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"This paper discusses how the concept of ?bilingualism? canbe used to reflect changes within Bruneian society since the1940?s. It argues that within the context of a linguisticallydiverse population, the various indigenous groups of Bruneiused to speak their own traditional languages, but eventuallylearned to speak the language of the politically dominantMalays. The Malay language became a necessary additionallanguage, hence leading to a population which could speaktheir own languages, alongside the Malay language. But therise of schools teaching in English in the 1970?s began tosow seeds of a different kind of bilingualism, encouraged bylanguage shift processes among ethnic minority groups."

"Multilingualism in EU is a state of affairs emerged as a range of different languages encounter one another. The history of European integration and the course of language policy in EU show that there is no policy on the language of EU. Issues related to language regulate themselves to practical tenets. This is what is identified as laissez-faire policy model. The putting into practice of this laissez-faire policy model in EU has significant implications to French language. They are closely correlated with the question of power. France, as a member-state having a vital role and strong leadership character in integration, perceives this circumstance as a form of threat against the strength and the popularity of its language.Situations of multilingualism and language policy belong to one theoretical framework of sociolinguistics study and come into surface alongside political thinking_ One of the sociolinguistics scholars is Pierre Bourdieu, who suggests diverse concepts; among them are champ, capital, habitus, ilhrsio, libido and symbolique violance. Bourdieu develops sociology theory and associates it with other studies, such as media, literature, and politics. The study on Ianguage policy in ELI in this thesis applies the approaches put forward by Bourdieu. EU has been an arena of political interest struggle (champ) to two key member states i.e. France and the UK. Both states engage in the champ and draw on different capital. Language policy is the primary factor determining the dissemination and reinforcement of French language. France has vigorously promoted its language by employing massive policies on language and culture. Nevertheless, the results of these efforts cannot go beyond the popularity of English in EU, which in this case is influenced by the factors of economy, culture, and politics.There is in fact another factor that determines the dissemination and reinforcement of English language, i.e_ the factor of the U.S. soft power. This thesis uses the concepts of power proposed by Joseph Nye Jr as well. Nye Jr defines soft power as an ability to gain what is desired by means better than force or money. English has ties to the economic system and global network dominated by the U.S. English itself is an integral part of globalization. The power of globalization becomes a habitus which at the end supports the dissemination and reinforcement of English language. The government of the UK does not need to carry out massive efforts similar to the ones done by the French government to elevate its language on top of language hierarchy. If hierarchy of language is regarded as something that is proper and natural, the acknowledgment of one single dominant language will easily take place. English will easily become the lingua franca of EU. EU's language policy which regulates to practical tenets will turn English into the de facto dominant language. This condition can eventually deteriorate EU's slogan of united in diversity_ The challenge for EU now lies on the ways of how to manage and regulate issues concerning language to strengthen the slogan without having to diminish the national identity of its member states."

"This book focuses on the singular situation in Israel, whose complex multiculturalism has Hebrew and Arabic as official languages, English as an academic and political language, and tongues such as Russian and Amharic spoken by immigrants.Presenting research on bi- and trilingualism in Israel from a multitude of perspectives . The book focuses on four aspects of multilingualism and literacy in Israel, Arabic-Hebrew bilingual education and Arabic literacy development, second-language Hebrew literacy among immigrant children, literacy in English as a second and third language, and adult bilingualism. Chapters dissect findings on immigrant youth education, language impairment in bilinguals, and neurocognitive features of bilingual language processing. This book integrates linguistics, sociology, education, cognitive science, and neuroscience."