This collection offers a comprehensive look at lesser-taught languages (LTLs) in multilingual education, seeking to broaden existing notions of minority languages and elucidate key issues and challenges specific to them in educational settings.
The volume is organized around different sections, structural characteristics and the implications for teaching, methodological considerations, issues around language and identity, and language policy and planning. Case studies from a range of settings are considered, including formal and informal educational contexts, community literacy activities, and out-of-school language classes. In so doing, the book seeks both to bring a critical perspective at the historical and epistemological foundations underpinning existing research and innovative insights into important connected themes for future study.
This book will be of interest to students and scholars in multilingualism, language education, sociolinguistics, applied linguistics, and language policy.