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Through the voices of stakeholders in the field of teaching English to speakers of other languages (ESOL), this volume critically examines models of language provision and integration, the relationship between language and identity, and developing ESOL practices and policy.

This volume presents a collection of the latest scholarly research on language, migration and identity. It includes research conducted within both established and emerging methodological frameworks and explores a wide range of contexts and geographical locations, from the language classroom to the migrant experience, and from Ireland to Eritrea.

This book brings together research perspectives on the theme of European linguistic and cultural identity. Its chapters are the responses of rising European researchers to the challenges of language and identity in the context of a multilingual Europe, particularly in urban settings.

The current volume foregrounds the use of different methods for the study of migration, language and identity. It brings together studies from fields such as ethnology, linguistics, literature and religious studies.