Caroline Kerfoot is Professor at the Centre for Research on Bilingualism, Stockholm University. She was previously Head of Language Education, University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. Recent publications appear in Applied Linguistics, Linguistics & Education, International Multilingual Research Journal, and Language & Education.Kenneth Hyltenstam is Professor Emeritus at the Centre for Research on Bilingualism, Stockholm University. He has been Professor of Bilingualism since 1992 and prior to that Associate Professor of Bilingualism since 1981. His main research area is second language acquisition, but his research also covers several other topics (bilingualism and dementia, language maintenance, language policy, and language and education). He has published six volumes internationally and several books in Swedish. Recent research appears in Applied Linguistics, Bilingualism: Language and Cognition, Language and Speech, Language Learning, Sociolinguistica, and Studies in Second Language Acquisition.

• IntroductionCaroline Kerfoot and Kenneth Hyltenstam Part I Southern perspectivesChapter 1 On the margins of the Republic: Medical encounters in a postcolonial setting and the construction of sociolinguistic orders of visibilityValelia Muni TokeChapter 2 Constructing invisibility: The discursive erasure of a black immigrant learner in South Africa.Caroline Kerfoot and Gwendoline TatahChapter 3 Why can’t race just be a normal thing?’ Entangled discourses in the narratives of young South Africans.Zannie BockPart II South-North EntanglementsChapter 4 Moving north, navigating new work worlds and re-mooring: Language and other semiotic resources in the migration trajectories of East Timorese in the UKEstêvão Cabral and Marilyn Martin-JonesChapter 5 South-North trajectories and language repertoiresKasper Juffermans & Bernardino TavaresPart III Northern perspectivesChapter 6 Conflicting agendas in basic Swedish adult second language educationInger Lindberg and Karin SandwallChapter 7 Institutional constraints on flexible versus fixed multilingualism: The case of parallel language ideology in SwedenLionel WeeChapter 8 Nine months of entextualizations. Discourse and knowledge in an online discussion forum thread for expecting parentsLinnea Hanell and Linus SaloPart IV: North-South dynamics in research and knowledge production Chapter 9 The politics of the margins: Multisemiotic and affective strategies of voice and visibilityTommaso M. MilaniChapter 10 Epistemic diversity, lazy reason and ethical translation in post-colonial contexts: The case of indigenous educational policy in Brazil.Lynn Mario Menezes de Souza,Chapter 11 Re-placing and re-centring southern multilingualisms: A de-colonial project Kathleen HeughAfterwordChristopher Stroud

"Caroline Kerfoot and Kenneth Hyltenstam have produced a thought-provoking and insightful contribution to Routledge’s Critical Studies in Multilingualism series with their new edited collection that explores the multiple entanglements of Northern and Southern linguistic,cultural and knowledge systems...this edited collection offers new understandings for researchers, policy makers and practitioners in the fields of language, health care, education, and other areas." – Catherine Manathunga in Scholarship of Teaching and Learning of the South

Caroline Kerfoot is Professor at the Centre for Research on Bilingualism, Stockholm University. She was previously Head of Language Education, University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. Recent publications appear in Applied Linguistics, Linguistics & Education, International Multilingual Research Journal, and Language & Education.Kenneth Hyltenstam is Professor Emeritus at the Centre for Research on Bilingualism, Stockholm University. He has been Professor of Bilingualism since 1992 and prior to that Associate Professor of Bilingualism since 1981. His main research area is second language acquisition, but his research also covers several other topics (bilingualism and dementia, language maintenance, language policy, and language and education). He has published six volumes internationally and several books in Swedish. Recent research appears in Applied Linguistics, Bilingualism: Language and Cognition, Language and Speech, Language Learning, Sociolinguistica, and Studies in Second Language Acquisition.

• IntroductionCaroline Kerfoot and Kenneth Hyltenstam Part I Southern perspectivesChapter 1 On the margins of the Republic: Medical encounters in a postcolonial setting and the construction of sociolinguistic orders of visibilityValelia Muni TokeChapter 2 Constructing invisibility: The discursive erasure of a black immigrant learner in South Africa.Caroline Kerfoot and Gwendoline TatahChapter 3 Why can’t race just be a normal thing?’ Entangled discourses in the narratives of young South Africans.Zannie BockPart II South-North EntanglementsChapter 4 Moving north, navigating new work worlds and re-mooring: Language and other semiotic resources in the migration trajectories of East Timorese in the UKEstêvão Cabral and Marilyn Martin-JonesChapter 5 South-North trajectories and language repertoiresKasper Juffermans & Bernardino TavaresPart III Northern perspectivesChapter 6 Conflicting agendas in basic Swedish adult second language educationInger Lindberg and Karin SandwallChapter 7 Institutional constraints on flexible versus fixed multilingualism: The case of parallel language ideology in SwedenLionel WeeChapter 8 Nine months of entextualizations. Discourse and knowledge in an online discussion forum thread for expecting parentsLinnea Hanell and Linus SaloPart IV: North-South dynamics in research and knowledge production Chapter 9 The politics of the margins: Multisemiotic and affective strategies of voice and visibilityTommaso M. MilaniChapter 10 Epistemic diversity, lazy reason and ethical translation in post-colonial contexts: The case of indigenous educational policy in Brazil.Lynn Mario Menezes de Souza,Chapter 11 Re-placing and re-centring southern multilingualisms: A de-colonial project Kathleen HeughAfterwordChristopher Stroud

"Caroline Kerfoot and Kenneth Hyltenstam have produced a thought-provoking and insightful contribution to Routledge’s Critical Studies in Multilingualism series with their new edited collection that explores the multiple entanglements of Northern and Southern linguistic,cultural and knowledge systems...this edited collection offers new understandings for researchers, policy makers and practitioners in the fields of language, health care, education, and other areas." – Catherine Manathunga in Scholarship of Teaching and Learning of the South

Caroline Kerfoot is Professor at the Centre for Research on Bilingualism, Stockholm University. She was previously Head of Language Education, University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. Recent publications appear in Applied Linguistics, Linguistics & Education, International Multilingual Research Journal, and Language & Education.Kenneth Hyltenstam is Professor Emeritus at the Centre for Research on Bilingualism, Stockholm University. He has been Professor of Bilingualism since 1992 and prior to that Associate Professor of Bilingualism since 1981. His main research area is second language acquisition, but his research also covers several other topics (bilingualism and dementia, language maintenance, language policy, and language and education). He has published six volumes internationally and several books in Swedish. Recent research appears in Applied Linguistics, Bilingualism: Language and Cognition, Language and Speech, Language Learning, Sociolinguistica, and Studies in Second Language Acquisition.

• IntroductionCaroline Kerfoot and Kenneth Hyltenstam Part I Southern perspectivesChapter 1 On the margins of the Republic: Medical encounters in a postcolonial setting and the construction of sociolinguistic orders of visibilityValelia Muni TokeChapter 2 Constructing invisibility: The discursive erasure of a black immigrant learner in South Africa.Caroline Kerfoot and Gwendoline TatahChapter 3 Why can’t race just be a normal thing?’ Entangled discourses in the narratives of young South Africans.Zannie BockPart II South-North EntanglementsChapter 4 Moving north, navigating new work worlds and re-mooring: Language and other semiotic resources in the migration trajectories of East Timorese in the UKEstêvão Cabral and Marilyn Martin-JonesChapter 5 South-North trajectories and language repertoiresKasper Juffermans & Bernardino TavaresPart III Northern perspectivesChapter 6 Conflicting agendas in basic Swedish adult second language educationInger Lindberg and Karin SandwallChapter 7 Institutional constraints on flexible versus fixed multilingualism: The case of parallel language ideology in SwedenLionel WeeChapter 8 Nine months of entextualizations. Discourse and knowledge in an online discussion forum thread for expecting parentsLinnea Hanell and Linus SaloPart IV: North-South dynamics in research and knowledge production Chapter 9 The politics of the margins: Multisemiotic and affective strategies of voice and visibilityTommaso M. MilaniChapter 10 Epistemic diversity, lazy reason and ethical translation in post-colonial contexts: The case of indigenous educational policy in Brazil.Lynn Mario Menezes de Souza,Chapter 11 Re-placing and re-centring southern multilingualisms: A de-colonial project Kathleen HeughAfterwordChristopher Stroud

"Caroline Kerfoot and Kenneth Hyltenstam have produced a thought-provoking and insightful contribution to Routledge’s Critical Studies in Multilingualism series with their new edited collection that explores the multiple entanglements of Northern and Southern linguistic,cultural and knowledge systems...this edited collection offers new understandings for researchers, policy makers and practitioners in the fields of language, health care, education, and other areas." – Catherine Manathunga in Scholarship of Teaching and Learning of the South