What's the relevance of ‘Linguistic Citizenship' (LC), a concept developed in southern Africa, to language education in England? LC is committed to democratic participation and voice, to linguistic diversity and the value of sociolinguistic understanding (Stroud 2001), and it provides a framework for contesting linguistic conditions in England, where vernacular multilingualism faces monolingual language education policies and an officially ‘hostile environment for migrants'. In fact, LC lines up with four sources of opposition to this: civil society and small-scale community organisations cultivating heritage language multilingualism; experience of system-wide ‘hospitality to diversity' in education in England in the 1970s & 1980s; c.50 years of linguistics research in Britain; and universities themselves. Drawing on LC's pedigree in sociolinguistics, we then turn to the Hub for Education & Language Diversity, a collaboration between King's and non-profit language organisations which approaches LC as a multi-dimensional programme of language development. This includes BA & MA classes; teacher training (with resonant concepts like ‘diasporic local'); and efforts to broaden ideas about university ‘impact’. Overall, Linguistic Citizenship invites us to reassess the lie of the land in language education, and suggests an array of practical but principled initiatives at different points of the language teaching/university interface.

“语言公民”（LC）这个在南部非洲发展起来的概念与英国的语言教育有什么相关性？ LC 致力于民主参与和发声、语言多样性和社会语言学理解的价值（Stroud 2001），它为对抗英格兰的语言条件提供了一个框架，在英国，白话多语言面临单语语言教育政策和官方“对语言的敌对环境”。移民'。事实上，LC 反对这一点的有四个来源：民间社会和小规模社区组织培育传统语言多语制； 20 世纪 70 年代和 80 年代英国教育系统范围内“包容多样性”的经验； c.英国语言学研究50年；和大学本身。借鉴 LC 在社会语言学方面的渊源，我们然后转向教育和语言多样性中心，这是国王学院和非营利语言组织之间的合作，将 LC 视为语言发展的多维计划。这包括学士和硕士课程；教师培训（诸如“侨民本地”等引起共鸣的概念）；并努力拓宽对大学“影响力”的认识。总体而言，《语言公民》邀请我们重新评估语言教育的现状，并在语言教学/大学界面的不同点提出一系列实用但原则性的举措。