Reference : Introduction: multilingual approaches to teaching and learning
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/39806
Introduction: multilingual approaches to teaching and learning
English
Duarte, Joana []
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
23-Mar-2020
Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education
Kirsch, Claudine mailto
Duarte, Joana
Routledge
Routledge Research in Language Education
1-12
Yes
Milton Park
UK
[en] mulilingual approaches ; Europe ; early years ; primary school ; secondary school
[en] In the wake of the increasing societal diversity in Europe, it is imperative that teachers reflect on their teaching approaches and adjust them to cater for the growing number of multilingual pupils. This introductory chapter outlines the monolingual mindset and language hierarchies that still exist in European education systems, and explains these are a result of the nation-forming movements of the nineteenth century. Next, four types of language instruction are presented: foreign language instruction; second language pedagogy; bilingual/monoglossic instruction; and plurilingual/heteroglossic instruction. The chapter continues with different types of multilingual approaches in mainstream educational settings that capitalise on multilingualism for teaching and learning, among them intercomprehension and translanguaging. Having explained these, the chapter explores the importance of partnerships with parents, professional development, and language policies because these actors and factors contribute to the effectiveness and sustainability of the approaches. The chapter concludes with a presentation of the structure of this volume as well as of the individual chapters.
Researchers ; Professionals
http://hdl.handle.net/10993/39806

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