Titlebook: Language Rights and the Law in Scandinavia; Sweden, Denmark, Nor Eduardo D. Faingold Book 2023 The Editor(s) (if applicable) and The Author

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Introduction,This chapter presents the issues, themes, and goals of the book and provides an outline of the chapters in the book.

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Language Rights and the Law in Sweden, language test is not required for immigration purposes in Sweden. Swedish policy in this area seems to be based on the idea that the immigrant is the one responsible for learning Swedish, while the authorities are mainly responsible for providing language classes. Second, the right of access to the

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Language Rights and the Law in Denmark,nguage, i.e., the official minority language (German) and widely spoken immigrant languages (Arabic, Urdu, Polish, Somali). In Denmark, a large segment of the population seems to feel threatened by the arrival of immigrants, mainly because they appear to fear that immigration inflicts cultural and l

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Language Rights and the Law in Norway,rway. First, applicants for Norwegian residence and citizenship must pass a language and a citizenship test that can hinder immigrants from obtaining Norwegian residence or citizenship. Second, Norwegian law establishes the right of linguistic minorities to have access to a qualified interpreter in

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Language Rights and the Law in Iceland,guage users and a growing non-Icelandic-speaking immigrant population. In recent years, Iceland has seen a large influx of immigrants, mainly from Poland, but also from Lithuania, the Philippines, and other countries. In Iceland, language nationalism and a linguistic protectionist culture that promo

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Summary, Conclusion, and Directions for Future Research,the language rights of indigenous linguistic minorities necessarily supersede the language rights of immigrants in Scandinavia and elsewhere in Europe; in addition, a study of the language rights of linguistic minorities in Finland, which together with the Scandinavian countries forms part of Norden

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educational materials. In order to explore how technology can be utilized to meet special requirements in the education of visually impaired children (and teenagers), we set up a practice-based research project at a special health center and school for the blind. Drawing on a number of design experi