Plurilingual Education : Policies – practices – language development.

Plurilingual Education -- Editorial page -- Title page -- LCC data -- Acknowledgment - financial support -- Table of contents -- Introduction -- The notion of plurilingualism -- Policies, practices and language development -- Section 1: Language policies -- Section 2: Language practices -- Section 3: Language development -- References -- Part 1. Policies -- Plurilingualism and the challenges of education -- 1. The paradigm of plurality -- 1.1 Intricate and interrelated facets of plurality facing educational systems -- 1.2 Socialisation/individualisation: A complex process involving plural entities -- 2. Languages in school education -- 2.1 The language of schooling -- 2.2 Facing the challenge -- 2.3 Subjects as part of plurilingual development -- 2.4 Complex functions of the language of schooling as a subject -- 3. Five components of a dynamic model -- 4. Concluding comments -- References -- The Council of Europe's Language Education Policy Profile -- 1. The Council of Europe and language education: A brief history -- 2. The Language Education Policy Profile: Procedures and process -- 3. Example 1: LEPP Austria (2006−2008) -- 3.1 Why a LEPP for Austria? -- 3.2 The country report -- 3.3 The study visit, the experts' report and the round table -- 3.4 LEPP Austria -- 3.5 Features of the Austrian LEPP process -- 4. Example 2: LEPP Sheffield (2007−2009) -- 4.1 Background -- 4.2 Why LEPP Sheffield? -- 4.3 The City Report and study visit -- 4.4 The Experts' report and LEPP Sheffield -- 5. Conclusion -- References -- Australian Language Policy and the design of a national curriculum for languages -- 1. Introduction -- 2. Background: Language policy and language study in Australia -- 2.1 The National Policy on Languages (NPL), 1987 -- 2.2 The Australian Language and Literacy Policy (ALLP).

2.3 National Asian Languages and Studies in Australian Schools (NALSAS) -- 2.4 Requirements for language study and student enrolments -- 3. The development of a national curriculum for languages -- 3.1 Rationale -- 3.2 Learner profiles -- 3.3 Design of the curriculum -- 3.4 Proposed learner pathways -- 3.5 Implementation -- 4. Discussion -- References -- Acts of identity in the continuum from multilingual practices to language policy -- From multilingual practices to language policy, step by step -- 1. Language ecology of the classroom in educational planning and teacher education -- 2. Luxembourg - a long history of linguistic diversity at school and in society -- 3. Tayo de Saint-Louis: The genesis of a school creole -- 4. Conclusions -- References -- Minority language instruction in Berlin and Brandenburg -- 1. Introduction -- 2. Demographics -- 3. European and national policies for instruction in LOTGs -- 4. Instruction in LOTGs in Berlin and Brandenburg -- 4.1 Foreign language offerings: Berlin -- 4.2 Foreign language offerings: Brandenburg -- 4.3 Begegnungssprache -- 4.4 "Europaschulen" in Berlin -- 4.5 Europaschulen in Brandenburg -- 4.6 Content instruction in languages other than German -- 4.7 Community/Consular sponsored language instruction -- 5. Sorbian in Brandenburg -- 6. Polish in Berlin and Brandenburg -- 6.1 Polish in Berlin preschools -- 6.2 Polish as foreign language in Berlin schools -- 6.3 Polish instruction in Brandenburg schools -- 7. Turkish in Berlin and Brandenburg -- 7.1 Educational offerings in Turkish in Berlin -- 8. Chinese in Berlin and Brandenburg -- 8.1 Chinese communities in Germany -- 8.2 Chinese as foreign language in Berlin and Brandenburg -- 8.3 Chinese community schools in Berlin -- 9. Conclusions and perspectives -- References -- Part 2. Multilingual practices.

Dynamics and management of linguistic diversity in companies and institutions of higher education -- 1. Introduction -- 2. Institutional multilingualism -- 3. Individual multilingualism and "multilanguaging" -- 4. Concluding remarks -- References -- Discourse, representation and language practices -- 1. Introduction -- 2. Verbalisation and contextualisations of multilingualism -- 3. Multilingualism, switches and acts of identities -- 4. Identities and language uses by French-German learners -- 4.1 Hypotheses and research questions -- 4.2 Methodological considerations and data collection -- 4.3 The school situation in the French-German Schools in Buc and Saarbrücken -- 4.4 Analysis and results -- 5. Discussion and conclusions -- References -- Appendix -- "Because it is my life, and I'm the one who makes choices" - Newcomers in the French education system and career guidance -- 1. Introduction -- 2. The schooling of newcomers in France: A note on terminology -- 3. The schooling of newcomers in France -- 3.1 Language education for newcomers in France: The main priority: Learning the school language -- 3.2 The students' first languages and their ignored bi-plurilingualism -- 4. The notion of plurilingual competence -- 5. The selective nature of the guidance counselling procedures in French schools -- 6. Conclusion -- References -- Acknowledgements -- The effects of language transfer as a resource in instruction -- 1. Introduction -- 1.1 The language proficiency of students with different first languages -- 1.2 Transfer effects in language learning -- 1.3 Concepts for instruction supporting language transfer -- 2. Research questions -- 3. Data -- 4. Results -- 5. Discussion -- References -- Part 3. Language development -- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals -- 1. Introduction.

2. Why is third language acquisition of any interest? -- 2.1 The political and demographic perspective -- 2.2 The research perspective -- 3. Effects of bilingualism on third language acquisition -- 4. Immigrant students in German schools -- 4.1 Language use of German immigrant students -- 4.2 Reading competence of immigrant students in Germany -- 4.3 Fostering immigrant students' language competencies in German schools -- 5. Hypothesis -- 6. Method -- 6.1 Participants -- 6.2 Measured variables -- 6.3 Measures of oral bilingual language use and biliteracy -- 7. Results -- 8. Discussion -- References -- L1 and L2 proficiency in Hebrew English adolescent learners -- 1. Introduction -- 2. Method -- 2.1 Participants -- 2.2 Instruments and procedure -- 2.3 The English tasks -- 2.4 The Hebrew tasks -- 2.5 Scoring -- 3. Results -- 3.1 General comparisons -- 3.2 English L2 tasks -- 3.3 Hebrew L1 tasks -- 4. Discussion -- 4.1 English as L2 -- 4.2 Hebrew as L1 -- 5. Conclusion -- References -- Developing a written lexicon in a multilingual environment -- 1. Introduction -- 2. Sociolinguistic background -- 3. Goals of the study -- 4. Method -- 5. Some general features of the corpora -- 6. Lexical growth through compulsory schooling -- 7. Presence of multilingual input -- 8. Discussion -- 9. Implications for the study of multilingualism -- References -- Index.

Children educated in Catalonia are growing in a multilingual environment. Catalan is their school language but not necessarily their home or social language. Our goal was to track the presence of such multilingual input in the written lexicon of 2,436 students throughout compulsory schooling. Participants were asked to write down as many names as they remembered of five semantic fields and to produce 6 types of text. The two corpora were tapped for the presence of non-Catalan and hybrid constructions. Unexpectedly, these accounted for only 3% of the total number of lexical forms in the corpora. The imperviousness of the corpora to multilingual influence is discussed in terms of the constraints placed by the written modality and by the school-situated conditions of task production.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.