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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."


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Journal Information



Title: Journal of Immersion and Content-Based Language Education
Publisher: John Benjamins
URL: http://benjamins.com/#catalog/journals/jicb/main
Description: ISSN 2212-8433 | E-ISSN 2212-8441

Editors Siv Björklund | University of Vaasa Diane J. Tedick | University of Minnesota

Editorial email address: jicbATumn.edu

JICB aims at publishing research on language immersion and other types of content-based language education programmes that are subject matter-driven and subject matter-accountable. The journal provides a forum for research on well-established immersion and content-based programmes as well as research on new initiatives within the broad field of content-based language education. Both programme-specific and programme-contrastive articles are invited.

JICB editors welcome submissions of the highest quality that report on empirical research and/or offer theoretical discussions, and we seek innovative submissions that push the field forward and generate new knowledge. We encourage work that aims to break down barriers that have isolated language education from other disciplines. The content of each JICB issue is expected to be geographically broad and multidisciplinary (pedagogy; applied linguistics; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods), including action research.

Immersion programmes are school-based, subject-matter driven programmes that aim for academic achievement, additive bilingualism and biliteracy (multilingualism/multiliteracy) and cultural pluralism through increased intercultural competence. They incorporate high language intensity (i.e., at least 50% of subject matter instruction through the medium of the “immersion” language). JICB targets a wide range of immersion/bilingual programmes including:

Second or foreign language immersion (e.g., Swedish immersion in Finland, French immersion in Canada, Mandarin Chinese immersion in the U.S., English immersion in Hong Kong); Bilingual immersion (e.g., Korean/English “two-way” immersion programmes in the U.S., French/English programmes in Canada); Double immersion programmes (e.g., French-Hebrew-English programs in Canada, English-Hebrew-Portuguese programmes in Brazil) Developmental bilingual programmes (e.g., Spanish/English programmes in the U.S.); Indigenous/aboriginal language immersion programmes that aim for language and culture revitalization (e.g., Māori immersion in New Zealand, Hawaiian immersion in the U.S.); Immersion programmes in minority autochthonous languages (e.g., Irish immersion in Ireland, Basque immersion in Spain)

Content-based language education (non-immersion) is also subject-matter driven and includes, for example, language across the curriculum (LAC) initiatives at the post-secondary level, CLIL (content and language integrated learning) programmes, sheltered second language instruction [in English as a second language (ESL) programmes in the U.S., Australia, the UK, e.g.], language for specific purposes, and so on.

ISSN: 2212-8433
Linguistic Field(s): Applied Linguistics