Foreign Language Education in Multilingual Classrooms

Editors

Andreas Bonnet

| University of Hamburg

Peter Siemund

| University of Hamburg

Hardbound – Available

ISBN 9789027201010 | EUR 75.00 | USD 113.00

e-Book –

ISBN 9789027263858 | EUR 75.00 | USD 113.00

This volume challenges traditional approaches to foreign language education and proposes to redefine them in our age of international migration and globalization. Foreign language classrooms are no longer populated by monolingual students, but increasingly by multilingual students with highly diverse language backgrounds. This necessitates a new understanding of foreign language learning and teaching. The volume brings together an international group of researchers of high caliber who specialize in third language acquisition, teaching English as an additional language, and multilingual education. In addition to topical overview articles on the multilingual policies pursued in Europe, Africa, North America, and Asia, as well as several contributions dealing with theoretical issues regarding multilingualism and plurilingualism, the volume also offers cutting edge case studies from multilingual acquisition research and foreign language classroom practice. Throughout the volume, multilingualism is interpreted as a valuable resource that can facilitate language education provided it is harnessed in appropriate conditions.

[Hamburg Studies on Linguistic Diversity, 7] 2018. viii, 423 pp.

Publishing status: Available

https://doi.org/10.1075/hsld.7

Table of Contents

Introduction: Multilingualism and foreign language education: A synthesis of linguistic and educational findings Andreas Bonnet and Peter Siemund	1–29
Contributors	408–417
Part I. Policy perspectives	34–123
Language education in and for a multilingual Europe Michael Byram	33–56
Multilingualism and education in sub-Saharan Africa: Policies, practices and implications Feliciano Chimbutane	57–75
Language policy, language study, and heritage language education in the U.S. Kendall A. King, Mengying Liu and María Cecilia Schwedhelm	77–98
Globalization, national identity, and multiculturalism and multilingualism: Language policy and practice in education in Asian countries Wenyang Sun and Xue Lan Rong	99–123
Part II. Theoretical perspectives	128–252
L3, the tertiary language Björn Hammarberg	127–150
Plurilingual identities: On the way to an integrative view on language education? Adelheid Hu	151–172
Models of multilingual competence Britta Hufeisen	173–189
The multilingual turn in foreign language education: Facts and fallacies Sílvia Melo-Pfeifer	191–212
Linguistic landscaping Sebastian Muth	213–235
Identity and investment in multilingual classrooms Bonny Norton	237–252
Part III. Empirical perspectives	256–405
The acquisition of English as an L3 from a sociocultural point of view: The perspective of multilingual learners Andreas Bonnet, Larissa Jacob, Annika Schäfer and Torben Schmidt	255–280
Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms Judith Buendgens-Kosten and Daniela Elsner	281–304
L1 effects in the early L3 acquisition of vocabulary and grammar Holger Hopp, Teresa Kieseier, Markus Vogelbacher and Dieter Thoma	305–330
“One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English Eliane Lorenz	331–357
English as a lingua franca at the multilingual university: A comparison of monolingually and multilingually raised students and instructors Jessica Terese Mueller	359–380
Learning English demonstrative pronouns on bilingual substrate: Evidence from German heritage speakers of Russian, Turkish, and Vietnamese Peter Siemund, Stefanie Schröter and Sharareh Rahbari	381–405
Subject index

Cited by

Cited by other publications

Lorenz, Eliane & Peter Siemund

2019. In International Research on Multilingualism: Breaking with the Monolingual Perspective [Multilingual Education, 35], ► pp. 81 ff.

This list is based on CrossRef data as of 30 june 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Linguistics

BIC Subject: CJA – Language teaching theory & methods

BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching

U.S. Library of Congress Control Number: 2018014183