari Pöyhönen (Ä¢¹½Ö±²¥, Centre for Applied Language Studies). The volume provides context on the attitudes and ideologies which inform adult migrant language education in different minority languages in Europe. Adult migrant language learners are understood here as newcomers settling and living in regions where the minority language is politically acknowledged and societally significant.
The book consists of an extensive introductory chapter, eight chapters focusing on different regions of Europe, and concluding remarks. The volume begins with a journey to Sápmi, continuing through Finland, the Faroe Islands, Friesland, Wales, and Ireland, before moving on to the Basque Country and Catalonia. The concluding chapter reflects on the broader significance of the research in this area. The studies presented in the chapters are all original, and most are based on qualitative data such as interviews, ethnographic observations and policy documents. Some authors draw upon census and register data and surveys. The book is designed to be relatable to policy formation and implementation in other national contexts, in Europe and beyond.
The idea for the book had been developing for a long time, as the editors had been researching adult migrants’ language education and integration for many years. Most research in the field focuses on the learning and teaching of dominant languages for adult migrants. In contrast, little attention has been given to minority languages, both in academic research and in practical integration efforts. This lack of recognition may reinforce the perception among both teachers and learners that learning a minority language holds little societal value and that it is preferable to focus on acquiring the dominant language of the new country—even in regions where minority language speakers form the majority.
The book is primarily intended for postgraduate students and researchers working in the fields of language education, international migration and mobility, minority languages, and language policy. It may also provide valuable insights for policymakers and practitioners involved in language education policies, particularly those addressing minority languages and the education and integration of adult migrants.
More information: James Simpson (hmjsimpson@ust.hk) and Sari Pöyhönen (sari.h.poyhonen@jyu.fi)