| Abstrakt: |
This is followed by Sevinc's Chapter 5 on anxiety, while, in Chapter 6, Tseng states the importance of identity for home language maintenance in minority communities. The main aim of this final chapter then is to move away from deficit perspectives associated with the management of students with other home languages than the majority school language. This is followed by Schwartz's chapter in which the author describes home language strategies and practices, such as flexible language use and translanguaging and analyses some recent studies. [Extracted from the article] |
