Microsoft Word - Er_8.1.docx E-­‐JournALL,  EuroAmerican  Journal  of  Applied  Linguistics  and  Languages   Volume  8,  Issue  1,  March  2021,  87–92   ISSN  2376-­‐905X       http://doi.org/10.21283/2376905X.13.234   www.e-­‐journall.org   © Er 2021. This work is licensed under a Creative Commons Attribution 4.0 International License.       Review:  Kagan,  Olga,  Carreira,  Maria  M.,  &  Hitchins  Chik,  Claire  (Eds.).   (2017).  The  Routledge  handbook  of  heritage  language  education:  From   innovation  to  program  building.  Taylor  &  Francis.         SIMAY  BIRCE  ER     Johannes  Gutenberg  University    Vytautas  Magnus  University     Book  Review     Received  16  January  2021;  accepted  after  revision  21  February  2021   ABSTRACT EN The Routledge Handbook of Heritage Language Education successfully contextualizes heritage language education initiatives across a wide range of languages and geographical settings. It comprises an impressive range of studies that cover all levels of education and show the institutionalization process of heritage language education initiatives. The book is recommended reading for researchers, scholars, educators, language planners, and practitioners. Key words: HERITAGE LANGUAGE, INSTITUTIONALIZATION, MINORITY LANGUAGE, INNOVATION ES The Routledge Handbook of Heritage Language Education contextualiza con éxito las iniciativas educativas realizadas en el campo de las lenguas de herencia en una amplia gama de entornos geográficos. Incluye una impresionante variedad de estudios que abarcan todos los niveles educativos y muestran el proceso de institucionalización de las iniciativas de enseñanza de las lenguas de herencia. El libro está dirigido a investigadores, académicos, responsables de planificación lingüística y profesores de lenguas. Palabras clave: LENGUAS DE HERENCIA, INSTITUCIONALIZACIÓN, LENGUAS MINORITARIAS, INNOVACIÓN IT The Routledge Handbook of Heritage Language Education inquadra con esito positivo le iniziative di percorsi educativi che riguardano lo studio delle lingue ereditarie in numerose aree geografiche. Il lavoro comprende una gamma sorprendentemente vasta di studi che riguardano tutti i livelli di istruzione, e rivela il processo di istituzionalizzazione delle iniziative a livello educativo riguardanti le lingue ereditarie. Il libro è rivolto a ricercatori, studiosi, responsabili delle politiche linguistiche e insegnanti di lingua. Parole chiave: LINGUE EREDITARIE, ISTITUZIONALIZZAZIONE DI PERCORSI EDUCATIVI, LINGUE MINORITARIE, INNOVAZIONE * Simay  Birce  Er,  Johannes  Gutenberg  University  &  Vytautas  Magnus  University   simer@students.uni-­‐mainz.de http://www.e-journall.org/ ER   E-­‐JournALL,  7(2)  (2021),  pp.  87–92  88 1.  Introduction     Recent   significant   developments   in   heritage   language   (HL)   education   have   enhanced   the   understanding  of  HL  teaching  and  consolidated  HL  education  as  an  emerging  field  in  education  (Felices-­‐De  la   Fuente,  2020).  A  heritage  language  refers  to  the  home  language  of  a  bilingual  speaker  who  is  dominant  in  the   main   societal   language   (Polinsky,   2018).  Growing   awareness   of  HL   education,   a   greater   appreciation   of  HL   programs,  and  attempts  by  schools  to  build  or  improve  HL  teaching  programs  have  led  to  renewed  interest  in   HL   teaching   across   the   world.   With   recently   developed   pedagogical   approaches   to   foster   HL   competence,   more  and  more  traditional  language  teaching  programs  have  been  replaced  by  education  programs  promoting   multilingualism.  For  example,  positive  pedagogical  changes  were  documented  thanks  to  increased  visibility  of   HLs  in  23  New  York  City  schools  participating  in  the  CUNY-­‐NYSIEB  project  (Menken,  Pérez  Rosario,  &  Guzmán   Valerio,  2018).  Elsewhere,  a  report  by  the  Minnesota  Department  of  Education  (2018)  shows  an  increase  in   primary   home   languages   other   than   English.   In   addition,   Leonard,   Vitrella,   and   Yang   (2020)   published   a   report   on   the   2019   Summit,  which   drew   attention   to   the   need   to   engage  more  HL   learners   and   created   a   series  of  calls  to  action  for  students,  families,  teachers,  educational  institutions,  and  state  agencies  to  develop   and  promote  HL  programs.  European  policies  identifying  multilingualism  as  a  goal  for  European  citizens  have   also  led  to  an  increase  in  the  number  of  HL  teaching  programs  in  Europe.  Recent  developments  such  as  these   have  made  it  necessary  to  revisit  The  Routledge  Handbook  of  Heritage  Language  Education:  From  Innovation  to   Program  Building,  published  in  2017  and  edited  by  Olga  Kagan,  Maria  M.  Carreira,  and  Claire  Hitchens  Chik.     Agnes   He   (2010)   refers   to   HLs   as   “the   language[s]  of   the   heart”   (p.   66).   As  HLs   are   the   very   first   languages  that  children  are  exposed  to  within  the  family  setting,  these  languages  have  a  special  meaning  for   heritage  speakers.  As  the  HL  speaker  population  grows,  the  need  to  promote  HL  acquisition  and  maintenance   is   also   expanding.   An   increasing   number   of   educational   institutions   have   recently   begun   to   support   HL   development  or  to  offer  instruction  in  HLs,  but  the  question  arises  of  whether  to  teach  these  languages  as  L1   or  L2.  Heritage  speakers  fit  neither  into  the  model  of  a  monolingual  native  speaker  nor  into  that  of  a  balanced   bilingual  (Chang,  2016).  Therefore,  it  is  vital  that  educational  institutions  foster  pedagogical  innovation  in  HL   teaching  and  meet  the  linguistic  needs  of  this  special  group  of  speakers.     The  title  of  the  handbook  implies  to  its  readers  that  its  aim  is  to  introduce  innovative  approaches  to   HL   teaching   within   the   framework   of   institutionalization.   The   volume   adopts   Ekholm   and   Trier’s   (1987)   definition  of  institutionalization,  which  refers  to  the  assimilation  of  an  innovation  into  an  organization,  such  as   a   school,   until   it   becomes   stable   and   routinized.   This   explanation   points   out   how   innovation   and   institutionalization   are   interrelated   in   an   education   context.   The   studies   in   this   handbook   successfully   represent  the  process  of  institutionalization,  through  the  acceptance  of  changes  in  teaching  (e.g.,  the  adoption   of  a  new  curriculum  or  new  teaching  practices  by  different  educational  institutions).     With   31   chapters   by  50   authors,   this   handbook  makes   significant   contributions   to   the   field   of   HL   education,  which  is  itself  an  emerging  field.  It  reaches  a  wide  audience  by  covering  all  levels  of  education  on   an   international   HL   teaching   spectrum   and   enriching   it   with   carefully   designed   studies.   These   studies   are   likely   to   appeal   to   researchers,   language  planners,   and  practitioners  who  would   like   to   establish   a  new  HL   education  program  or  adopt  a  new  curriculum  or  approach.  The  handbook’s  significant  contributions  to  the   field   lie   in   the   compilation  of   an   impressive  number  of   studies   and   in   the  diversity  of   educational   contexts   described.       2.  Summary  of  content     The  handbook  is  a  single  volume  comprised  of  studies  on  22  languages,  conducted  by  researchers  in   various   areas   of   the   world.   The   volume   is   divided   into   seven   parts,   each   of   which   includes   four   to   five   chapters.  Its  31  chapters  cover  all  levels  of  education  and  encompass  studies  focusing  on  HLs  spoken  by  both   immigrant   and   diasporic   communities.   These   studies   investigate   HL   education   practices   within   the   framework  of  institutionalization,  on  both  the  micro-­‐  and  macro-­‐levels.     The   first   part   of   the   volume   is   devoted   to   the   changing  demographics   of  HL   communities   in  many   parts  of  the  world.  The  five  chapters  in  this  part  provide  a  historical  overview  of  changing  demographics  and   immigration  patterns;   they  also  cover   immigrant   languages  and  HLs   in  Europe,  Australia,   the  United  States,   Latin   America,   and   Canada.   For   example,  Wiley   and   Bhalla’s   chapter   (Chapter   3)   on   the   demographics   of   heritage   and   community   languages   in   the  United  States  enables   readers   to   gain   insight   into   the   sources   of   linguistic   diversity   in   the  United  States  by   comparing   historical   and   current   census   data.  Wiley   and  Bhalla   identify   a   disconnect   between   the   top   10   languages   spoken   in   U.S.   homes   and   the   most   popular   foreign   REVIEW:  THE  ROUTLEDGE  HANDBOOK  OF  HERITAGE  LANGUAGE  EDUCATION   E-­‐JournALL,  8(1)  (2021),  pp.  87–92 89   languages  offered  in  the  U.S.  schools.  This  chapter  concludes  with  useful  recommendations  to  adopt  a  broader   and  more  comprehensive  national  policy  that  embraces  the  multilingual  reality  of  the  United  States.   The  second  and  third  parts  of  the  handbook  introduce  HL  education  paradigms  initiated  by  minority   communities   such   as   after-­‐school   programs   and   all-­‐day   pre-­‐,   primary,   and   secondary   schools.   The   nine   chapters   in  Parts   2   and   3   outline   the   stages   of   institutionalization   of   these   community   initiatives   and   the   process  of  adopting  innovation.  Chapter  6,  by  Uriu  and  Douglas,  describes  how  a  Japanese  weekend  school  in   California  went  through  a  significant  institutional  change  by  adopting  a  new  HL  curriculum.  Implementation   of   the   new   curriculum   was   well-­‐known   to   the   authors   through   their   own   involvement   in   the   curricular   change.   The   chapter   presents   a   very   realistic   picture   of   adopting   an   innovative   curriculum,  acknowledging   negative  developments   such   as   skeptical   parents,   overburdened,   overworked,   and   underpaid   teachers,   and   the   loss   of   a   third   of   the   students   as   well   as  more   than   half   of   the   teachers.   A   particular   strength   of   this   chapter  is  the  way  that  it  reflects  students’,  parents’,  teachers’,  and  the  school  administration’s  perspectives  on   the  challenging  political  process  of  initiating  a  curricular  change,  and  recounts  how  the  school  overcame  this   crisis.   The   authors   conclude   that   although   there   is   still   a   long   road   ahead   of   them   to   fully   stabilize   the   curriculum,  they  are  making  progress.       Chapter   12   (by   Bourgerie)   takes   a   close   look   at   how   Chinese   education   has   evolved   in   line   with   political   and   cultural   changes   in   the   Cambodian   Chinese   diaspora.   The   historical   overview   of   Chinese   presence  in  Cambodia,  the  background  of  the  Chinese  language,  the  number  of  Chinese  dialect  speakers  and   Chinese   populations   in   Cambodia   offers   important   contextualization   to   readers   with   limited   or   no   background   knowledge   on   Chinese   as   an   HL   in   Cambodia.   The   author   first   identifies   factors   such   as   the   teachers’  backgrounds  and  the  students’  levels  of  language  use  at  home  and  elsewhere,  literacy  levels,  ethnic   identity,  and  religion,  before  delving  into  the  issues  of  the  pedagogy  and  approaches  used  in  teaching  Chinese   as   an   HL   in   four   schools   in   Cambodia   and   comparing   these   with   those   used   in   Mainland   China.   The   examination  of  these  factors  enables  readers  to  understand  the  reasons  for  shifting  attitudes  towards  Chinese   language  in  Cambodia  and,  accordingly,  perceptions  about  Chinese  HL  education  as  a  professional  asset.       The  nine  studies  in  Parts  4  and  5  of  the  handbook  investigate  to  what  extent  public  education  systems   meet  the  linguistic  needs  of  HL  speakers  and  how  societal  and  governmental  policies  and  ideologies  shape  the   organization   of   these   paradigms.   In   Chapter   15,   Kagan   depicts   the   vivid   multilingual   landscape   of   the   metropolitan  area  of  Los  Angeles  and  investigates  whether  the  local  high  schools  offer  the  languages  spoken   by  the  ethnic  communities  that  they  serve.  Kagan’s  findings  highlight  a  disparity  between  the  languages  used   by  residents  and  the  foreign  languages  and  HLs  offered  by  the  schools  in  the  region.  The  chapter  is  limited  to   one  specific  area  and  a  small  number  of  interviewees  and  survey  respondents.  However,  it  achieves  its  goals   by  identifying  the  vital  need  for  schools  to  offer  instruction  in  languages  spoken  by  the  community  in  which  a   school   is   located.   It   also   highlights   the   importance   of   offering   these   languages   in   a   way   that  meets   the   linguistic   needs   of   both   foreign   language   and  HL   learners.  With   this  goal   in  mind,   the   author  moves   on   to   describe  successful  HL  programs  and  concludes  with  useful  recommendations  for  schools  to  make  the  most  of   the   linguistic   and   cultural   richness   of   their   surrounding   communities.   The   chapters   in   Part   5   continue   to   exemplify  the  institutionalization  of  various  types  of  HL  programs  in  public  schools  from  Japan,  New  Zealand,   Lithuania,  Norway,  Sweden,  and  Germany.     Part   6   addresses   the   presence   of   HLs   in   higher   education.   In   Chapter   25,  Nielsen‘s   framework   of   “Arabic-­‐as-­‐resource”   or   “Arabic-­‐as-­‐problem”   engages   readers   with   the   teaching   of   Arabic   as   HL   in   Danish   higher  education  and  helps  readers  to  understand  the  status  of  Arabic  in  Danish  media,  politics,  and  language   education  policies.  The  author  outlines  key  issues  in  the  design  of  Arabic  programs,  which  were  expected  to   achieve   short-­‐term   economic   goals   in   Danish   postsecondary   education,   in   addition   to   the   challenges   that   Arabic  HL  learners  face.     The  last  part  of  the  volume,  Part  7,  addresses  HL  maintenance.  The  four  chapters  in  this  part  provide   examples  from  learning  Chinese,  Turkish,  Korean,  and  Yiddish  as  HLs  in  formal  and  informal  contexts.  Pfaff,   Dollnick,   and   Herkenrath   present   an   outstanding   chapter   on   Turkish   HL   maintenance   in   Germany.   Their   chapter,  Chapter  29,  shows  how  an  extensive  collaboration  between  formal  and  informal  structures  may  lead   to   an   increase   in   support   for   HL   instruction.  This   chapter   documents  macro-­‐level   demographic   and   social   factors   affecting   Turkish   in   Germany,   including  micro-­‐level   language   programs.   The   authors   come   to   the   uneasy  conclusion  that  the  institutionalization  of  Turkish  HL  education  in  Germany  is  controversial;  although   there  is  a  great  deal  of  support  for  Turkish,  language  instruction  is  still  not  available  for  all  HL  learners  and  HL   classes  are  still  very  restricted  in  mainstream  schools.   ER   E-­‐JournALL,  7(2)  (2021),  pp.  87–92  90     One  of  the  main  messages  of  this  handbook  concerns  the  integration  of  HL  education  in  a  manner  that   is   not   limited   by   bottom-­‐up   attempts.   To   do   this,   the   authors   opt   for   a   common   approach   of   institutionalization  through  innovation  to  investigate  HL  teaching  programs.  Therefore,  in  order  to  identify  to   what   extent   HL   education   programs   are   institutionalized,   the   studies   present   evidence   from   educators,   directors,   families,   and   students   through   observations,   interviews,   surveys,   and   linguistic   biographies.   This   volume  diverges  from  others  in  its  field  because  it  does  not  attempt  to  present  ideal  models  for  teaching  HLs.   In  addition,  although  the  field  of  HL  education  has  yet  to  be  fully  developed,  the  volume  consists  of  studies  on   HL  maintenance  in  formal  education  contexts,  unlike  others  that  mainly  focus  on  the  home  setting.       3.  Analysis  and  evaluation     The   Routledge   Handbook   of   Heritage   Language   Education   covers   a   wide   range   of   languages   and   geographical   settings.   Despite   the   immense   scope   of   the   book,   the   concept   of   institutionalization  provides   readers  with   a   common   framework   for  approaching  different  HL  programs   in   various   educational   settings.   While   the   studies   in   each   part   present   a   number   of   approaches   to   HL   education,   certain   indicators   of   institutionalization   are   identified   in   the   volume   such   as   linguistic   resources,   teacher   qualifications,   and   funding.   These   indicators   enable   readers   to   compare   the   degree   of   institutionalization   of   different   HL   education  paradigms  and  initiatives.     One   of   the   main   strengths   of   the   book   is   the   way   it   successfully   contextualizes   HL   education   initiatives   through  a  number  of   studies   conducted   in  various  parts  of   the  world.  Each   study   introduces   the   teaching  of  a  non-­‐dominant  language  in  a  different  educational  setting.  These  studies  provide  readers  with  a   comprehensive  historical  and  methodological  overview  of  the  HL  programs,  as  well  as  demographic  analyses,   information  on   the  status  of   foreign/minority   language   instruction   in   the  mainstream  education  systems  of   the  host  countries,  multilingual  practices   in  particular  cities,  and   language   ideologies  within   immigrant  and   host  communities.  A  well-­‐presented  background  of   the   status  of  HLs   and  multilingual  practices   in   the  host   countries  helps  readers  to  gain  a  better  understanding  of  HL  teaching  initiatives.     Another   strength   of   the   book   is   its   engagement   with   micro-­‐   and   macro-­‐levels   of   HL   teaching   initiatives.  HL  teaching  programs  are  evaluated  through  both  the  work  of  researchers  and  linguists,  as  well  as   through   the   statements   of   families,   students,   and   teachers  who  are   actively   involved   in   this   process.  Direct   statements   from   teachers   and   members   of   executive   committees   are,   for   example,   used   in   the   study   conducted   on   Brazilian   complementary   schools   in   London   and   Barcelona   (Chapter   8).   The   sixth   chapter,   concerning  a  Japanese  weekend  school  in  California,  presents  perspectives  of  teachers,  parents,  and  students.   These   studies,  with   their  use  of   personal  narratives,  enhance   insight   into   the  possible   challenges   and   risks   inherent  to  the  process  of  adopting  a  new  curriculum,  while  suggesting  ways  to  overcome  these  obstacles.     One  of  the  shortcomings  of  the  handbook  is  that,  although  it  covers  all  levels  of  education  in  various   types   of   educational   institutions,   it   does   not   detail   the   efficiency   and   outcomes   of   these   HL   education   programs   or   long-­‐term   consequences   of   the   innovations   made   by   adopting   a   new   approach,   strategy,   or   curriculum.  The  outcomes  of  these  programs  are  not  only  significant  to  understanding  the  impacts  of  different   approaches  to  institutionalization,  but  also  to  helping  educators,  administrators,  and  policymakers  to  decide   what  kind  of  models  or  strategies  to  adopt  in  establishing  or  improving  an  HL  teaching  program.  The  “Lessons   Learned”   section   of   the   introduction   does   present   useful   tips   from   the   studies   in   the   book   about   the   requirements  and  challenges  of  the  institutionalization  of  HL  practices  into  the  curriculum.  Devoting  an  entire   chapter  to  learning  outcomes,  however,  could  have  been  of  greater  help  to  readers  and  offered  better  insight   into  comparing  different  HL  teaching  approaches  and  models.     This   handbook   is   immensely   useful   for   HL   scholars   and   educators   and   it   makes   significant   contributions  to  the  field  of  HL  education.  It  deepens  an  understanding  of  HL  education  by  emphasizing  that  it   is   an   issue   that   must   be   tackled   on   an   international   level.   The   variety   of   theoretical   and   pedagogical   approaches—including   bottom-­‐up   education   program   initiatives,   introduced   by   many   researchers—is   another   tremendous   achievement   of   this   book.   The   handbook   may   also   be   useful   for   comparing   and   contrasting  the  experiences  of  other  teachers  and  administrators   in  diverse  educational  settings  around  the   world.       4.  Conclusion     The   book   sheds   light   on   innovations   in  HL   teaching   pedagogy   and   provides   a   broad   outline   of   HL   education  programs  across  various  parts  of  the  world.  Most  of  the  studies  are  conducted  by  researchers  who   REVIEW:  THE  ROUTLEDGE  HANDBOOK  OF  HERITAGE  LANGUAGE  EDUCATION   E-­‐JournALL,  8(1)  (2021),  pp.  87–92 91   are  members  of   the  minority   speech   communities   in  which   they   conduct   their   research.   These   studies   and   observations  help  readers  gain  better  insight  into  the  status  of  immigrant  languages  and  HLs.  The  theoretical   and  practical  overviews  of  the  educational  paradigms  make  a  significant  contribution  to   future  work  in  this   area  through  identifying  the  limitations  of  the  studies  and  introducing  novel  approaches.     Mobility  in  the  21st  century  and  the  changing  face  of  multilingualism  are  well-­‐reflected  in  the  book.  A   limitation   of   the   handbook   is   the   fact   that   learning   outcomes   from   the   HL   education   programs   are   not   addressed  in  the  studies.  However,  diverse  approaches  to  HL  education,  teaching  methods,  assessment  tools,   and  language  teaching  materials  present  readers  with  a  rich  source  of  HL  maintenance  practices  that  may  be   adapted  and  applied  by  educators  working  in  and  with  minoritized  communities.     The  handbook’s  dedication   to  parents  and  educators   indicates  an  appreciation  of   their  diligent  and   often   voluntary  work,   in   the   face   of  many   challenges,   to  maintain   their   community   languages   or   HLs.   The   efforts   made   by   these   dedicated   people   result   in   inspiring   bottom-­‐up   HL   teaching   initiatives.   In   sum,   the   handbook   contributes   to   the   field   of   HL   education   by   encouraging   other   minority   speech   communities   to   create   bonds,   to   collaborate   as   a   means   to   learn   from   each   other’s   experiences,   and   to   initiate   teaching   programs.   The  handbook   is  worth   reading   for   those  who   intend   to  establish  and  maintain   sustainable   and   successful  minority  language  teaching  programs.           References     Chang,  Charles  B.  (2016).  Bilingual  perceptual  benefits  of  experience  with  a  heritage  language.  Bilingualism:   Language  and  Cognition,  19(4),  791–809.     Ekholm,  Mats,  &  Trier,  Uri   (1987).   The   concept   of   institutionalization:   Some   remarks.   In  Matthew  B.  Miles,   Mats   Ekholm,  &  Roland  Vandenberghe   (Eds.),  Lasting   school   improvement:   Exploring   the   process   of   institutionalization  (pp.  13–21).  Acco.       Felices-­‐De   la   Fuente,   Maria   del   Mar,   Chaparro-­‐Sainz,   Álvaro,   &   Rodríguez-­‐Pérez,   Raimundo   (2020).   Perceptions   on   the   use   of   heritage   to   teach   history   in   secondary   education   teachers   in   training.   Humanities  and  Social  Sciences  Communications,  7(123),  1–10.   He,   Agnes   Weiyun   (2010).   The   heart   of   heritage:   Sociocultural   dimensions   of   heritage   language   learning.   Annual  Review  of  Applied  Linguistics,  30,  66–82.     Leonard,  Danyika,  Vitrella,  Alex,  &  Yang,  Kaying  (2020).  Power,  politics,  and  preservation  of  heritage  languages.   Coalition   of   Asian   American   Leaders   (CAAL)/Evolving   Education.   https://caalmn.org/wp-­‐ content/uploads/2020/07/CAAL-­‐EE-­‐Heritage-­‐Languages-­‐Paper.pdf   Menken,  Kate,  Pérez  Rosario,  Vanessa,  &  Luis  Alejandro,  Guzmán  Valerio  (2018).  Increasing  multilingualism  in   schoolscapes:  New  scenery  and  language  education  policies.  Linguistic  Landscape,  4(2),  101–127.   Minnesota   Department   of   Education   (2018).   English   learner   education   in   Minnesota:   Fall   2018   report.   https://files.eric.ed.gov/fulltext/ED599023.pdf   Polinsky,  Maria  (2018).  Heritage  languages  and  their  speakers.  Cambridge  University  Press.       https://caalmn.org/wp-content/uploads/2020/07/CAAL-EE-Heritage-Languages-Paper.pdf https://caalmn.org/wp-content/uploads/2020/07/CAAL-EE-Heritage-Languages-Paper.pdf https://files.eric.ed.gov/fulltext/ED599023.pdf ER   E-­‐JournALL,  7(2)  (2021),  pp.  87–92  92 Simay Birce Er, Johannes Gutenberg University & Vytautas Magnus University simer@students.uni-mainz.de EN Simay Birce Er is an M.A. student in the international joint-degree program in sociolinguistics and multilingualism at Johannes Gutenberg University and Vytautas Magnus University. Her research interests include multilingualism in education, the teaching of English as a foreign language, and sociolinguistics. ES Simay Birce Er es estudiante de maestría en un programa internacional de título conjunto en sociolingüística y multilingüismo de la Universidad Johannes Gutenberg y la Universidad Vytautas Magnus. Sus intereses de investigación incluyen el multilingüismo en la educación, la enseñanza del inglés como lengua extranjera y la sociolingüística. IT Simay Birce Er frequenta il Master nel programma congiunto in sociolinguistica e multilinguismo all’Università di Johannes Gutenberg e l’Università di Vytautas Magnus. La sua attività di ricerca include il multilinguismo nell’istruzione, l’insegnamento dell’inglese come lingua straniera e la sociolinguistica. OLE_LINK4 OLE_LINK3