It is clearly illogical to search for one good, universal solution for multilingual education when educational contexts differ so widely due to demographic and social factors. The situation is further complicated by the motivations of learners and teachers, and by attitudes towards multilingualism and ‘otherness’. The studies in this volume seek to investigate not only whether certain solutions and practices are ‘good’, but also when and for whom they make sense. The book covers a wide range of Western multilingual contexts, and uncovers common themes and practices, shared aims and preoccupations, and often similar solutions, within seemingly diverse contexts. In addition to chapters based on empirical data, this book offers theoretical contributions in the shape of a discussion of the appropriateness of L1-Ln terminology when discussing complex multilingual realities, and looks at how the age factor works in classroom settings.
Tabla de materias
Agnieszka Otwinowska and Gessica De Angelis: Introduction: Towards Education for Multilingualism
Part I: Multilingualism in Education: Conceptual Issues and Sociolinguistic Perspectives
1. Björn Hammarberg: Problems in Defining the Concepts of L1, L2 and L3
2. Hanna Komorowska: Analyzing Linguistic Landscapes. A Diachronic Study of Multilingualism in Poland
3. Julie S. Byrd Clark and Sylvie A. Lamoureux: Rethinking Multilingualism: Complex Identities, Representations, and Practices of Multilingual Student Teachers moving through Plurilingual Times in University French Language Teacher Education Programs
4. Laura Portolés Falomir: Analysing Prospective Teachers´ Attitudes towards three Languages in two Different Sociolinguistic and Educational Settings
5. Katarzyna Cybulska and Višnja Kabalin Borenić: EFL Teacher Trainees and European Goals of Multilingualism and Plurilingualism. A Survey of Attitudes in Poland and Croatia
6. Tatjana Leichsering: Rethinking Urban Schools – a Sociolinguistic Analysis of Multilingual Environments in Frankfurt/m, Germany. Principles of Ascription, Categorization, Discourse and Language Proficiency
Part II: Students and Teachers in the Multilingual Classroom
7. Laura Sanchez: The Roles of Age on the Development of Written Competence in L4 English. Evidence from a Spanish/German CLIL Context.
8. Sandra Lucietto: The Role of External Consultancy in Supporting Multilingual CLIL teams and in Shaping School Pedagogical Culture. The case of S. Giacomo di Laives/St. Jakob Leifers (Italy)
9. Claudine Brohy, Philippe A. Genoud and Jean-Luc Gurtner: Discourse on Multilingualism, Language Competence, Use and Attitudes in German-English Bilingual Vocational Schools in Switzerland
10. Irena Horvatić Čajko: Developing Metalinguistic Awareness in L3 German Classrooms
11. Márta Csire and Johanna Laakso: L3, L1 or L0? Heritage Language-Students as Third-Language Learners
12. Agnieszka Otwinowska and Gessica De Angelis: Epilogue: Education for Multilingualism: From Political Discourse to Classroom Applications
Sobre el autor
Gessica De Angelis is Assistant Professor of Applied Linguistics in the Centre for Language and Communication Studies at Trinity College Dublin, Ireland. She researches and publishes extensively within the areas of multilingualism, multilingual testing and assessment, crosslinguistic influence and language education. Among her works is Third or Additional Language Acquisition (2007, Multilingual Matters).
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