California. His Work Has Appeared with Oxford University Press And

Contributors Umberto Ansaldo’s interests range from language contact, multilingualism and language evolution, to linguistic typology and the study of diversity. He is currently working on a project on linguistic nationalism and language revival. He is the author of Contact Languages: Ecology and Evolution in Asia (Cambridge University Press, 2009), and co-author of Languages in Contact (with Lisa Lim, Cambridge University Press, 2016). His recent editorial work includes ‘Is the Language Faculty Non- Linguistic?’ with N.J. Enfi eld, and ‘Languages as Adaptive Systems’ with E.O. Aboh, both published in Frontiers in Psychology. He is also the founding editor of the journal Language Ecology (John Benjamins). He is Professor of Linguistics at the University of Hong Kong. Paul Bruthiaux has a PhD in Linguistics from the University of Southern California. His work has appeared with Oxford University Press and Multilingual Matters as well as in journals such as TESOL Quarterly, Applied Linguistics, Written Communication, and English Today. He now works as a freelance language consultant and editor, based in Thailand. He is the co-author (with William L. Gibson) of an annotated translation of French explorer Alfred Raquez’s 1899 travelogue entitled In the Land of Pagodas, published in 2017 by Nordic Institute of Asian Studies, with Laotian Pages, a sequel originally published in 1900, to follow in 2018. Estêvão Cabral (PhD, Political Science, Lancaster University, UK, 2002) has done research on the political history of East-Timor, on literacy during the years of Resistance to the Indonesian occupation of East-Timor, and on language policy in post-independence East-Timor. In 2004, he conducted post-doctoral fi eldwork in East-Timor, with British Academy funding. From 2009 to 2012, he did further research in East-Timor on adult literacy, with a research project at Tilburg University, The Netherlands. He is currently a Research Associate of the Babylon Centre, Tilburg University. vii viii The Multilingual Citizen Blasius Agha-ah Chiatoh is Associate Professor of Linguistics at the University of Buea in Cameroon. For many years, he was on the staff of the NACALCO Centre for Applied Linguistics where he served as a fi eld researcher and projects coordinator. Specializing in literacy, Blasius has over the years developed a special bias for language planning, bi-multilingual education and sociolinguistics. He has also been a consultant with the UNESCO Institute for Lifelong Learning. He is currently the chair of the Department of Linguistics. He has published extensively, both nationally and internationally. Feliciano Chimbutane received his PhD from the University of Birmingham, UK. He is Associate Professor of Educational Sociolinguistics at Universidade Eduardo Mondlane, Mozambique. His research interests include languages and education (planning, policies and practices), with focus on classroom practice and the relationship between classroom discourse, day-to day talk and the wider socio-political order. His publica- tions include Rethinking Bilingual Education in Postcolonial Contexts (Multilingual Matters, 2011), Bilingual Education and Language Policy in the Global South (co-edited with Jo Shoba, Routledge, 2013), and Multilinguismo e Multiculturalismo em Moçambique: Em Direcção a uma Coerência entre Discurso e Prática (co-edited with Perpétua Gonçalves, Alcance Editores). Ana Deumert is Professor at the University of Cape Town. Her research programme is located within the broad fi eld of African sociolinguistics and has a strong transdisciplinary focus. She has worked on the history of Afrikaans (The Dynamics of Cape Dutch, 2004), co-authored Introducing Sociolinguistics (with Rajend Mesthrie, Joan Swann and William Leap, Edinburgh University Press, 2009), and the Dictionary of Sociolinguistics (with Joan Swann, Rajend Mesthrie and Theresa Lillis, 2004). Her latest book looks at mobile communication from a global perspective (Sociolinguistics and Mobile Communication, Edinburgh University Press, 2014). Her current work explores the use of language in political movements. Kathleen Heugh is a socio-applied linguist with a research focus on multilingual education. She has advised 35 national governments on language policy in Africa, Asia, Eastern Europe, and South America. She led the fi rst national sociolinguistic survey of South Africa, designed the fi rst system-wide multilingual assessment of secondary school students, and has undertaken system-wide and multi-country evaluation research for Contributors ix governments and international development agencies, including UNESCO. She uses multilingual pedagogies in teaching students of English and linguistics at the University of South Australia. Together with Christopher Stroud and Piet van Avermaet, she is Editor of the Bloomsbury Series, Multilingualisms and Diversities in Education. Rickard Jonsson is a Professor and Director of the section for Child and Youth Studies, Stockholm University, Sweden. His linguistic ethnographic research concerns masculinity, sexuality, ethnicity and language use. Inspired by Judith Butler’s theoretical work combined with narrative analysis of talk in interaction, Jonsson investigates the construction of young masculinities in everyday school life. Jonsson has been published in journals such as Journal of Linguistic Anthropology, Gender and Language and Journal of Anthropology and Education. He is the author of the two monographs Blatte betyder kompis and Värst i klassen (Ordfront). Gregory Hankoni Kamwendo is a Professor and Dean of the Faculty of Arts at the University of Zululand in South Africa. His research interests lie in the fi eld of language policy and language planning, and language education. Some of his papers have been published in journals such as Current Issues in Language Planning; Language Policy; Language Problems and Language Planning; International Journal of the Sociology of Language; Journal of Multilingual and Multicultural Development; Nordic Journal of African Studies; International Review of Education; and English Today. Caroline Kerfoot is Associate Professor and Director of the Centre for Research on Bilingualism, Stockholm University. Her research focuses on multilingualism, identities, and epistemic justice in schools characterized by high levels of diversity and fl ux. Her latest book Entangled Discourses: South-North Orders of Visibility (Routledge, 2017, with Kenneth Hyltenstam) explores the shifting structures of power and asymmetrical relations between North and South that render some types of knowledges, practices, repertoires, and bodies more legitimate and therefore more vis- ible. She has published in journals such as Applied Linguistics, Language and Education, Linguistics and Education, International Multilingual Research Journal, TESOL Quarterly. Lisa Lim is Associate Professor and Head of the School of English at The University of Hong Kong. Her research centres around multilingualism, language contact, language endangerment, and urban linguistic diversity, x The Multilingual Citizen with particular interest in the language practices in Singapore, Sri Lanka, and Hong Kong, and the Peranakan community. She is co-author (with Umberto Ansaldo) of Languages in Contact (Cambridge University Press, 2016), and founding co-editor of the journal Language Ecology (John Benjamins). She serves on the editorial boards of Language, Culture and Curriculum, and the Mouton book series ‘Dialects of English’. She developed and directs the online resource LinguisticMinorities.hk, and writes a fortnightly column ‘Language Matters’ for Hong Kong’s South China Morning Post’s Sunday Post Magazine (see http://www.scmp.com/author/ lisa-lim). Marilyn Martin-Jones was the founding Director of the MOSAIC Centre for Research on Multilingualism, University of Birmingham (2007–2010). She is now an Emeritus Professor based at the Centre. Over the last four decades, she has been engaged in critical, ethnographic research into language and literacy practices in diff erent multilingual classrooms and community contexts in the UK. She also has a keen interest in research methodology. Her most recent volume (with Deirdre Martin) is Researching Multilingualism: Critical and Ethnographic Perspectives (Routledge, 2017). She is also editor (with Joan Pujolar) of the Routledge book series Critical Studies in Multilingualism. Stephen May is Professor of Education in Te Puna Wānanga (School of Māori and Indigenous Education) at the University of Auckland. He is an international authority on language rights, language policy, bilingualism and bilingual education and critical multicultural approaches to education. He has published over 100 articles and book chapters, along with numer- ous books, including, most recently, The Multilingual Turn (2014) and Language and Minority Rights (2nd edn, 2012). He is Editor-in- Chief of the 10-volume Encyclopedia of Language and Education (3rd edn, 2017), His homepage is http://www.education.auckland.ac.nz/uoa/stephen-may Tommaso M. Milani is Professor of Multilingualism at the University of Gothenburg, and Visiting Professor of Linguistics at the University of the Witwatersrand, Johannesburg. His research interests include language ideological debates, multilingualism, critical discourse analysis, and semi- otic landscapes. He has recently edited the book Language and Masculinities: Performances, Intersections, Dislocations (Routledge, 2015), and is working on a monograph on the spatial semiotics of

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