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In the South American context, migrant population makes up for a large portion of the population who, in most cases, stop using their heritage language. This work aims to present the results of a study that inquired about the status of the Croatian language as a heritage language in South America, and analized the tensions between linguistic displacement and maintenance. The analysis is focused on Argentina, where an estimated 250 000 to 500 000 people are from Croatian descent. The study is based upon a corpus of Croatian speech gathered from second- and third-generation migrants and from official and non-official records, gathered by the authors. Findings suggest that there are signs of linguistic attrition at the phonological, morphosyntactic, and lexical levels. They also suggest that identity and language aware­ness strengthening play a significant role in the maintenance of the ancestral language in this migrating context. The study contributes to the field of minority and endangered languages, and helps understand the dynamic pro­cesses influencing the vitality of heritage languages.

As a result of migration, more than 25% of the native speakers of Romanian now reside outside Romania and Moldova. The present volume focuses on Romanian as a language of migrants (1th and 2nd generation) in various migration contexts: both within and outside Europe. The contributions examine the intergenerational transmission of Romanian, its use by domains, the effects of language contact with Romance, Germanic and Slavic languages, as well as specifi c scenarios of migration and different methods of migration research.

San Lucas Quiaviní is a community of Zapotec (Otomanguean) speakers in Oaxaca, Mexico. Since the 1970s, the community has seen large-scale migration to Los Angeles, California, where about half the community now resides. Participant observation and interviews conducted over nine years in both locales, with a focus on interactional patterns in the home domain, indicate that parental language ideologies concerning the relationship between language and place of birth, the nature of multilingual acquisition and impact belief—the belief that parents have as to the level of control they can exercise over their children’s language choices (De Houwer in Studies on language acquisition. Mouton de Gruyter, Berlin, 1999 ), taken together, disfavor the maintenance of the heritage language. In particular, a weak impact belief undermines parents’ ability to engage in language interventions in support of San Lucas Quiaviní Zapotec. As a result, family-external language intervention factors that promote language shift, such as the school and peer groups, exert great influence. With a substantial number of San Lucas families living in California and their impact on language choices in the home community (Pérez Báez in press), family language policy is of great relevance to the survival prospects of San Lucas Quiaviní Zapotec not only in diaspora but also in the home community.

Linguistic differences between groups of co-ethnic and/or co-national migrants in diasporic contexts can become grounds for constructing and displaying identities that distinguish (groups of) migrants on the basis of differences in the sociohistorical circumstances of migration (provenance, time of migration) and/or social factors such as class, socioeconomic status, or level of education. In this article, I explore how language became a source of ideological conflict between Greek Cypriot and Greek migrants in the context of a complementary school in north London. Analysing a set of semi-structured interviews with teachers, which were undertaken in 2018 as part of an ethnographically oriented project on language ideologies in Greek complementary schools, I show that Greek pupils and parents, who had migrated to the UK after 2010 pushed by the government-debt crisis in Greece, positioned themselves as linguistic authorities and developed discourses that delegitimised the multilingual and multidialectal practices of Greek Cypriot migrants. Their interventions centred around the use of Cypriot Greek and English features, drawn from the linguistic resources that did not conform with the expectations that “new” Greek migrants held about complementary schools and which were based on strictly monolingual and monodialectal language ideologies. To these, teachers responded with counter-discourses that re-valued contested practices as products of different linguistic repertoires that were shaped by different life courses and trajectories of linguistic resources acquisition.

In his book , Van Parijs analyses in one of his chapters the brain drain from non-Anglophone to Anglophone countries, which hurts the economic development of the non-Anglophone states. Van Parijs deems it clear that English is a very important factor to explain high-skilled migration. He, therefore, urges the non-Anglophone countries to relax their linguistic territorial constraints and allow English as a communication language in many different sectors, most notably higher education and scientific research. This would remove the incentive for potential expatriate brains to migrate for linguistic reasons. This article takes a closer look at Van Parijs’ reasoning and proposed solutions. It is concluded that the assumed connection between English and high-skilled migration cannot be proven empirically for research on this topic is scarcely available. Furthermore, the solutions presented by Van Parijs will produce uncertain results at best. Van Parijs rightfully puts the brain drain problem on the political and research agenda, but much more additional studies are needed to formulate solid solutions.

German-Americans represent the largest self-declared ancestry group in the United States of America. The period from the 200th anniversary celebration of Germantown's founding in 1883 to the end of the First World War was an age of intense turmoil within the ranks of German-American communities. These decades were marked by a massive political and cultural realignment as well as major contributions to the (self-)definition of German-Americanness. Historians and sociolinguists with backgrounds in German or American studies offer a fresh look at a critical period in the history of German-American communities.

This chapter provides an overview of language in education in a globalized world and comment on the underlying discourses or ideologies that inform macro‐level language policy decisions and their implementation. Although the global politics of language is enormously complex, it can be seen to reflect crucial features of neo‐‐liberalism including an understanding of language as capital. It is argued that the emphasis on the material outcomes of language within the ideology of linguistic instrumentalism has led, somewhat paradoxically, to what can be called “hyper‐languaging,” which has tended to undermine the role of non‐linguistic factors in the pursuit of material ends through languages.

Language migration and Russian teaching practice highlights the need to consider both cultural and linguistic factors in teaching Russian preposition structure to Chinese students. The present study examined the impact of language migration on Chinese students' ability to acquire Russian preposition structure, and whether the acquisition of Russian preposition structure mediates this relationship. Additionally, this study investigated whether Russian teaching practices moderate the negative effect of language migration on Chinese students' ability to acquire Russian preposition structure. Data were collected from 287 Chinese students in colleges in Harbin city, China, and analyzed using PLS-SEM 4. The results indicated that language migration has a significant negative effect on Chinese students' ability to acquire Russian preposition structure, while also having a significant positive effect on their acquisition of Russian preposition structure. Furthermore, the acquisition of Russian preposition structure has a significant positive effect on Chinese students' ability to acquire Russian preposition structure, and it mediates the relationship between language migration and Chinese students' preposition structure learning performance. However, Russian teaching practices did not moderate the negative effect of language migration on Chinese students' ability to acquire Russian preposition structure. This study contributes to the current body of literature by providing evidence of the impact of language migration on Chinese students' ability to acquire Russian preposition structure and the mediating role of the acquisition of Russian preposition structure in this relationship. Additionally, the study highlights the importance of considering language migration and Russian teaching practices when designing language acquisition programs for Chinese students. The study's findings can be used to improve language learning outcomes for Chinese students and inform language education policies.

In a constantly evolving, interconnected world, both urban and rural space has become a symbolic site of linguistic and cultural gathering. Thus, translation implies a spatial dimension in which different voices converge to represent a plural, heterogeneous world. Among experimental artist Caroline Bergvall’s interlinguistic and multimodal soundworks, the installation VIA (48 Dante Variations) and the performance Ragadawn highlight the importance of the migration of languages through creative exchange. In this case study, through works that invite a real and figurative journey through language(s), sounds, silence, noise, discourses, and history, I engage with the latest trends in Translation Studies to conceive space as a semiotic landscape that communicates beyond linguistic boundaries. Translating these multimodal works also entails translating a multilingual setting in a creative way, conceiving the environment as a palimpsest (to be) translated, and highlighting the figure of the translator as a cultural agent.