A focus on lesser-taught languages (LTLs): beyond minority languages, LCTLs, and LULs

Some terms used to refer to the dominant languages used in education systems are languages as mediums of instruction (LMI), languages of instruction (LOI), or language of teaching (LOT). Mainstream education here is defined along the lines of established formal education, i.e., the primary, secondary and higher education sectors.

The thematic focus of this book is on the lesser-taught languages (LTLs), defined as those languages that in specific educational contexts at national (in-country) or regional (across several neighbouring countries) levels, are not found in schools as mediums of mainstream education. Some LTLs can be found in the non-formal education sectors (adult literacy programmes, community education projects) or as subjects in the formal education sectors.

This descriptor of ‘lesser-taught language’ is valid essentially in context, in other words, a key criterion of its applicability will be in relation to the specific education system under consideration, often defined within national borders. To put this in context, the teaching of French as a subject in Australian schools, or of Arabic in US schools, or Swahili in France will be of interest to this volume. But the teaching of French in France, Arabic in Morocco, and Swahili in Tanzania will not be.

Authors in their chapters should therefore be explicit on the national context and the educational system within which their chapter and contribution fit, since the status of lesser-taught language in this sense is dependent on the education system of reference, and the place and role of the said language in that system.

Aim of the book

The aim of this volume is to cover the issues and challenges of lesser-taught languages, and to focus the analytical perspective to the closely connected areas of variation, pedagogy, identit(ar)y implications, teacher training, and literature production. We aim to touch also on other connected linguistic areas, in particular in the context of the teaching of local languages, be they local majority or minority languages. The book equally aims to reach a wider audience on these issues which often convey significant sociolinguistic, identity, and pedagogical consequences.

Some of the possible key questions that this volume will address are provided in the attached Call for chapters.

With a focus on LTL/LCTL languages in multilingual contexts, this collection will gather recent empirical and theoretical research that has investigated the teaching of those languages across their different kinds of contexts.

Contributions focused on regions with less research on LTL/LCTL pedagogy, such as Africa; First Nations of the Americas and Oceania; and Central, East, South and South-East Asian minority contexts, are particularly welcome. So are issues on education using Creole languages. Papers may be conceptual or empirical but should address the main areas of focus above.

In addressing these questions, we will provide a state-of-the-art insight into the question of sociolinguistic and educational implications of multilingualism and lesser-taught languages in the field of language teaching across the world. In doing so, we will also look to the future of research into language teaching and LTLs/LCTLs, as we critique the historical and contemporary epistemological foundations which dominate discussions in these interconnected areas, and thus collaboratively develop new research paradigms.

Timeline

Submission of 500-word chapter proposals: extended to 25 March 2023
Initial feedback to contributors: 20 April 2023
Revised proposals for the chapters: 15 May 2023
When sending out final acceptance of chapter proposals, we will be able to set the deadlines for completed chapters.

Please submit all abstracts to both the following e-mails:

[email protected] and [email protected]

Linguistic Field(s): Applied Linguistics
Sociolinguistics