Displacement, Language Maintenance and Identity -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- List of tables -- List of figures -- Acknowledgement -- Preface -- Introduction: Communities in transition -- Chapter 1. The ecology of immigrant languages -- Introduction -- 1.1 Theories of language maintenance and shift -- 1.1.1 Objective measures of ethnolinguistic vitality -- 1.1.2 Demographic variables -- 1.1.3 Domain-based sociolinguistic approaches -- 1.1.4 Social psychological approaches to vitality -- 1.1.5 Motivation -- 1.2 Language attitudes and identity -- 1.2.1 Language attitudes -- 1.2.2 Measuring language attitudes -- 1.2.3 Language ideologies -- 1.2.4 Identity -- Conclusion -- Chapter 2. The ethnolinguistic study -- Introduction -- 2.1 Locality -- 2.2 Research approach, aims and methods -- 2.2.1 Approach -- 2.3 Participants -- 2.3.1 Selecting participants -- 2.3.2 The sample -- 2.4 Methods of data collection and analysis -- 2.4.1 Phase I: Sociolinguistic survey -- 2.4.2 Phase II: In-depth interviews -- 2.4.3 Phase III: Ethnolinguistic observations -- 2.4.4 Phase IV: Data analysis -- 2.5 Methodological observations concerning ethics -- Conclusion -- Chapter 3. Language policy context -- Introduction -- 3.1 Languages of Sudan -- 3.2 Historical overview of language planning in Sudan -- 3.2.1 Languages of education in Sudan -- 3.2.2 Condominium (1898-1956) -- 3.2.3 The Post-colonial era (after 1956) -- 3.2.4 From Addis Ababa (1972) to Naivasha (2004) -- 3.2.5 Current state of languages and education in Sudan -- 3.2.6 Schooling and literacy -- 3.2.7 Shift to Arabic in Sudan -- 3.2.8 Dinka language planning in Sudan -- 3.3 The Australian context -- 3.3.1 De facto multiculturalism and multilingualism in Australia -- 3.3.2 Multicultural policies -- 3.3.3 The Adult Migrant English Program (AMEP).

3.3.4 Language learning other than English for immigrants -- Conclusion -- Chapter 4. Displacement -- Introduction -- 4.1 Displacement -- 4.2 Narrative mode of discourse -- 4.2.1. Sequentiality, temporality and spatiality -- 4.2.2 Narratives, identity and evaluation -- 4.3 The journey of the Lost Boys -- 4.3.1 Lost Boy 1 Goy -- 4.3.2 Lost Boy 2 Deu -- 4.3.3 Lost Boy 3 Keer -- Conclusion -- Chapter 5. Languages lost and gained in transition -- Introduction -- 5.1 Transitions and the use of mother tongue -- 5.2 Stories of survival and interethnic contact -- 5.2.1 Language as an advantage: "Wimpy Markets" in Nairobi -- 5.2.2 Language as a matter of life and death -- 5.2.3 "Picking up" languages -- 5.3 Education during transition in Africa -- 5.3.1 Educational profile of participants -- 5.3.2 Education in Sudan -- 5.3.3 Literacy and interrupted schooling -- Conclusion -- Chapter 6. New spaces of multilingualism in Australia -- Introduction -- 6.1 Domains versus space and scales -- 6.2 Spaces of language use -- 6.2.1 Language use in translocal spaces -- 6.2.2 Language use in "bridging" spaces -- 6.2.3 Language use in "bonding spaces" -- 6.2.4 Language use in the home -- 6.3 Language attitudes and ideologies -- 6.3.1 Attitudes to African vernaculars -- 6.3.2 Attitudes to English -- 6.3.3 Attitudes to Arabic -- 6.3.4 Attitude to Kiswahili -- Conclusion -- Chapter 7. Constructing identities -- Introduction -- 7.1 Identity in diasporic contexts -- 7.1.1 Identity and ethnicity as social constructs -- 7.1.2 Ethnicity, identity and language -- 7.1.3 Ethnolinguistic identity among Sudanese Australians -- 7.2 Racial boundaries and otherness -- 7.2.1 Everyday othering in interethnic contact -- 7.2.2 Identity labelling -- 7.3 The multilingual self -- 7.3.1 School survey data - attitudes to multilingualism -- 7.3.2 Youth data - multilingual self -- Conclusion.

Chapter 8. Projecting the future -- Introduction -- 8.1 Language maintenance and shift -- 8.1.1 Parents' perceptions of shift -- 8.1.2 Language rules at home -- 8.1.3 Motivation in language maintenance -- 8.2 Projecting the future -- 8.2.1 Perceived vitality of African tribal languages -- 8.2.2 Returning to Sudan -- 8.2.3 Language regimes -- Conclusion -- Chapter 9. Micro-level language planning -- Introduction -- 9.1 A cosmopolitan outlook for language planning -- 9.1.1 Why cosmopolitanism? -- 9.1.2 Cosmopolitanism versus methodological nationalism -- 9.1.3 Challenges for LPP research -- 9.2 Micro planning: Language planning from bottom-up -- 9.2.1 Language planning and the church -- 9.2.2 Motivation of volunteer teachers -- 9.2.3 Micro planning crossing national boundaries -- 9.2.4 Cyberspora - Internet diaspora -- 9.2.5 Cyberspora - the online literacy classes -- 9.3 Modelling language planning as community development -- 9.3.1 Stage 1 Diagnosis and setting goals -- 9.3.2 Stage 2 Designing an action plan -- 9.3.3 Stage 3 Implementation (pilot) -- 9.3.4 Stage 4: Increasing independence and empowerment -- Conclusion -- Conclusion -- References -- Index.