Andreas Bonnet, Peter Siemund (a cura di), Foreign Language Education in Multilingual Classrooms, Amsterdam, John Benjamins, 2018

Foreign Language Education in Multilingual Classrooms

Editors

| University of Hamburg

| University of Hamburg

HardboundAvailable
ISBN 9789027201010 | EUR 75.00 | USD 113.00

e-Book
ISBN 9789027263858 | EUR 75.00 | USD 113.00

This volume challenges traditional approaches to foreign language education and proposes to redefine them in our age of international migration and globalization. Foreign language classrooms are no longer populated by monolingual students, but increasingly by multilingual students with highly diverse language backgrounds. This necessitates a new understanding of foreign language learning and teaching. The volume brings together an international group of researchers of high caliber who specialize in third language acquisition, teaching English as an additional language, and multilingual education. In addition to topical overview articles on the multilingual policies pursued in Europe, Africa, North America, and Asia, as well as several contributions dealing with theoretical issues regarding multilingualism and plurilingualism, the volume also offers cutting edge case studies from multilingual acquisition research and foreign language classroom practice. Throughout the volume, multilingualism is interpreted as a valuable resource that can facilitate language education provided it is harnessed in appropriate conditions.
[Hamburg Studies on Linguistic Diversity, 7]  2018.  viii, 423 pp.
Publishing status: Available

Table of Contents
Introduction: Multilingualism and foreign language education: A synthesis of linguistic and educational findings
Andreas Bonnet and Peter Siemund
1–29
Contributors
408–417
Part I. Policy perspectives
34–123
Language education in and for a multilingual Europe
Michael Byram
33–56
Multilingualism and education in sub-Saharan Africa: Policies, practices and implications
Feliciano Chimbutane
57–75
Language policy, language study, and heritage language education in the U.S.
Kendall A. King, Mengying Liu and María Cecilia Schwedhelm
77–98
Globalization, national identity, and multiculturalism and multilingualism: Language policy and practice in education in Asian countries
Wenyang Sun and Xue Lan Rong
99–123
Part II. Theoretical perspectives
128–252
L3, the tertiary language
Björn Hammarberg
127–150
Plurilingual identities: On the way to an integrative view on language education?
Adelheid Hu
151–172
Models of multilingual competence
Britta Hufeisen
173–189
The multilingual turn in foreign language education: Facts and fallacies
Sílvia Melo-Pfeifer
191–212
Linguistic landscaping
Sebastian Muth
213–235
Identity and investment in multilingual classrooms
Bonny Norton
237–252
Part III. Empirical perspectives
256–405
The acquisition of English as an L3 from a sociocultural point of view: The perspective of multilingual learners
Andreas Bonnet, Larissa Jacob, Annika Schäfer and Torben Schmidt
255–280
Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms
Judith Buendgens-Kosten and Daniela Elsner
281–304
L1 effects in the early L3 acquisition of vocabulary and grammar
Holger Hopp, Teresa Kieseier, Markus Vogelbacher and Dieter Thoma
305–330
“One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English
Eliane Lorenz
331–357
English as a lingua franca at the multilingual university: A comparison of monolingually and multilingually raised students and instructors
Jessica Terese Mueller
359–380
Learning English demonstrative pronouns on bilingual substrate: Evidence from German heritage speakers of Russian, Turkish, and Vietnamese
Peter Siemund, Stefanie Schröter and Sharareh Rahbari
381–405
Subject index

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