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Le concept de plurilinguisme

Author: Britta Hufeisen

Publisher: Council of Europe

Published: 2004-01-01

Total Pages: 192

ISBN-13: 9789287151438

Afin de parvenir à une meilleure entente entre pays voisins, maîtriser une autre langue que sa langue maternelle serait souhaitable Selon ces recommandations, le Conseil de l'Europe et l'Union européenne présentent ici un projet sur l'enseignement et l'apprentissage des langues étrangères dans le contexte scolaire. Il a pour objectif de développer, dans le cadre du concept de plurilinguisme, les bases générales de méthodologie de langue tertiaire en les illustrant d'exemples, sur le modèle de la séquence linguistique "l'allemand après l'anglais ". Les organisateurs du projet, le Centre européen pour les langues vivantes du Conseil de l'Europe et le Goethe Institut Inter Nations, coopèrent à cet égard, en collaboration avec des institutions régionales actives dans le domaine de l'enseignement de langues étrangères.

Languages of Instruction

Author: International Development Research Centre (Canada)

Publisher: IDRC

Published: 1997

Total Pages: 87

ISBN-13: 0889368295

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Languages of Instruction: Policy implications for education in Africa

Author:

Publisher: Odile Jacob

Published:

Total Pages: 403

ISBN-13: 2738185029

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Glottogenesis and Language Conflicts in Europe

Author: Sture Ureland

Publisher: Logos Verlag Berlin GmbH

Published: 2017

Total Pages: 344

ISBN-13: 3832544445

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This book consisting of 21 articles is the result of three different symposia held in Zadar (2013), Moscow (2014) and Strasbourg (2016) with focus on two major topics: Glottogenesis and Conflicts in Europe and Safeguarding and protection of European lesser-used languages as formulated in the 1992 EU-Charter. PART I: Univ. of Zadar GLOTTOGENESIS ON THE EUROPEAN CONTINENT: General Introduction (Ureland), Hamel: From the Ice Age to modern languages SOUTHERN EUROPE: Genesis of French (Schmitt), Italian (Agresti, Begioni) and Spanish (Lüdtke) SOUTH-EASTERN EUROPE: Genesis of Croatian (Socanac, Granic, Skelin Horvat/Simicic; Skevin/Markovic; Bulgarian (Choparinova) EASTERN EUROPE: Genesis of Russian (Oleinichenko, Iamshanova) CENTRAL EUROPE: Genesis of Germanic (Krasukhin) WESTERN AND CENTRAL EUROPE: Genesis of (Celtic): (Broderick) NORTHERN EUROPE: Genesis of North Sámi (Weinstock) PART II: Linguistic Institute of the Academy of Sciences Moscow Introduction (Ureland); Report on the Moscow Round Table (De Geer); The LSJ-Project (Steller) PART III: René Schickele-Gesellschaft and Council of Europe, Strasbourg Introduction (Ureland); Kalmyk (Bitkeeva); Latin (Merolle); Colloquium in Strasbourg (Woehrling)

Building on Language Diversity with Young Children

Author: Andrew Hancock

Publisher: LIT Verlag Münster

Published: 2006

Total Pages: 302

ISBN-13: 9783825897864

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Across Europe there is increasing concern that children from migrant families frequently under-perform in state school systems. The situation makes high demands on nursery and primary teachers whose initial and continuing professional development requires appropriate re-evaluation. The Socrates-Comenius project TESSLA with experts in Estonia, France, Germany, Sweden, Turkey and the UK presents courses that comprise the relevant subject areas: bilingual language acquisition, intercultural and language awareness, language assessment, literacy development and parental involvement. Teacher educators are also provided with a discussion of appropriate methodologies, including problem-based and online learning.

Language Awareness in Multilingual Classrooms in Europe

Author: Christine Hélot

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2018-04-23

Total Pages: 306

ISBN-13: 1501501348

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Within the scope of today’s globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why? The first question – what? – refers to the concept(ual mess) of LA. The second question – how? – refers to the implementation of LA activities in several educational contexts. The third question – why? – is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.

Manual of Language Acquisition

Author: Christiane Fäcke

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2014-08-25

Total Pages: 586

ISBN-13: 3110394146

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This manual contains overviews on language acquisition and distinguishes between first- and second-language acquisition. It also deals with Romance languages as foreign languages in the world and with language acquisition in some countries of the Romance-speaking world. This reference work will be helpful for researchers, students, and teachers interested in language acquisition in general and in Romance languages in particular.

Migration, Multilingualism and Education

Author: Latisha Mary

Publisher: Multilingual Matters

Published: 2021-07-01

Total Pages: 284

ISBN-13: 1800412967

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This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners’ languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.