This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to offer a timely critique of existing practices that privilege some ways of knowing and communicating over others. With attention to issues of internationalisation, forced migration, minorities and indigenous education, this volume asks how the dominance of English in education might be challenged, how educational contexts that privilege bi- and multi-lingualism might be re-imagined, what we might learn from existing educational practices that privilege minority or indigenous languages, and how we might exercise ‘linguistic hospitality’ in a world marked by high levels of forced migration and educational mobility. As such, it will appeal to scholars across the social sciences with interests in education, migration and intercultural communication.

From an international, research-led perspective, this book explores how languages are foregrounded in education in different countries and educational sectors, and among different groups of people in contexts of migration. It is concerned with the movement of people and their languages as they migrate across borders, and as languages—and their speakers—are under threat, pressure and pain, even to the point of being silenced. The contributors explore the multilingual possibilities and opportunities that these situations present. For example: where children’s education is neglected because of displacement or exclusion; or in classrooms where teachers and educational leaders seek to meet the needs of all learners, including those who are new citizens, refugees, or asylum seekers. Together, the findings and conclusions emerging from these studies open up a timely space for interdisciplinary, inter-practitioner, and comparative researcher dialogue concerning languages and intercultural education in times of migration. Originating from an Arts and Humanities Research Council funded project "Researching multilingually at the borders of language, the body, law and the state", this book provides readers with a natural impetus for exploring how languages and their speakers create new imaginaries and new possibilities in educational contexts and communities, as people engage with one another in and through these languages. This book was originally published as a special issue of Language and Intercultural Communication.

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

The Routledge Handbook of Migration and Language is the first comprehensive survey of this area, exploring language and human mobility in today’s globalised world. This key reference brings together a range of interdisciplinary and multidisciplinary perspectives, drawing on subjects such as migration studies, geography, philosophy, sociology and anthropology. Featuring over 30 chapters written by leading experts from around the world, this book: Examines how basic constructs such as community, place, language, diversity, identity, nation-state, and social stratification are being retheorized in the context of human mobility; Analyses the impact of the ‘mobility turn’ on language use, including the parallel ‘multilingual turn’ and translanguaging; Discusses the migration of skilled and unskilled workers, different forms of displacement, and new superdiverse and diaspora communities; Explores new research orientations and methodologies, such as mobile and participatory research, multi-sited ethnography, and the mixing of research methods; Investigates the place of language in citizenship, educational policies, employment and social services. The Routledge Handbook of Migration and Language is essential reading for those with an interest in migration studies, language policy, sociolinguistic research and development studies.

Adult Language Education and Migration: Challenging Agendas in Policy and Practice provides a lively and critical examination of policy and practice in language education for adult migrants around the world, showing how opportunities for learning the language of a new country both shape and are shaped by policy moves. Language policies for migrants are often controversial and hotly contested, but at the same time innovative teaching practices are emerging in response to the language learning needs of today’s mobile populations. This book: analyses and challenges language education policies relating to adult migrants in nine countries; provides a comparative study with separate chapters on policy and practice in each country; focuses on Australia, Canada, Spain (Catalonia), Finland, France, Ireland, the Netherlands, the UK and the US. Adult Language Education and Migration is essential reading for practitioners, students and researchers working in the area of language education in migration contexts.

Translation and Migration examines the ways in which the presence or absence of translation in situations of migratory movement has currently and historically shaped social, cultural and economic relations between groups and individuals. Acts of cultural and linguistic translation are discussed through a rich variety of illustrative literary, ethnographic, visual and historical materials, also taking in issues of multiculturalism, assimilation, and hybridity analytically re-framed. This is key reading for students undertaking Translation Studies courses, and will also be of interest to researchers in sociology, cultural studies, anthropology and migration studies.

The connection between travel and translation is often evoked in contemporary critical theory, both practices seen as metaphors of mobility and flux linked to globalized 'post-modern' society. Travel is a multiple activity, encompassing temporary and voluntary displacement, repeated movement, exile, economic migration, diaspora. Places of origin are often plural and unstable, in spite of the enduring appeal of traditional labels such as 'mother country' or 'patrie'. The multiple interfaces between translation, travel and migration are the focus of all contributions in this special issue. Starting from different points of view, and using a variety of methodologies, the authors raise fundamental questions about the way in which we perceive the link between language, national or ethnic identity, and individual voice. Topics range from the interaction between travel, travel narratives and translation in early English representations of China, to the special role played by interpreters in mediating the first contact between a literate and a non-literate culture; from the multiple functions and audiences addressed by contemporary Romani literature and its translation, to the political as well a cultural implications of translating popular music across the Bosporus. A number of the articles focus on detailed textual analysis, covering the intersection between exile, self-translation and translingualism in the work of Manuel Puig; the uses and limitations of translation in the works of migrant authors; or the impact on figurations of Europe of experimental work embracing polylingualism. Collectively, these contributions also underline the importance of a closer examination of our assumptions about who the translators and the interpreters are, and what roles they play in our society.