219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201608250438 ONIX title feed eng 01 EUR
409015178 03 01 01 JB John Benjamins Publishing Company 01 JB code HSLD 3 Eb 15 9789027270252 06 10.1075/hsld.3 13 2014009594 DG 002 02 01 HSLD 02 2211-3703 Hamburg Studies on Linguistic Diversity 3 <TitleType>01</TitleType> <TitleText textformat="02">Plurilingual Education</TitleText> <Subtitle textformat="02">Policies – practices – language development</Subtitle> 01 hsld.3 01 https://benjamins.com 02 https://benjamins.com/catalog/hsld.3 1 B01 Patrick Grommes Grommes, Patrick Patrick Grommes Hamburg University 2 B01 Adelheid Hu Hu, Adelheid Adelheid Hu University of Luxembourg 01 eng 268 viii 260 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Plurilingual communication is common practice in most urban areas. Societal domains such as business and science nowadays see themselves as international, and plurilingual communication is the rule rather than the exception. But how do other players in critical domains of modern societies, and more specifically, in education react to this situation? This volume of the <i>Hamburg Studies in Linguistic Diversity</i> (HSLD) series explores this question along three major lines. One group of contributions sheds light on educational policies in Europe and beyond. A second group of contributions elucidates what interaction and communication practices develop in multilingual contexts. The focus is on school settings. Thirdly, we present articles that discuss the effects of plurilingual settings and plurilingual practices on language development. As a whole this volume shows how linguistic diversity shapes a central domain of our societies, namely education, and how it also impacts upon the development of the individuals interacting in this domain. 04 09 01 https://benjamins.com/covers/475/hsld.3.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214164.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214164.tif 06 09 01 https://benjamins.com/covers/1200_front/hsld.3.hb.png 07 09 01 https://benjamins.com/covers/125/hsld.3.png 25 09 01 https://benjamins.com/covers/1200_back/hsld.3.hb.png 27 09 01 https://benjamins.com/covers/3d_web/hsld.3.hb.png 10 01 JB code hsld.3.01int 1 12 12 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Patrick Grommes Grommes, Patrick Patrick Grommes Hamburg University 2 A01 Adelheid Hu Hu, Adelheid Adelheid Hu University of Luxembourg 10 01 JB code hsld.3.02pa1 Section header 2 <TitleType>01</TitleType> <TitleText textformat="02">Part 1. Policies</TitleText> 10 01 JB code hsld.3.03cos 15 32 18 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Plurilingualism and the challenges &#8232;of education</TitleText> 1 A01 Daniel Coste Coste, Daniel Daniel Coste ENS de Lyon 01 The purpose of this contribution is to retrace a movement of extension and integration from foreign language teaching to plurilingual education. <i>Extension</i> in so far as foreign language learning is more and more seen as one of the most important goals for school systems. <i>Integration</i> in so far as foreign language learning may be acknowledged today as a fundamental part of a more general plurilingual education serving several aims well beyond developing communicative competence in different languages. Within the Modern languages projects of the Council of Europe focus has shifted onto the place and function of languages in the whole curriculum and their key role in the educational process. This is largely due to a reinterpretation of the notion of plurilingual (and pluricultural) competence and to the inclusion of the language of schooling in the analyses and proposals regarding languages in/for education. 10 01 JB code hsld.3.04lit 33 54 22 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">The Council of Europe&#8217;s Language Education Policy Profile</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Council of Europe&#8217;s Language Education Policy Profile</TitleWithoutPrefix> <Subtitle textformat="02">An opportunity to respond to diversity in policy &#8232;and practice</Subtitle> 1 A01 David Little Little, David David Little Trinity College Dublin 01 This article begins by summarizing the history of the Council of Europe&#8217;s language education policy and goes on to explain the process by which its Language Policy Unit develops Language Education Policy Profiles for member states and for regions and cities in member states. It then draws on the author&#8217;s involvement in the Language Education Policy Profiles undertaken for Austria and the city of Sheffield to illustrate the contribution that the process can make to the exploitation and management of diversity in language education policy and practice. It concludes by briefly considering some of the limitations of the Language Education Policy Profile, the aspirations of the Council of Europe&#8217;s Languages in/for Education project, and the challenge of converting the ideal of plurilingual and intercultural education into lived reality. 10 01 JB code hsld.3.05mol 55 74 20 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">Australian Language Policy and the design of a national curriculum for languages</TitleText> 1 A01 Martina Möllering Möllering, Martina Martina Möllering Macquarie University 01 Australia&#8217;s efforts at valuing its multilingualism through the development of national language policy have been acclaimed by international scholars on bilingualism, but all is not well with Australia&#8217;s state as a multilingual society. A significant proportion of the population is bi- or multilingual, but this is not the norm, which is particularly obvious in the education sector where Australia-wide less than 15% of students in year 12, the final year of schooling, take a language other than English. In 2011, a national language curriculum <i>Shape of the Australian Curriculum: Languages</i> was drafted, which is discussed in this contribution against the background of Australian language policy and with a particular focus on the distinction between different pathways of language learning. 10 01 JB code hsld.3.06ehr 75 86 12 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Acts of identity in the continuum from multilingual practices to language policy</TitleText> 1 A01 Sabine Ehrhart Ehrhart, Sabine Sabine Ehrhart University of Luxembourg 01 The present article addresses some theoretical considerations on ecolinguistics on a meso- and micro-scale and then illustrates them through some elements taken from two sets of observations made in multilingual schools in highly multilingual settings, one in Europe (Luxembourg) and the other one in the South Pacific (New Caledonia). Both case studies show the variety of possibilities in the management of classroom ecologies. According to the specific environments, there are very different ways to foster the communication and the development of pupils and younger children, depending also on their autonomy and their access to empowerment in the educational process. Multilingual strategies at school can be situated on a continuous scale from more implicit to more explicit policies and they have to be considered in relationship to other social structures with importance for education like the family or the workplace or leisure time occupations. 10 01 JB code hsld.3.07pfa 87 110 24 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Minority language instruction in Berlin &#8232;and Brandenburg</TitleText> <Subtitle textformat="02">Overview and case studies of Sorbian, Polish, Turkish and Chinese</Subtitle> 1 A01 Carol W. Pfaff Pfaff, Carol W. Carol W. Pfaff Free University Berlin 2 A01 Jingfei Liang Liang, Jingfei Jingfei Liang Technical University Berlin 3 A01 Meral Dollnick Dollnick, Meral Meral Dollnick Senatsverwaltung für Bildung, Jugend und Wissenschaft Berlin 4 A01 Marta Rusek Rusek, Marta Marta Rusek Frankfurt-Slubicer Kooperationszentrum 5 A01 Lisa Heinzmann Heinzmann, Lisa Lisa Heinzmann University for Applied cSciences Zittau/Görlitz 10 01 JB code hsld.3.08pa2 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Part 2. Multilingual practices</TitleText> 10 01 JB code hsld.3.09lud 113 138 26 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Dynamics and management of linguistic diversity in companies and institutions &#8232;of higher education</TitleText> <Subtitle textformat="02">Results from the DYLAN-project</Subtitle> 1 A01 Georges Lüdi Lüdi, Georges Georges Lüdi University of Basel 01 The DYLAN project provides a fresh look at multilingualism in businesses and institutions of higher education in terms of interrelationships between actual language practices, people&#8217;s representations about multilingualism, their declared choices, and the contexts in which they are confronted with linguistic diversity. DYLAN adopted a mixed methods approach, collecting and analysing different types of data such as official documents, interviews with agents at different hierarchical levels, job ads, web sites, the linguistic landscape, tape recordings of multilingual and monolingual interaction at the workplace and in teaching in educational institutions. Our analysis shows that the use of multilingual repertoires serves as a resource for the construction, transmission and use of knowledge, providing various kinds of access to information processing and helping actors retain and classify new information. A multilingual mode, encouraged by a policy of multilingualism and linked to an appropriate participatory framework, seems to be one of the conditions for taking full advantage of the multilingual asset. 10 01 JB code hsld.3.10str 139 160 22 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Discourse, representation and language practices</TitleText> <Subtitle textformat="02">Negotiating plurilingual identities and spaces</Subtitle> 1 A01 Sofia Stratilaki Stratilaki, Sofia Sofia Stratilaki University Sorbonne Nouvelle-Paris 3 01 The present study seeks to ascertain whether the learners&#8217; representations of languages shape the strategies they develop and implement for language learning and use. According to our hypothesis, representations are linked to the learner&#8217;s linguistic practices; as objects of discourse, they are subject to variation, on-going negotiation and reconstruction. That is, on the one hand, representations are closely related with learning processes, which they either enhance or hinder; on the other hand, representations are flexible and changing, and can therefore be changed. Assuming that knowledge of more than one language constitutes a strategic resource that can be reinvested in further language learning, we will address the following question: What is the influence of these representations on the discourse strategies that learners apply in language use? We try to reveal how the language repertoire of learners takes shape, through typological profiles and examining the constituent components of representations of plurilingual identity. 10 01 JB code hsld.3.11pic 161 180 20 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">&#8220;Because it is my life, and I&#8217;m the one who makes choices&#8221; &#8211; Newcomers in the French education system and career guidance</TitleText> <Subtitle textformat="02">What about their plurilingual competence?</Subtitle> 1 A01 Timea Pickel Pickel, Timea Timea Pickel University of Strasbourg 2 A01 Christine Hélot Hélot, Christine Christine Hélot University of Strasbourg 01 The chapter analyses the career guidance counselling procedures regarding newcomer students attending &#8220;<i>Classes d&#8217;accueil</i>&#8221; in France. The aim of the research is to question the monolingual ideology pertaining to the educational objectives set out for such students by the Ministry of Education, i.e. the priority set on the acquisition of French as the language of schooling, without acknowledging the learners&#8217; plurilingual repertoires. Based on retrospective interviews with two newcomers, we analyse the gap between their professional aspirations and the possibilities offered to them by the educational and guidance counselling structures in place. We explain how, once students attend mainstream classes, their plurilingual and pluricultural competence is made virtually invisible and they are disempowered by the priority given to high competence in French. 10 01 JB code hsld.3.12gob 181 196 16 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">The effects of language transfer as a resource in instruction</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">effects of language transfer as a resource in instruction</TitleWithoutPrefix> 1 A01 Kerstin Göbel Göbel, Kerstin Kerstin Göbel University of Duisburg-Essen 2 A01 Svenja Vieluf Vieluf, Svenja Svenja Vieluf DIPF – Department of Quality cand Evaluation 01 The support of multilingualism within the European Union is one of the central concerns of the Commission of the European Communities. The contextually-bound and flexible use of several languages is regarded as a key qualification, both for individual and social purposes. Within the framework of education in early infancy, the countries involved (in the CotEC) are supposed to promote initiatives that support multilingualism in European societies (European Commission 2005). So, how can the raising of awareness for interlingual phenomena, be encouraged systematically in the context of language instruction and how do students with different language learning experiences benefit from this instructional support? The following contribution addresses this question in the context of English as a second language and German language instruction. This is a shortened and complemented version of G&#246;bel, Vieluf &#38; Hesse (2010). The analysis of a survey on a total amount of about 11.000 students and 440 teachers from different school types show that language transfer promoting instruction is seldomly integrated in German and English classes. Still it can be shown, that language transfer promoting instruction has a positive effect on the language competence development of students in ESL classes. 10 01 JB code hsld.3.13pa3 Section header 13 <TitleType>01</TitleType> <TitleText textformat="02">Part 3. Language development</TitleText> 10 01 JB code hsld.3.14rau 199 218 20 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals</TitleText> 1 A01 Dominique Rauch Rauch, Dominique Dominique Rauch DIPF – Department of Educational Quality and Evaluation 01 The paper at hand compares the effects of bilingual language use and biliteracy on third language reading comprehension. Data of 280 9th-graders from 14 schools in Hamburg, Germany, were analyzed for the research. Using a questionnaire on language use at home, 142 students were identified as monolingual speakers of German and 138 students as bilingual speakers of Turkish and German. All students were tested in reading comprehension in German (GRC) and English (ERC), which is the third language of the bilinguals. Students with a background in Turkish were tested in Turkish reading comprehension (TRC), too. On the basis of the TRC and GRC test the bilingual students were grouped into fully biliterate students and partially biliterate. Controlling for a set of comprehensive cognitive and socio-economic variables, multivariate regression analysis revealed a negative association between the oral use of Turkish and German in daily life and English reading comprehension but a positive association of biliteracy in Turkish and German and English reading comprehension. In contrast to a bilingualism, which is related to spoken language only, biliteracy seems to be positively associated with third language acquisition. 10 01 JB code hsld.3.15rav 219 244 26 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">L1 and L2 proficiency in Hebrew English adolescent learners</TitleText> 1 A01 Dorit Ravid Ravid, Dorit Dorit Ravid Tel-Aviv University 2 A01 Galit Ginat-Heiman Ginat-Heiman, Galit Galit Ginat-Heiman Tel-Aviv University 01 The chapter examines knowledge of Hebrew and English vocabulary and constructions in native Hebrew-speaking students defined as &#8220;poor readers&#8221; in English as L2. Participants were two groups of 7th graders &#8211; 14 good readers and 11 poor readers respectively, and two groups of 9th graders &#8211; 14 good readers and 15 poor readers respectively. They were administered two sets of tests in English as L2 and Hebrew as L1. Performance on all Hebrew tasks was heavily affected by English L2 reading group, explicitly linking poor readers in English to lower scores on all Hebrew tasks. Grade level was significant only where actual learning was taking place across early adolescence, as in the case of derived abstract nominal and passive voice construction. The chapter provides evidence for the role native-language proficiency plays in L2 proficiency. 10 01 JB code hsld.3.16tol 245 258 14 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Developing a written lexicon in a multilingual environment</TitleText> 1 A01 Anna Llaurado Llaurado, Anna Anna Llaurado University of Barcelona 2 A01 Liliana Tolchinsky Tolchinsky, Liliana Liliana Tolchinsky University of Barcelona 01 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. 10 01 JB code hsld.3.17ind 259 260 2 Miscellaneous 17 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140715 2014 John Benjamins B.V. 02 WORLD 13 15 9789027214164 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 75.00 EUR R 01 00 63.00 GBP Z 01 gen 00 113.00 USD S 512015177 03 01 01 JB John Benjamins Publishing Company 01 JB code HSLD 3 Hb 15 9789027214164 13 2014009594 BB 01 HSLD 02 2211-3703 Hamburg Studies on Linguistic Diversity 3 <TitleType>01</TitleType> <TitleText textformat="02">Plurilingual Education</TitleText> <Subtitle textformat="02">Policies – practices – language development</Subtitle> 01 hsld.3 01 https://benjamins.com 02 https://benjamins.com/catalog/hsld.3 1 B01 Patrick Grommes Grommes, Patrick Patrick Grommes Hamburg University 2 B01 Adelheid Hu Hu, Adelheid Adelheid Hu University of Luxembourg 01 eng 268 viii 260 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Plurilingual communication is common practice in most urban areas. Societal domains such as business and science nowadays see themselves as international, and plurilingual communication is the rule rather than the exception. But how do other players in critical domains of modern societies, and more specifically, in education react to this situation? This volume of the <i>Hamburg Studies in Linguistic Diversity</i> (HSLD) series explores this question along three major lines. One group of contributions sheds light on educational policies in Europe and beyond. A second group of contributions elucidates what interaction and communication practices develop in multilingual contexts. The focus is on school settings. Thirdly, we present articles that discuss the effects of plurilingual settings and plurilingual practices on language development. As a whole this volume shows how linguistic diversity shapes a central domain of our societies, namely education, and how it also impacts upon the development of the individuals interacting in this domain. 04 09 01 https://benjamins.com/covers/475/hsld.3.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214164.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214164.tif 06 09 01 https://benjamins.com/covers/1200_front/hsld.3.hb.png 07 09 01 https://benjamins.com/covers/125/hsld.3.png 25 09 01 https://benjamins.com/covers/1200_back/hsld.3.hb.png 27 09 01 https://benjamins.com/covers/3d_web/hsld.3.hb.png 10 01 JB code hsld.3.01int 1 12 12 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Patrick Grommes Grommes, Patrick Patrick Grommes Hamburg University 2 A01 Adelheid Hu Hu, Adelheid Adelheid Hu University of Luxembourg 10 01 JB code hsld.3.02pa1 Section header 2 <TitleType>01</TitleType> <TitleText textformat="02">Part 1. Policies</TitleText> 10 01 JB code hsld.3.03cos 15 32 18 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Plurilingualism and the challenges &#8232;of education</TitleText> 1 A01 Daniel Coste Coste, Daniel Daniel Coste ENS de Lyon 01 The purpose of this contribution is to retrace a movement of extension and integration from foreign language teaching to plurilingual education. <i>Extension</i> in so far as foreign language learning is more and more seen as one of the most important goals for school systems. <i>Integration</i> in so far as foreign language learning may be acknowledged today as a fundamental part of a more general plurilingual education serving several aims well beyond developing communicative competence in different languages. Within the Modern languages projects of the Council of Europe focus has shifted onto the place and function of languages in the whole curriculum and their key role in the educational process. This is largely due to a reinterpretation of the notion of plurilingual (and pluricultural) competence and to the inclusion of the language of schooling in the analyses and proposals regarding languages in/for education. 10 01 JB code hsld.3.04lit 33 54 22 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">The Council of Europe&#8217;s Language Education Policy Profile</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Council of Europe&#8217;s Language Education Policy Profile</TitleWithoutPrefix> <Subtitle textformat="02">An opportunity to respond to diversity in policy &#8232;and practice</Subtitle> 1 A01 David Little Little, David David Little Trinity College Dublin 01 This article begins by summarizing the history of the Council of Europe&#8217;s language education policy and goes on to explain the process by which its Language Policy Unit develops Language Education Policy Profiles for member states and for regions and cities in member states. It then draws on the author&#8217;s involvement in the Language Education Policy Profiles undertaken for Austria and the city of Sheffield to illustrate the contribution that the process can make to the exploitation and management of diversity in language education policy and practice. It concludes by briefly considering some of the limitations of the Language Education Policy Profile, the aspirations of the Council of Europe&#8217;s Languages in/for Education project, and the challenge of converting the ideal of plurilingual and intercultural education into lived reality. 10 01 JB code hsld.3.05mol 55 74 20 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">Australian Language Policy and the design of a national curriculum for languages</TitleText> 1 A01 Martina Möllering Möllering, Martina Martina Möllering Macquarie University 01 Australia&#8217;s efforts at valuing its multilingualism through the development of national language policy have been acclaimed by international scholars on bilingualism, but all is not well with Australia&#8217;s state as a multilingual society. A significant proportion of the population is bi- or multilingual, but this is not the norm, which is particularly obvious in the education sector where Australia-wide less than 15% of students in year 12, the final year of schooling, take a language other than English. In 2011, a national language curriculum <i>Shape of the Australian Curriculum: Languages</i> was drafted, which is discussed in this contribution against the background of Australian language policy and with a particular focus on the distinction between different pathways of language learning. 10 01 JB code hsld.3.06ehr 75 86 12 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Acts of identity in the continuum from multilingual practices to language policy</TitleText> 1 A01 Sabine Ehrhart Ehrhart, Sabine Sabine Ehrhart University of Luxembourg 01 The present article addresses some theoretical considerations on ecolinguistics on a meso- and micro-scale and then illustrates them through some elements taken from two sets of observations made in multilingual schools in highly multilingual settings, one in Europe (Luxembourg) and the other one in the South Pacific (New Caledonia). Both case studies show the variety of possibilities in the management of classroom ecologies. According to the specific environments, there are very different ways to foster the communication and the development of pupils and younger children, depending also on their autonomy and their access to empowerment in the educational process. Multilingual strategies at school can be situated on a continuous scale from more implicit to more explicit policies and they have to be considered in relationship to other social structures with importance for education like the family or the workplace or leisure time occupations. 10 01 JB code hsld.3.07pfa 87 110 24 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Minority language instruction in Berlin &#8232;and Brandenburg</TitleText> <Subtitle textformat="02">Overview and case studies of Sorbian, Polish, Turkish and Chinese</Subtitle> 1 A01 Carol W. Pfaff Pfaff, Carol W. Carol W. Pfaff Free University Berlin 2 A01 Jingfei Liang Liang, Jingfei Jingfei Liang Technical University Berlin 3 A01 Meral Dollnick Dollnick, Meral Meral Dollnick Senatsverwaltung für Bildung, Jugend und Wissenschaft Berlin 4 A01 Marta Rusek Rusek, Marta Marta Rusek Frankfurt-Slubicer Kooperationszentrum 5 A01 Lisa Heinzmann Heinzmann, Lisa Lisa Heinzmann University for Applied cSciences Zittau/Görlitz 10 01 JB code hsld.3.08pa2 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Part 2. Multilingual practices</TitleText> 10 01 JB code hsld.3.09lud 113 138 26 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Dynamics and management of linguistic diversity in companies and institutions &#8232;of higher education</TitleText> <Subtitle textformat="02">Results from the DYLAN-project</Subtitle> 1 A01 Georges Lüdi Lüdi, Georges Georges Lüdi University of Basel 01 The DYLAN project provides a fresh look at multilingualism in businesses and institutions of higher education in terms of interrelationships between actual language practices, people&#8217;s representations about multilingualism, their declared choices, and the contexts in which they are confronted with linguistic diversity. DYLAN adopted a mixed methods approach, collecting and analysing different types of data such as official documents, interviews with agents at different hierarchical levels, job ads, web sites, the linguistic landscape, tape recordings of multilingual and monolingual interaction at the workplace and in teaching in educational institutions. Our analysis shows that the use of multilingual repertoires serves as a resource for the construction, transmission and use of knowledge, providing various kinds of access to information processing and helping actors retain and classify new information. A multilingual mode, encouraged by a policy of multilingualism and linked to an appropriate participatory framework, seems to be one of the conditions for taking full advantage of the multilingual asset. 10 01 JB code hsld.3.10str 139 160 22 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Discourse, representation and language practices</TitleText> <Subtitle textformat="02">Negotiating plurilingual identities and spaces</Subtitle> 1 A01 Sofia Stratilaki Stratilaki, Sofia Sofia Stratilaki University Sorbonne Nouvelle-Paris 3 01 The present study seeks to ascertain whether the learners&#8217; representations of languages shape the strategies they develop and implement for language learning and use. According to our hypothesis, representations are linked to the learner&#8217;s linguistic practices; as objects of discourse, they are subject to variation, on-going negotiation and reconstruction. That is, on the one hand, representations are closely related with learning processes, which they either enhance or hinder; on the other hand, representations are flexible and changing, and can therefore be changed. Assuming that knowledge of more than one language constitutes a strategic resource that can be reinvested in further language learning, we will address the following question: What is the influence of these representations on the discourse strategies that learners apply in language use? We try to reveal how the language repertoire of learners takes shape, through typological profiles and examining the constituent components of representations of plurilingual identity. 10 01 JB code hsld.3.11pic 161 180 20 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">&#8220;Because it is my life, and I&#8217;m the one who makes choices&#8221; &#8211; Newcomers in the French education system and career guidance</TitleText> <Subtitle textformat="02">What about their plurilingual competence?</Subtitle> 1 A01 Timea Pickel Pickel, Timea Timea Pickel University of Strasbourg 2 A01 Christine Hélot Hélot, Christine Christine Hélot University of Strasbourg 01 The chapter analyses the career guidance counselling procedures regarding newcomer students attending &#8220;<i>Classes d&#8217;accueil</i>&#8221; in France. The aim of the research is to question the monolingual ideology pertaining to the educational objectives set out for such students by the Ministry of Education, i.e. the priority set on the acquisition of French as the language of schooling, without acknowledging the learners&#8217; plurilingual repertoires. Based on retrospective interviews with two newcomers, we analyse the gap between their professional aspirations and the possibilities offered to them by the educational and guidance counselling structures in place. We explain how, once students attend mainstream classes, their plurilingual and pluricultural competence is made virtually invisible and they are disempowered by the priority given to high competence in French. 10 01 JB code hsld.3.12gob 181 196 16 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">The effects of language transfer as a resource in instruction</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">effects of language transfer as a resource in instruction</TitleWithoutPrefix> 1 A01 Kerstin Göbel Göbel, Kerstin Kerstin Göbel University of Duisburg-Essen 2 A01 Svenja Vieluf Vieluf, Svenja Svenja Vieluf DIPF – Department of Quality cand Evaluation 01 The support of multilingualism within the European Union is one of the central concerns of the Commission of the European Communities. The contextually-bound and flexible use of several languages is regarded as a key qualification, both for individual and social purposes. Within the framework of education in early infancy, the countries involved (in the CotEC) are supposed to promote initiatives that support multilingualism in European societies (European Commission 2005). So, how can the raising of awareness for interlingual phenomena, be encouraged systematically in the context of language instruction and how do students with different language learning experiences benefit from this instructional support? The following contribution addresses this question in the context of English as a second language and German language instruction. This is a shortened and complemented version of G&#246;bel, Vieluf &#38; Hesse (2010). The analysis of a survey on a total amount of about 11.000 students and 440 teachers from different school types show that language transfer promoting instruction is seldomly integrated in German and English classes. Still it can be shown, that language transfer promoting instruction has a positive effect on the language competence development of students in ESL classes. 10 01 JB code hsld.3.13pa3 Section header 13 <TitleType>01</TitleType> <TitleText textformat="02">Part 3. Language development</TitleText> 10 01 JB code hsld.3.14rau 199 218 20 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals</TitleText> 1 A01 Dominique Rauch Rauch, Dominique Dominique Rauch DIPF – Department of Educational Quality and Evaluation 01 The paper at hand compares the effects of bilingual language use and biliteracy on third language reading comprehension. Data of 280 9th-graders from 14 schools in Hamburg, Germany, were analyzed for the research. Using a questionnaire on language use at home, 142 students were identified as monolingual speakers of German and 138 students as bilingual speakers of Turkish and German. All students were tested in reading comprehension in German (GRC) and English (ERC), which is the third language of the bilinguals. Students with a background in Turkish were tested in Turkish reading comprehension (TRC), too. On the basis of the TRC and GRC test the bilingual students were grouped into fully biliterate students and partially biliterate. Controlling for a set of comprehensive cognitive and socio-economic variables, multivariate regression analysis revealed a negative association between the oral use of Turkish and German in daily life and English reading comprehension but a positive association of biliteracy in Turkish and German and English reading comprehension. In contrast to a bilingualism, which is related to spoken language only, biliteracy seems to be positively associated with third language acquisition. 10 01 JB code hsld.3.15rav 219 244 26 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">L1 and L2 proficiency in Hebrew English adolescent learners</TitleText> 1 A01 Dorit Ravid Ravid, Dorit Dorit Ravid Tel-Aviv University 2 A01 Galit Ginat-Heiman Ginat-Heiman, Galit Galit Ginat-Heiman Tel-Aviv University 01 The chapter examines knowledge of Hebrew and English vocabulary and constructions in native Hebrew-speaking students defined as &#8220;poor readers&#8221; in English as L2. Participants were two groups of 7th graders &#8211; 14 good readers and 11 poor readers respectively, and two groups of 9th graders &#8211; 14 good readers and 15 poor readers respectively. They were administered two sets of tests in English as L2 and Hebrew as L1. Performance on all Hebrew tasks was heavily affected by English L2 reading group, explicitly linking poor readers in English to lower scores on all Hebrew tasks. Grade level was significant only where actual learning was taking place across early adolescence, as in the case of derived abstract nominal and passive voice construction. The chapter provides evidence for the role native-language proficiency plays in L2 proficiency. 10 01 JB code hsld.3.16tol 245 258 14 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Developing a written lexicon in a multilingual environment</TitleText> 1 A01 Anna Llaurado Llaurado, Anna Anna Llaurado University of Barcelona 2 A01 Liliana Tolchinsky Tolchinsky, Liliana Liliana Tolchinsky University of Barcelona 01 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. 10 01 JB code hsld.3.17ind 259 260 2 Miscellaneous 17 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140715 2014 John Benjamins B.V. 02 WORLD 08 625 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 3 20 01 02 JB 1 00 75.00 EUR R 02 02 JB 1 00 79.50 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 20 02 02 JB 1 00 63.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 20 01 gen 02 JB 1 00 113.00 USD