Language Hub Macmillan

[Emerson Mata]

Ifyou need cancer information or support in your language, we have a range of resources in other languages to help you. You can also ask for some of our information to be translated into your language. We also have an interpreter service on the Macmillan Support Line. Just call 0808 808 0000 and tell us, in English, the language you need.

Our Support Line is open 8am to 8pm seven days a week. You can speak to the Macmillan Support Line team in your language. We have an interpreter service. Call 0808 808 00 00 and tell us, in English, the language you need.

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As the forces of globalization bring far-off places closer and closer to home, learning a foreign language is an important contribution to becoming a global citizen. Yale University and the World CLASS program are dedicated to making the language learning process as accessible as possible to the New Haven community, through learning languages critical to international politics and understanding current events.

Fostering global awareness is an important initiative for the World CLASS program. Introducing high school students to new and potentially foreign cultures allows them to come into contact with new ideas at an early age that they can bring into future college studies, employment opportunities, and day to day cultural understanding and sensitivity.

World CLASS is a collaboration among the Whitney and Betty MacMillan Center for International and Area Studies at Yale, the Center for Language Study, the Office of New Haven Affairs, and the New Haven Public Schools World Languages Program.

I'm currently reading Plurilingual Pedagogies for Multilingual Writing Classrooms, edited by Kay M. Losey and Gail Shuck, and it includes Shawna Shapiro's "'Language and Social Justice': A (Surprisingly) Plurilingual First-Year Seminar." While this essay has not helped me make clear distinctions between plurilingualism and translingualism, it has reminded me of the critically important work Shapiro has been doing for years now, slowly and steadily and carefully building a case for putting critical language awareness at the heart of our writing classrooms and our writing curricula.

I've been privileged in the last year or so to follow Shapiro's work closely and to be part of a group with whom she shared chapters of her new book, Cultivating Critical Language Awareness in the Writing Classroom. This book is thoroughly grounded in theory and research, but also in the daily practicalities of teaching writing. In fact, I'd say that is one significant hallmark of all Shapiro's work: the weaving of theory and practice, along with the insistence on collaboration and on attending with great care to the voices of students. This new book has been called a critical "toolkit for supporting and embracing linguistic diversity" in writing classes, and it certainly is that, though the "toolkit" is embedded in a rich historical and theoretical context.

The same can be said for her recent essay on language and social justice: it walks the walk and talks the talk of "plurilingual pedagogy," always in the service of student writers/speakers, and always deeply collaborative. In this case, the students are key collaborators in creating the principles the course rests on as well as in shaping its curriculum. We hear their voices loud and clear throughout the essay, culminating in student writing for a "Writing beyond the Classroom" assignment that invited students to use their entire writing and linguistic repertoires. The two poems and the presentation of them described at the end of the essay demonstrate the power of mixing languages, of the human voice, and of the possibilities embodied in a plurilingual pedagogy.

We work with authors such as David Crystal, Koenraad Kuiper, Ruth Wodak and Judith Baxter to bring you exciting work covering a wide range of areas, including applied linguistics, sociolinguistics, language education and much more. Find out more about publishing with us.

The program offers regular courses in four major African languages: Swahili, Yoruba, Wolof, and Zulu. These are taught at Beginning, Intermediate, and Advanced levels using multimedia materials. The courses are open to undergraduates and graduate students, and the small class size helps foster communicative competence.

DILS supports students who want to study a less commonly taught African language through self-instruction. The DILS program assists students in obtaining materials and locating a conversation partner, and supervises instruction and examining. For more information, please see

DAVID: Personally, I was extremely moved by our stay in Soweto. Not only was it fascinating to encounter such a diversity of people and languages, but it also provided unique insight into some crucial ways in which South Africa has changed over the last several years. By interacting with Sowetans, learning bits and pieces of their language and culture, attending a beautiful church service, eating local food and numerous other experiences from our time there, we caught a glimpse of a part of South Africa that most South Africans themselves never see because of powerful misconceptions. It was an invaluable experience that has fundamentally changed and improved my outlook and knowledge about South Africa.

The trip focused on two areas of particular interest for the course: Soweto, where most people speak four languages (sometimes all in one conversation!) and Cape Town, where a community of very diverse origins, including a slave community, now has a rich culture articulated in Afrikaans.

Staying at a guesthouse in Soweto, we were able to meet a wide range of South Africans and new immigrants from other African countries simply by strolling in the neighborhood. People of all ages were happy to talk, making it possible for us to ask about language use, attitudes toward languages, and language in education. And indeed, everyone we met seemed comfortable speaking several languages. We discovered that everyone has a unique family history, and that only a few individuals we met traced their family history back to one particular ethnicity. Indeed, most seemed eager to move away from the ethnic labeling that had been a cornerstone of the apartheid era.

We also had discussions with top professors of sociolinguistics. We traveled to the University of Witwatersrand to talk about the changing terminology of xenophobia in South Africa with Professor Nhlanhla Thwala. We went to the University of Pretoria and the University of the Western Cape to talk about the future of the Afrikaans language in South Africa from Professors Hein Pieterse and Steward van Wyk, and with Dr. Charlyn Dyers about her research into language and identity among Coloured youth. At the University of Cape Town, we discussed the role of accents in South Africa with Professor Rajend Mesthrie. All these meetings enriched our academic understanding of the interactions between language and culture.

Our two weeks in South Africa was definitely an experience that none of us will forget. The trip truly opened our eyes to the cultural and linguistic diversity of the country. None of this would have been possible without the generous support of the Macmillan Center. For that support, we are all deeply grateful.

Our award-winning English Language Teaching (ELT) publishing has helped millions of students improve their language skills and equipped them with everything they need to succeed in education, in the workplace, and throughout their lives.

We are a market leader in regional curriculum publishing with a strong local presence in Southern Africa, India, Mexico, Argentina, Spain, the Caribbean, and the International Curriculum. We publish rich content for kindergarten to grade 12. At Macmillan Education, we build and sustain relationships with key educators, enabling us to work with professional experts to deliver quality content based on world-leading methodologies. Our accessible, engaging, and creative resources inspire and support teachers in delivering effective and interactive lessons, resulting in outstanding outcomes in the classroom, both online and offline through our Digital platforms Macmillan Education Everywhere, Altura and Casillo Si.

Across Argentina, Editorial Estrada and Puerto de Palos create integrated textbooks and multimedia materials for all school levels across curriculum subjects, while the esteemed publishing brands Azulejos and Cntaro offer an impressive range of literature collections for all school ages.

Macmillan Caribbean is one of the world's leading publishers of educational and general interest books for and about the Caribbean. For over seventy years, Macmillan Caribbean has been committed to providing a comprehensive range of authoritative teaching and learning resources across all subjects and levels. We understand that each Caribbean country has unique requirements that are constantly evolving. Our team ensures we stay informed, bringing together the expertise of local authors, educators, Ministry officials, and subject officers to help Caribbean students achieve their academic goals.

Since 1892, Macmillan Education India has been pioneering quality publishing for teachers and institutions for over 130 years. Our passion for transforming lives is at the heart of our ideology. Macmillan textbooks, developed by leading academics and practising teachers, are research-based and learner-centric, making them the first choice of over 15,000 institutions across India. Our resources lead the teaching-learning process through new methodologies and sound teaching practices, inspiring learners to achieve more through engaging digital and print content. We are spread across 24 offices in India and over 15 million learners use our resources, which include 200 new titles every year. More than 50,000 teachers receive professional development inputs from us. We proudly state that it is highly probable every Indian student has turned to a Macmillan textbook as a trusted and credible companion in their education.

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