Language Learning and Language Policy between Attitudes and Identities
CECILIA VARCASIA - Introduction - 7
CECILIA VARCASIA Introduction This volume presents research that fits in with a range of studies over the past decade that respond to the widespread phenomenon of multi- lingualism1. Multilingualism has become an increasingly common phenomenon around the world due to many factors, including issues concerning the maintenance and promotion of regional and minority languages, and the ever emergent need for people to know other lan- guages than their own so as to be competitive internationally in the globalized business world. In 2004 Clyne claimed that multilingual- ism, rather than bilingualism, would become the desirable cooperative goal of all nations. Multilingualism maintenance, development and spread, according to him, would be “related to other issues in lan- guage policy, including school language choice, university language offerings, and the linguistic effects of the internationalization of uni- versities” (Clyne 2004: 19). If one looks at the current world’s lingui- stic situation, there are around 7,000 languages and about 200 inde- pendent countries altogether, as reported in Ethnologue (Lewis 2009). The number of speakers of the different languages is unevenly distri- buted, and 40% of the world’s population has one of the most com- mon eight languages as a first language: Mandarin, Hindi, Spanish, English, Bengali, Portuguese, Arabic and Russian (Gordon 2005). More than 4,000 of the world’s languages are spoken by less than 2% of the world’s population and 516 of these languages are nearly ex- tinct. The most multilingual continents are Asia and Africa (see also Cenoz 2009: 1). Such a...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.