A growing number of language varieties with diverse backgrounds and structural typologies have been identified as mixed. However, the debate on the status of many varieties and even on the existence of the category of “mixed languages” continues still today. This volume examines the current state of the theoretical and empirical debate on mixed languages and presents new advances from a diverse set of mixed language varieties. These cover well-known mixed languages, such as Media Lengua, Michif, Gurindji Kriol, and Kallawaya, and varieties whose classification is still debated, such as Reo Rapa, Kumzari, Jopará, and Wutun. The contributions deal with different aspects of mixed languages, including descriptive approaches to their current status and origins, theoretical discussions on the language contact processes in them, and analysis of different types of language mixing practices. This book contributes to the current debate on the existence of the mixed language category, shedding more light onto this fascinating group of languages and the contact processes that shape them.

The study of languages in contact is an ever-relevant topic in linguistics, especially at present times when increasing globalization leads to a number of new contact situations. This volume features ten papers on various aspects of language contact by leading specialists in the field. In these papers, contact-induced change in a wide variety of languages is approached from various perspectives, reflecting the current state of affairs in language contact studies. The first main theme in the volume is related to the linguistic effects of migration, both in the present and in the past, and both in the standard language spoken by ethnic minorities, and in immigrant languages that are influenced by the standard. The second theme concerns border areas, a traditional treasure trove for the study of contact phenomena. The third theme is about contact effects without physical contact, as well as the role played by translators in this process.

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.

"Code-switching," or the alternation of languages by bilinguals, has attracted an enormous amount of attention from researchers. However, most research has focused on spoken language, and the resultant theoretical frameworks have been based on spoken code-switching. This volume presents a collection of new work on the alternation of languages in written form. Written language alternation has existed since ancient times. It is present today in a great deal of traditional media, and also exists in newer, less regulated forms such as email, SMS messages, and blogs. Chapters in this volume cover both historical and contemporary language-mixing practices in a large range of language pairs and multilingual communities. The research collected here explores diverse approaches, including corpus linguistics, Critical Discourse Analysis, literacy studies, ethnography, and analyses of the visual/textual aspects of written data. Each chapter, based on empirical research of multilingual writing, presents methodological approaches as models for other researchers. New perspectives developed in this book include: analysis specific to written, rather than spoken, discourse; approaches from the new literacy studies, treating mixed-language literacy from a practice perspective; a focus on both "traditional" and "new" media types; and the semiotics of both text and the visual environment.

Since the first written documents in the history of mankind (produced at the end of the 4th millennium BC), translation has always played a pivotal role in human societies. Translators were needed whenever the need for contact between different-speaking communities arose, such as for the purposes of communication, commerce, and declarations of war, or peace. Translation is even more important in today’s world. Globalization has brought the nations of the Earth closer, to the extent that books, movies and television programs released or aired far away in the world are just a click of the mouse away. However, such cultural products still have to be translated in order to be enjoyed by a wider audience. In international relations, diplomacies work very much on the basis of what is said and written, meaning that official documents and political charts need to be correctly and precisely translated. Hi-tech devices, such as tablets and smartphones, have their software translated into an increasing number of languages, in order to be accessible to a larger number of people. The challenging issues that arise for translation studies from these socio-cultural changes in Western Europe and all over the world are tackled in this volume according to two intertwined viewpoints: From a strictly linguistic perspective, typological differences between genetically unrelated languages challenge linguists in gaining an overall understanding of what language really is: how can linguistic categories, be they verbal, nominal or pertaining to other domains of the grammar, be defined? How are they shaped in syntax? From the point of view of anthropological linguistics, on the other hand, the cross-linguistic differences that come to the fore illustrate that translating – as well as language itself – is one of the basic cognitive strategies of the human mind.

Understanding sociolinguistics as a theoretical and methodological framework hopefully could attempt to promote change and social development in human communities. Yet it still presents important political, epistemological, methodological and theoretical challenges. A sociolinguistics of development, in which the revitalization of linguistic communities is the priority, opens new perspectives for the emerging field of linguistic documentation, in which the societal aspects of research, stressed by sociolinguistics, have frequently been marginal. The need to focus on the documentation of linguistic communities to contribute to the revitalization of these communities requires an in-depth revision of a number of different perspectives. Especially regarding the links between commonly separated fields of enquiry such as sociolinguistics, documentation and revitalization. Instead of creating mere museum pieces of academic contemplation for the future, as has been the major trend up to now in language documentation and even sociolinguistics, there is a growing concern to join forces to revitalize the actual use of endangered languages in order to place languages as a main focus of a community’s development which constitutes a major challenge for both scholars, civil society and speakers alike.

In recent years we have witnessed a growing interest in multilingualism and its relationship with the learning and teaching of second/foreign languages. However, multilingualism is a highly complex phenomenon, which has a direct influence on how we learn languages. For instance, do we learn a second/foreign language in a similar way in a multilingual context as in a monolingual one? What is the role of the other languages spoken in the community? Do contrasting learning contexts, like CLIL or studying abroad, produce different results? Can positive emotions such as foreign language enjoyment have an active role in the foreign language learning process? These and other topics will be discussed in this book, with the aim of understanding multilingualism, how languages are learned and how to teach them better. This book was originally published as a special issue of the International Journal of Multilingualism.