Section I: Endangered and Minority languages in the New Global Context 1. Preserving indigenous languages in the Pacific region: The role of key stakeholders 2. Language Revitalization Case Studies from the Nordic Countries 3. Celtic Lessons: Revitalising Cornish through the Education System 4. Basque and Occitan in the new global context: some reflections on language coexistence in multilingual education 5. Redrawing Language Boundaries: Nurturing Arabic in the United Arab Emirates 6. How Is Alsatian Written?: A Case Study of the Linguistic Landscape in Strasbourg 7. The Global Language – Latin Section II: Technology, Media, and Revitalization 8. The role of language attitudes and ideologies in minority language learning and language revitalization: Perspectives of Polish migrants learning Welsh 9. Learning from Language Revitalization Movements to Promote Uyghur Language Resilience in Diaspora 10. The role of new media in maintaining endangered languages: Insights from Igbo 11. Challenges of Language Survival in Digital Perspectives: Case and Context of India 12. Indigenous Artificial Intelligence: Virtual and Augmented Reality as Tools in the Cultural Preservation and Education of Endangered and Extinct Languages Section III: Language Policy, Ideology, and Multilingual Education 13. “Speak Standard Mandarin, Write Standard Characters”: Mandarin language promotion and its effect on minority languages in China 14. Ideological monolingualism and the languages classroom in England 15. Multilingualism in Minority Schools: New Realities 16. Learning the Neighbor’s Language: Regional and minoritized languages as a resource in the European educational context 17. Challenging standard language ideology in L2 learning contexts for endangered and minority languages 18. Turning Toward Plurilingualism through a Focus on Place 19. Border Culture Identity 20. Textual phenomena addressing youth: Orthographic, typographic, and ideological aspects of the Greek-Cypriot dialect 21. “I already know where that place is …”: The Educational Linguistic Landscape of a Language at Risk Section IV: Learning Endangered and minority Languages 22. Artificial Intelligence Assisted Language Learning (AIALL) for ALL in the New Global Context: Threats and Opportunities 23. Raising intercultural awareness in European University Alliances: opportunities, challenges and limitations 24. Rhizomatic approaches: A response to hierarchies, linearity and isolation in language learning 25. The non-fiction picturebook as a tool for (re)constructing children’s and teachers’ representations of endangered languages: Design and results of a multimodal educational project for the Aragonese language 26. Modularity as a Practical Approach to Teaching and Learning About the LGBTQIA+ Community in Japan and Beyond
