1 Extra, G., & Gorter, D. (2007). Regional and Immigrant languages in Europe. In M.Hellinger & A. Pauwels (Eds.) Language and Communication: Diversity and Change, Handbooks of Applied Linguistics, Vol 9, Part 1, (pp. 15-52). Berlin: Mouton de Gruyter. Mouton de Gruyter, Berlin Handbooks of Applied Linguistics, Volume 9, Part 1, Section 1 Guus Extra & Durk Gorter Regional and Immigrant Minority Languages in Europe 1 Introduction 2 Phenomenological perspectives 2.1 References to languages 2.2 Language and identity 2.3 The European discourse on immigrant minorities and integration 3 Demographic perspectives 3.1 Regional minority languages across Europe 3.2 Immigrant minority languages across Europe 4 Sociolinguistic perspectives 4.1 Regional minority languages at home 4.2 Immigrant minority languages at home 5 Educational perspectives 5.1 Regional minority languages in education 5.2 Immigrant minority languages in education 5.3 Dealing with multilingualism at school: an inclusive approach 6 References 1 Introduction The theme of this Chapter will be addressed from four different angles, i.e., in terms of phenomenological, demographic, sociolinguistic, and educational perspectives. Both multidisciplinary and crossnational perspectives will be offered on two major domains in which language transmission occurs, i.e., the domestic domain and the public domain. The home and the school are typical of these domains. At home, language transmission occurs between parents and children, at school this occurs between teachers and pupils. Viewed from the perspectives of majority language versus minority language speakers, language transmission becomes a very different issue. In the case of majority language speakers, transmission at home and at school are commonly taken for granted: at home, parents speak this language usually with their children, and at school, this language is usually the only or major subject and medium of instruction. In the case of minority language speakers, there is usually a mismatch between the language of the home and that of the school. Whether parents in such a context continue to transmit their language to their children is strongly dependent on the degree to which these parents, or the minority group, conceive of this language as a core value of cultural identity. 2 Phenomenological perspectives