Journal articles on the topic 'Diglossic language policy'

Abstract Arabic is considered one of the defining cases of diglossia (Ferguson, 1959; Sayahi, 2014). Despite previous scholars’ critiques that the construct of diglossia perpetuates linguistic and societal inequalities, few studies have examined how this seminal construct has been enacted in language policy (Woolard & Schieffelin, 1994; Pennycook, 1994; Harris, 1981). This paper addresses this gap by examining language policy in context through an intertextual analysis of language policy documents including the 1992 European Charter for Regional or Minority Languages and several reports on their fulfillment of the charter’s requirements. Using Irvine and Gal’s (2000) framework of three semiotic processes of ideology, the texts demonstrate the use of the notion of diglossia as a tool of iconization, fractal recursivity, and erasure used to naturalize current linguistic inequalities. Consequently, diglossic descriptions are taken up in policy documents in service of a particular language ideology that justifies suppression of minority languages such as is the case of Arabic in Ceuta.

Muslim and Arab identities have long been instrumentalized to forge unifying national and regional identities. The impact of Algeria’s post-colonial Arabization policies that educated people in Standard Arabic (to the exclusion of dialectal Arabic, Berber, or French) on economic cleavages and attitudes has been underexplored. Algeria has been described as polarized, with cultural and religious cleavages between Arabs and Berbers and traditionalists and modernists blamed for the country’s instability. Questions from a 2004 survey of 820 Algerian students allow us to distinguish between maternal language and preference for Standard Arabic or French used in professional settings. We analyze the influence of mother tongue, religiosity, and socioeconomic status on Arabophone or Francophone language orientation and whether there is evidence for the common assumption that Algeria is polarized politically and culturally among the three main language groups. Berber speakers and less religious students are more likely to complete the written survey in French, but socioeconomic status is a more important determinant of language choice. Francophone orientation is associated with more positive attitudes about Western and American culture, suggesting that Arabization has indeed produced a society somewhat polarized between a Francophone elite and a large population of students trained in Standard Arabic who cannot find jobs in the public and private sectors still demanding French skills. The findings point to the utility of using survey research to understand sociolinguistic patterns and including nuanced measures of language distinct from ethnicity and mother tongue in diglossic societies to analyze social cleavages and their relationship to attitudes about politics, culture, and foreign policy. The results also emphasize the need for educational reform, expansion of employment opportunities, and democratization to reduce the potential for conflict among Algerian youth.

<p>Diglossia is essentially a term used to describe a state of the people who know and use two or more languages to communicate among its members (a society that recognized two or more languages for intrasocietal communication). So the use of bilingual diglossia situation or more in the same community 'governed' by a policy for the selection of the language to be use. Event diglossia shows the distribution function of two or more languages are also giving the impression of their kind of language that is "high" and the type of language that is "low", This type of language used is high in situations that are considered more formal, by people including educated, and more prestige value and prestige. While the types of lower language used in situations that are more informal, by the common man and as a means of general intercommunication. In fact, diglossia situation is actually happening in Indonesia; Functions performed by Indonesian high and low functions carried out by the regional languages in Indonesia. National language as a second language that calls for all levels of society to use it, could result in local languages as a first language gradually eroded. If it is forced through, then the language area that is less powerful because it’s a little bit unknown can disappear even more in the future. This is certainly very unfortunate, because it coincides with the loss of local languages, indigenous or traditional knowledge stored in the oral tradition also can not be saved. It was when seen from the side of the opposition; Different when seen from the side of the union, then between the local language and national languages can co-exist in harmony. This study wanted to examine the analytic theory of how language Pakpak Dairi sociolinguistic as local and Indonesian language as the national language used by speakers in North Sumatra that suffered disproportionately situation.</p><p><strong> </strong></p>

The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were translated into English by the second researcher. The translations were thematically analysed. Some of the themes that emerged in the discussions were issues such as the practicality of the language policy, the multiple versus single language debate, ‘tribalism’, the meaning of language and its role in identity. In general, three major positions on the language issue were apparent, one favouring the increased status of the Zulu language, one favouring the pre-eminence of the English language, and one supporting a diglossia position.

Hong Kong has a population of 5,902,100 people crowded into its land area of 1076 sq. kms. In broad terms, 98 percent of its population are Chinese.1 They speak Cantonese among themselves and English in dealing with expatriates. The expatriate community, once predominantly British, now reflects the full range of national and multinational commercial and banking interests, including those of the People's Republic of China (PRC) and Taiwan. Luke and Richards (1982) described Hong Kong as having diglossia without bilingualism.

Abstract In this note, we outline various possible long-run effects of an English-only acquisition policy in the European Union. The point of departure is how individual behaviour adapts to constraints in the environment. This leads to changes in collective behaviour, which becomes part of the environment, again influencing individual behaviour. Possible equilibria of this feedback mechanism are discussed. It is argued that domain loss and diglossia may result. The process is further characterized by external effects. Looking at language knowledge as a merit good, path dependencies and multiple stable equilibria can be explained.

Over the last twenty years, “expert” discourses about the sociolinguistic character of Corsica have shifted from a focus on “diglossia” to an assertion that Corsican is a “polynomic” language. In the context of language shift and efforts at minority language revitalization, these two discourses make different claims about the relationship of language and identity, posit different kinds of power relationships between Corsicans and their two languages, and have different implications for Corsican language policy and advocacy. One of the unintended consequences of a revitalization program built on the idea of “diglossia” was the internal reproduction of dominant language hierarchies that divided rather than unified Corsicans around language. As an antidote, Corsican academics in the late eighties, introduced the notion of Corsican as a “polynomic” language defined both by its internal variation (multiple centers of “authenticity” and “authority”) and by speakers’ recognition of linguistic unity in diversity - a collective stance vis-à-vis linguistic variation that challenges the very principles of dominant (French) language ideologies in its inclusive, non-hierarchical nature. Through analysis of ethnographic data from a month-long bilingual teacher training course and from the way that Corsican orthography is taught in a bilingual school, I explore the ideology of polynomic unity in diversity and how it misrecognizes 1) contemporary speakers’ relationship with regional variation and 2) the new forms of linguistic diversity caused by language shift among both students and teachers in Corsican bilingual classrooms.

The paper deals with some issues connected with the notions of bilingualism and diglossia in literary creativity. The main object of the investigation is the opposition: standard language / territorial dialect, and the leading criterion of the delimitation between the said phenomena - the existence / absence of the specific codified norm. Some other factors such as the genetic affinity of the idioms and the language policy towards them are also considered.

The paper deals with some issues connected with the notions of bilingualism and diglossia in literary creativity. The main object of the investigation is the opposition: standard language / territorial dialect, and the leading criterion of the delimitation between the said phenomena - the existence / absence of the specific codified norm. Some other factors such as the genetic affinity of the idioms and the language policy towards them are also considered.

AbstractThis paper investigates how 492 of the largest companies in Norway comply with the language requirement of the Norwegian Accounting Act Article 3-4. The results show that 36% of the companies presented their financial statements in Norwegian only, 45% in one or more language(s) in addition to Norwegian, while 19% had been granted dispensation and presented statements in English-only. The company’s ownership, use of English as a corporate language, and industry affiliation were the three most commonly mentioned reasons for dispensation, but the findings show significant differences between industry sectors in terms of language choice. The study contributes to corporate law research by examining the interpretation and application of the Norwegian Accounting Act by the Norwegian Directorate of Taxes; to sociolinguistics by shedding new light on the concepts of domain loss and diglossia; and to language-sensitive research in international business by analysing language use in Norwegian companies.

ABSTRACTThis article explores the concept of political diglossia, a phenomenon arising in totalitarian or semitotalitarian countries, where the language of official propaganda gives rise to its opposite: the unofficial, underground language of antipropaganda. The author studies one semantic domain – the colloquial designations of the political police and security forces in contemporary Poland – and compares them with the official designations. The semantics of the relevant words and expressions is studied in great detail so that the social attitudes encoded in them can be revealed and rigorously compared. To achieve this, the author relies on the natural semantic metalanguage that she has developed over the last two decades, which has already been applied in the study of many other semantic domains, in many different languages. The social and political attitudes encoded in the Polish expressions referring to the security apparatus are discussed against the background of Poland's history. The author shows that language is not only the best “mirror of mind” (Leibniz) and “mirror of culture” and “guide to social reality” (Sapir), but also a mirror of history and politics. (Sociolinguistics, pragmatics, semantics, language of propaganda, expressive language)

We report results of writing samples of six Emirati children aged four to four and a half years collected at monthly intervals over an eight month period (the kindergarten academic year). Three teachers and six parents were interviewed to triangulate the data that were collected in the classrooms. The grounded theory method was used to code and categorize the data, which were then compared with the literature on emergent writing. Findings of this longitudinal study revealed that few opportunities are provided at home and in kindergarten for the development of young children’s emergent writing in Arabic and revealed other issues related to bilingualism and diglossia. Recommendations are provided for policy makers, teachers, and parents that would accelerate the development of young children’s Arabic literacy, particularly emergent writing skills, in the United Arab Emirates (UAE).

AbstractIn the Yucatec peninsula, Spanish and Yucatec Maya coexist in a diglossic context where Spanish is considered the high prestige variety, while Yucatec Maya is mainly spoken in informal, private settings. Even though there have been major changes in language policy over the last 25 years in order to protect Mexican indigenous languages, the number of Maya speakers is still declining. This article examines the effects of different economic factors on the vitality of Yucatec Maya, whose monetary, functional and idealistic values are being negotiated on the «linguistic market». From the region’s industrial and infrastructural transformation in the 1960 s on, Yucatec Maya has been increasingly exposed to general tendencies of globalization (e.g. migration). Under the present circumstances, tourism can be seen as a double-edged sword for Yucatán: On the one hand, it is the peninsula’s main source of income, but on the other, it brings with it negative consequences for language use, the Maya speaker’s language (self) awareness and related processes of identity construction.

Abstract Since Hong Kong handover, the language policy in Hong Kong shifts from diglossic bilingualism to bi-literacy and trilingualism policy, balancing the status of English and Chinese with the mother tongue education policy. This policy shift has inadvertently impacted non-Chinese speaking (NCS) students’ enrollment, whose limited mastery of Chinese language prevents them from the mainstream schooling. Faced with this ethnically diverse and multilingual population, Applied Learning Chinese (ApL(C)) motivating practical reading and writing in an applied learning context was proposed by Hong Kong Education Bureau as an alternative for second language education. This study examines the effectiveness of “Reading to Learn, Learning to Write, R2L” pedagogy (Rose, 2012) in teaching Chinese practical writing to NCS students in Hong Kong with pedagogic interventions and Systemic Functional analytical perspective. Semi-structured interviews were conducted to perceive students’ learning experiences with R2L pedagogy. The finding suggests an increased meta-linguistic awareness of genre-specific writings after interventions to be empowered with a voice against social inequity and be empathized with humanistic reflections.

06–360Blackledge, Adrian (U Birmingham, UK), The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 22–41.06–361Boughton, Zoë (U Exeter, UK; z.c.boughton@exeter.ac.uk), Accent levelling and accent localisation in northern French: Comparing Nancy and Rennes. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 235–256.06–362Brown, N. Anthony (Brigham Young U, Utah, USA; tony_brown@byu.edu), Language and identity in Belarus.Language Policy (Springer) 4.3 (2005), 311–332.06–363Cameron, Deborah (U Oxford, UK) Language, gender, and sexuality: Current issues and new directions. Applied Linguistics (Oxford University Press) 26.4 (2005), 482–502.06–364Deutch, Yocheved (Bar-Ilan U, Israel; yochd@netvision.net.il), Language law in Israel. Language Policy (Springer) 4.3 (2005), 261–285.06–365Edwards, John (St Francis Xavier U, Nova Scotia, Canada), Players and power in minority-group settings. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 4–21.06–366Edwards, Viv & Lynda Pritchard Newcombe (U Reading, UK), When school is not enough: New initiatives in intergenerational language transmission in Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 298–312.06–367García, Patricia (Stanford U Graduate School of Education, USA), Parental language attitudes and practices to socialise children in a diglossic society. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 328–344.06–368Garner, Mark (U Aberdeen, UK), Christine Raschka & Peter Sercombe, Sociolinguistic minorities, research, and social relationships.Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 61–78.06–369Goto, Yuko (U Pennsylvania, USA; ybutler@gse.upenn.edu) & Masakazu Iino, Current Japanese reforms in English language education: The 2003 ‘Action Plan’. Language Policy (Springer) 4.1 (2005), 25–45.06–370Hankoni Kamwendo, Gregory (U Botswana, Botswana; kamwendog@mopipi.ub.bw), Language planning from below: An example from northern Malawi. Language Policy (Springer) 4.2 (2005), 143–165.06–371Kaur Gill, Saran (U Kebangsaan, Malaysia, Malaysia; saran@pkrisc.cc.ukm.my), Language policy in Malaysia: Reversing direction. Language Policy (Springer) 4.3 (2005), 241–260.06–372Lantolf, James P. (Pennsylvania State U, USA; jpl7@psu.edu), Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 67–109.06–373Määttä, Simo K. (U California, Berkeley, USA; asunto@uclink.berkeley.edu), The European Charter for Regional or Minority Languages, French language laws, and national identity. Language Policy (Springer) 4.2 (2005), 167–186.06–374Mills, Jean (U Birmingham, UK), Connecting communities: Identity, language and diaspora. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 253–274.06–375Pavlenko, Aneta (Temple U, USA), ‘Ask each pupil about her methods of cleaning’: Ideologies of language and gender in Americanisation instruction (1900–1924). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 275–297.06–376Richland, Justin B. (U California, Irvine, USA), The multiple calculi of meaning.Discourse & Society (Sage) 17.1 (2006), 65–97.06–377Silver, Rita Elaine (Nanyang Technological U, Singapore; resilver@nie.edu.sg), The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy (Springer) 4.1 (2005), 47–66.06–378Tannenbaum, Michal & Marina Berkovich (Tel Aviv U, Israel; mtannen@post.tau.ac.il), Family relations and language maintenance: Implications for language educational policies. Language Policy (Springer) 4.3 (2005), 287–309.06–379Vaish, Viniti (Nanyang Technical U, Singapore; vvaish@nie.edu.sg), A peripherist view of English as a language of decolonization in post-colonial India. Language Policy (Springer) 4.2 (2005), 187–206.06–380Zuengler, Jane & Elizabeth R. Miller (U Winconsin-Madison, USA), Cognitive and sociocultural perspectives: Two parallel SLA worlds?TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 35–58.

Human beings can acquire as many languages as they come in contact with, and utilize them as it is permissible and applicable in a society. This article seeks to explore language needs among the participants in the subordinate courts in Machakos County, in an attempt to figure out if those needs are attended to by the current language policy in the courts. The article is an extraction from a PhD study. The proficiency with which some of the participants use the languages they know makes their cases attract unjust ruling. To elicit information on the language needs they have during court proceedings, interviews, questionnaires and non-participant observation were used to carry out a descriptive qualitative and quantitative research. Thirteen defendants and defense counsels, thirteen witnesses and eighteen members of the public took the questionnaires, while three magistrates and clerks/interpreters attended the interviews. The researcher observed the proceedings. After triangulation of the data collected, the findings were that, the participants use the official languages, English and Kiswahili or interpretation of their indigenous languages. This is detrimental to their cases because they are not proficient in the languages. The interpreter is incapable of expressing the sentiments of the accused and the witnesses appropriately. Court participants need to use languages they know best in order to express their issues precisely. This article therefore recommends the use of a language that an accused or a witness cognizes. It also recommends the elevation of indigenous languages to official status within their area of dominance. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/781/a.php" alt="Hit counter" /></p>

The article is devoted to the role of bilingualism in language relations. The problems of bilingualism and diglossia are of particular importance in modern linguistics. This process is a special form of interlingual communication. The history of bilingualism goes back to earlier times than language policy. The history of bilingualism cannot be traced back to the pre-state period. Language policy is also crucial for the development of bilingualism. This fact is connected with the establishment of the state. Bilingualism came after the establishment of the state and a single language. The language of only one of the tribes received official status, and the remaining tribes were forced to learn the dominant language. Other high-ranking tribes became bilingual by learning the language of the ruling tribe.

O trabalho analisa a política jesuítica de estandardização do tupi no período colonial a partir do estudo da relação entre impressos e manuscritos tupi. O artigo examina a posição de um conjunto de catecismos, gramáticas e dicionários manuscritos, produzidos na Amazônia no século XVIII, em relação à diglossia “língua geral verdadeira”, identificada com a variante usada nas obras impressas nos séculos XVI e XVII (Anchieta, 1959; Figueira, 1621; 1698; Araújo, 1618; 1686) e a “língua geral corrupta”, identificada pela variante tupi oral falada nas missões. O trabalho levanta a hipótese de que as obras apresentam diferentes posições segundo o tipo de gênero textual: os catecismos foram mais conservadores, ao se manterem fiéis à variante empregada nas obras tupi impressas, diferentemente dos dicionários e gramáticas, que documentaram a variante tupi em uso nas missões. Abstract This paper analyses the Jesuits’s policy of standardization of the Tupi language during Colonial times, and is based on the study of the nexus between manuscript and printed material in Tupi. It positions an ensemble of manuscript catechisms, grammars and dictionaries, composed in 18th century’s Amazon, between the “true Língua geral” diglossia – identified with the variant used in 17th and 18th centuries printed works (Anchieta, 1959; Figueira, 1621; 1698; Araújo, 1618; 1686) –, and the “corrupt Língua geral” – identified with the Tupi variation spoken in the Missions. We make the assumption that these compositions are differently settled in the scale regarding the textual genre: catechisms are more conservative, since they were faithful to the variety used in printed Tupi works, while dictionaries and grammars reflects the oral Tupi variant used in the Missions.

06–332Asker, Barry (Lingnan U, Hong Kong, China), Some reflections on English as a ‘semi-sacred’ language. English Today (Cambridge University Press) 22.1 (2006), 29–35.06–333Baldauf, Richard B. (U Queensland, Australia), Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 132–144.06–334Bamiro, Edmund O. (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), The politics of code-switching: English vs. Nigerian languages. World Englishes (Blackwell) 25.1 (2006), 23–35.06–335Barwell, Richard (U Bristol, UK), Empowerment, EAL and the National Numeracy Strategy. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 313–327.06–336Borland, Helen (Victoria U of Technology, Australia), Heritage languages and community identity building: The case of a language of lesser status. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 109–123.06–337Cashman, Holly R. (Arizona State U, Tempe, USA), Who wins in research on bilingualism in an anti-bilingual state?. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 42–60.06–338de Courcy, Michèle (U Melbourne, Australia), Policy challenges for bilingual and immersion education in Australia: Literacy and language choices for users of Aboriginal languages, Auslan and Italian. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 178–187.06–339Duyck, Wouter (Ghent U, Belgium), Kevin Diependaele, Denis Drieghe & Marc Brysbaert, The size of the cross-lingual masked phonological priming effect does not depend on second language proficiency. Experimental Psychology (Hogrefe & Huber Publishers) 51.2 (2004), 116–124.06–340Evans, Bruce A. (Southern Oregon U, USA; evansb@sou.edu) & Nancy H. Hornberger, No child left behind: Repealing and unpeeling federal language education policy in the United States. Language Policy (Springer) 4.1 (2005), 87–106.06–341Fitzgerald, Michael & Robert Debski (U Melbourne, Australia; rdebski@unimelb.edu.au), Internet use of Polish by Polish Melburnians: Implications for maintenance and teaching.Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 87–109.06–342Glynn, Ted & Cavanagh, Tom (U Waikato, New Zealand), Mere Berryman & Kura Loader, From literacy in Māori to biliteracy in Māori and English: A community and school transition programme. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 433–454.06–343Grin, François (U Geneva, Switzerland; francois.grin@etat.ge.ch) & Britta Korth, On the reciprocal influence of language politics and language education: The case of English in Switzerland. Language Policy (Springer) 4.1 (2005), 67–85.06–344Kagan, Olga (U California at Los Angeles, USA), In support of a proficiency-based definition of heritage language learners: The case of Russian. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 213–221.06–345Kasanga, Luanga A. (Sultan Qaboos U, Oman; luangak@yahoo.fr), Requests in a South African variety of English. World Englishes (Blackwell) 25.1 (2006), 65–89.06–346Love, Tracy (U Califonia, USA), Edwin Maas & David Swinney, Influence of language exposure on lexical and syntactic language processing. Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 204–216.06–347Malcolm, Ian G. (Edith Cowan U, Mount Lawley, Australia) & Farzad Sharifian, Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 512–532.06–348May, Stephen & Richard Hill (U Waikato, New Zealand), Māori-medium education: Current issues and challenges. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 377–403.06–349Mercurio, Antonio (Assessment Board of South Australia, Australia) & Angela Scarino, Heritage languages at upper secondary level in South Australia: A struggle for legitimacy. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 145–159.06–350Nicholls, Christine (Flinders U, Australia), Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern Territory of Australia, 1972–1998. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 160–177.06–351Pauwels, Anna (The U Western Australia, Australia), Maintaining the community language in Australia: Challenges and roles for families. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 124–131.06–352Rau, Cath (U Waikato, New Zealand), Literacy acquisition, assessment and achievement of year two students in total immersion in Māori programmes. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 404–432.06–353Sharifian, Farzad (Monash U, Victoria, Australia; Farzad.Sharifian@arts.monash.edu.au), A cultural-conceptual approach and world Englishes: The case of Aboriginal English. World Englishes (Blackwell) 25.1 (2006), 11–22.06–354Starks, Donna (U Auckland, New Zealand), The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 533–550.06–355Tagoilelagi-LeotaGlynn, Fa'asaulala, Stuart McNaughton, Shelley MacDonald & Sasha Farry (U Auckland, New Zealand), Bilingual and biliteracy development over the transition to school. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 455–479.06–356Tuafuti, Patisepa & John McCaffery (U Auckland, New Zealand), Family and community empowerment through bilingual education. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.5 (2005), 480–503.06–357Tucker, G. Richard (Carnegie Mellon U, USA), Innovative language education programmes for heritage language students: The special case of Puerto Ricans?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 188–195.06–358Wiltshire, Caroline R. & James D. Harnsberger (U Florida, USA; wiltshir@ufl.edu), The influence of Gujarati and Tamil L1s on Indian English: A preliminary study. World Englishes (Blackwell) 25.1 (2006), 91–104.06–359Zhiming, Bao & Hong Huaqing (National University of Singapore, Singapore; ellbaozm@nus.edu.sg), Diglossia and register variation in Singapore English. World Englishes (Blackwell) 25.1 (2006), 105–114.

07–621De Bot, Kees (U Groningen, the Netherlands; c.l.j.de.bot@rug.nl), W. Lowie & Marjolijn Verspoor, A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition (Cambridge University Press) 10.1 (2007), 7–21.07–622García, Ofelia & Lesley Bartlett (Columbia U, New York, USA), A speech community model of bilingual education: Educating Latino newcomers in the USA. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 1–25.07–623Koutsoubou, Maria (Institute of Education, London, UK), Rosalind Herman & Bencie Woll, Does language input matter in bilingual writing? Translation versus direct composition in Deaf school students' written stories. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.2 (2007), 127–151.07–624Saravanan, Vanithamani (Nanyang Technological U, Singapore), Attitudes towards literary Tamil and standard spoken Tamil in Singapore. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 58–79.07–625Serrano, Raquel (Center for Applied Linguistics Washington DC, USA) & Elizabeth Howard, Second Language writing development in English and in Spanish in a two-way immersion programme. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.2 (2007), 152–170.07–626Stotz, Daniel (Zurich University of Applied Sciences, Switzerland; daniel.stotz@phzh.ch), Breaching the peace: Struggles around multilingualism in Switzerland. Language Policy (Springer) 5.3 (2006), 247–265.07–627Szuber, Anna (Harvard Graduate School of Education, Boston, USA), Native Polish-speaking adolescent immigrants' exposure to and use of English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 26–57.07–628Tannenbaum, Michal (Tel Aviv U, Israel), Netta Abugov & Dorit Ravid, Hebrew-language narratives of Yiddish-speaking ultra-orthodox girls in Israel. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.6 (2006), 472–490.07–629Vaish, Viniti (National Institute of Education, Singapore), Bilingualism without diglossia: The Indian community in Singapore. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.2 (2007), 171–187.07–630Verschik, Anna (Tallinn U, Estonia & U Helsinki, Finland), Multiple language contact in Tallinn: Transfer B2>/A1 or B1>/A2?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 80–103.