The DOI matches its Crossref record.
Multilingualism : A Critical Perspective
Abstract
What does it mean to young people to be multilingual? What do multilingual speakers’ linguistic resources mean to them? Are they happy to discard their languages, and assimilate to English, or are there other issues at stake? Do communities set out to ensure that their languages are maintained and passed on to the next generation, and if so, how, and why? What if speakers appropriate and make use of linguistic resources not typically associated with their ‘ethnic’ or ‘heritage’ group? Is there consensus about the role and value of particular sets of linguistic resources, or is this contested, and negotiated? How do negotiations about linguistic resources and identities play out in institutional contexts, and what language practices are used in these negotiations? Adrian Blackledge and Angela Creese address these questions, taking a critical perspective to examine issues such as nationalism, heritage, culture, identity negotiation, ideology and power. They offer responses
Overview
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Indeed, for many children in the world, being bilingual or multilingual is an everyday reality (Blackledge and Creese 2010).”
From Key themes and future directions in teaching English to young learners: Introduction to the special issue (2014) · cites this paper as Blackledge and Creese 2010
In the citing paper
“Children can learn more than one language simultaneously and often do in their home and social contexts.”
From Key themes and future directions in teaching English to young learners: Introduction to the special issue (2014) · cites this paper as Blackledge and Creese 2010
Citations
Cited by
Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics
Otheguy, R., García, O., & Reid, W. (2015) · Applied Linguistics Review · doi:10.1515/applirev-2015-0014 · Cited by 2,131
Translanguaging: origins and development from school to street and beyond
Lewis, G., Jones, B., & Baker, C. (2012) · Educational Research and Evaluation · doi:10.1080/13803611.2012.718488 · Cited by 924
Teachers’ Beliefs about Multilingualism in a Course on Translanguaging
Gorter, D., & Arocena, E. (2020) · System · doi:10.1016/j.system.2020.102272 · Cited by 168
Banda, F. (2018) · Current Issues in Language Planning · doi:10.1080/14664208.2017.1353333 · Cited by 140
Copland, F., & Garton, S. (2014) · ELT Journal · doi:10.1093/elt/ccu030 · Cited by 115
Metadata
- Publisher
- Bloomsbury Academic
- Published
- 2010
- Cited by
- 2
- References
- 0
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: Multilingualism : A Critical Perspective. https://app.cochat.ai/papers/10.5040/9781474212281
- The paper
- Multilingualism : A Critical Perspective. (2010). https://doi.org/10.5040/9781474212281
