219-7677
10
7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201608250438
ONIX title feed
eng
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EUR
409015178
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John Benjamins Publishing Company
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2014009594
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HSLD
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2211-3703
Hamburg Studies on Linguistic Diversity
3
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Plurilingual Education
Policies – practices – language development
01
hsld.3
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https://benjamins.com
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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.
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Article
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Introduction
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
01
Part 1. Policies
10
01
JB code
hsld.3.03cos
15
32
18
Article
3
01
Plurilingualism and the challenges 
of education
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
01
The Council of Europe’s Language Education Policy Profile
The
Council of Europe’s Language Education Policy Profile
An opportunity to respond to diversity in policy 
and practice
1
A01
David Little
Little, David
David
Little
Trinity College Dublin
01
This article begins by summarizing the history of the Council of Europe’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’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’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
01
Australian Language Policy and the design of a national curriculum for languages
1
A01
Martina Möllering
Möllering, Martina
Martina
Möllering
Macquarie University
01
Australia’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’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
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86
12
Article
6
01
Acts of identity in the continuum from multilingual practices to language policy
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
01
Minority language instruction in Berlin 
and Brandenburg
Overview and case studies of Sorbian, Polish, Turkish and Chinese
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
01
Part 2. Multilingual practices
10
01
JB code
hsld.3.09lud
113
138
26
Article
9
01
Dynamics and management of linguistic diversity in companies and institutions 
of higher education
Results from the DYLAN-project
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’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
01
Discourse, representation and language practices
Negotiating plurilingual identities and spaces
1
A01
Sofia Stratilaki
Stratilaki, Sofia
Sofia
Stratilaki
University Sorbonne Nouvelle-Paris 3
01
The present study seeks to ascertain whether the learners’ 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’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
01
“Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance
What about their plurilingual competence?
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 “<i>Classes d’accueil</i>” 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’ 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
01
The effects of language transfer as a resource in instruction
The
effects of language transfer as a resource in instruction
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 Göbel, Vieluf & 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
01
Part 3. Language development
10
01
JB code
hsld.3.14rau
199
218
20
Article
14
01
Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals
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
01
L1 and L2 proficiency in Hebrew English adolescent learners
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 “poor readers” in English as L2. Participants were two groups of 7th graders – 14 good readers and 11 poor readers respectively, and two groups of 9th graders – 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
01
Developing a written lexicon in a multilingual environment
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
01
Index
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
01
Plurilingual Education
Policies – practices – language development
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
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https://benjamins.com/covers/475/hsld.3.png
04
03
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https://benjamins.com/covers/475_jpg/9789027214164.jpg
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JB code
hsld.3.01int
1
12
12
Article
1
01
Introduction
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
01
Part 1. Policies
10
01
JB code
hsld.3.03cos
15
32
18
Article
3
01
Plurilingualism and the challenges 
of education
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
01
The Council of Europe’s Language Education Policy Profile
The
Council of Europe’s Language Education Policy Profile
An opportunity to respond to diversity in policy 
and practice
1
A01
David Little
Little, David
David
Little
Trinity College Dublin
01
This article begins by summarizing the history of the Council of Europe’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’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’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
01
Australian Language Policy and the design of a national curriculum for languages
1
A01
Martina Möllering
Möllering, Martina
Martina
Möllering
Macquarie University
01
Australia’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’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
01
Acts of identity in the continuum from multilingual practices to language policy
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
01
Minority language instruction in Berlin 
and Brandenburg
Overview and case studies of Sorbian, Polish, Turkish and Chinese
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
01
Part 2. Multilingual practices
10
01
JB code
hsld.3.09lud
113
138
26
Article
9
01
Dynamics and management of linguistic diversity in companies and institutions 
of higher education
Results from the DYLAN-project
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’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
01
Discourse, representation and language practices
Negotiating plurilingual identities and spaces
1
A01
Sofia Stratilaki
Stratilaki, Sofia
Sofia
Stratilaki
University Sorbonne Nouvelle-Paris 3
01
The present study seeks to ascertain whether the learners’ 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’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
01
“Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance
What about their plurilingual competence?
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 “<i>Classes d’accueil</i>” 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’ 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
01
The effects of language transfer as a resource in instruction
The
effects of language transfer as a resource in instruction
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 Göbel, Vieluf & 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.
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JB code
hsld.3.13pa3
Section header
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Part 3. Language development
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JB code
hsld.3.14rau
199
218
20
Article
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Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals
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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.
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JB code
hsld.3.15rav
219
244
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Article
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L1 and L2 proficiency in Hebrew English adolescent learners
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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 “poor readers” in English as L2. Participants were two groups of 7th graders – 14 good readers and 11 poor readers respectively, and two groups of 9th graders – 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.
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JB code
hsld.3.16tol
245
258
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Article
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Developing a written lexicon in a multilingual environment
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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.
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JB code
hsld.3.17ind
259
260
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Miscellaneous
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Index
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