Nonformal Bilingual Education

Abstract

This chapter discusses the distinction between planned and unplanned nonformal bilingual teaching and learning. Each section focuses on the domains that prompt bilingual language acquisition and use, including family, neighborhoods, media, religious organizations, and political groups. The chapter reviews literature on nonformal bilingual education from around the world, considering in particular language efforts for and by immigrant populations. It focuses on the rich theoretical developments in relation to a dynamic understanding of language socialization, identity and multilingual language and literacy practices. The chapter provides future directions relevant to developing nonformal bilingual education, including the need for increased attention to translanguaging, questions regarding literacy learning in multiple languages, and more research on bilingualism and peace. Attending to the agency of speakers and learners and the processes and contexts in which they engage bilingualism will yield greater information to highlight the dynamism of language learning in the global era.

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