Foreign Language Education in Multilingual Classrooms

Andreas Bonnet | University of Hamburg
ORCID logoPeter Siemund | University of Hamburg
ISBN 9789027201010 | EUR 75.00 | USD 113.00
ISBN 9789027263858 | EUR 75.00 | USD 113.00
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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
Table of Contents
Cited by

Cited by 11 other publications

Bui, Gavin
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Cavalheiro, Lili, Luis Guerra & Ricardo Pereira
2022. Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study. In English Language Teaching [English Language Teaching: Theory, Research and Pedagogy, ],  pp. 33 ff. DOI logo
Chen, Ruihua, Yafu Gong, Yanghe Liu & Wen Cheng
2023. A Bibliometric and Content Analysis of Strategy-Based Instruction in Second or Foreign Language Teaching From 2000 to 2021. SAGE Open 13:1  pp. 215824402311595 ff. DOI logo
Damaskou, Eftychia
2023. The Facilitating Role of English as a Reference Language for the Awakening of Young Students to Linguistic Diversity. In Handbook of Multilingual TESOL in Practice,  pp. 267 ff. DOI logo
Erling, Elizabeth J. & Emilee Moore
2021. INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action. International Journal of Multilingualism 18:4  pp. 523 ff. DOI logo
Hasai, Yevheniia
2023. Future Teachers’ Beliefs About Multilingualism in Language Education. In Language in Educational and Cultural Perspectives [Second Language Learning and Teaching, ],  pp. 37 ff. DOI logo
Krulatz, Anna, Georgios Neokleous & Eliane Lorenz
2023. Learning and Teaching of English in the Multilingual Classroom: English Teachers’ Perspectives, Practices, and Purposes. Languages 8:2  pp. 121 ff. DOI logo
Lorenz, Eliane, Yevheniia Hasai & Peter Siemund
2021. Multilingual lexical transfer challenges monolingual educational norms: not quite!. Multilingua 40:6  pp. 791 ff. DOI logo
Lorenz, Eliane & Peter Siemund
2019. Differences in the Acquisition and Production of English as a Foreign Language: A Study of Bilingual and Monolingual Students in Germany. In International Research on Multilingualism: Breaking with the Monolingual Perspective [Multilingual Education, 35],  pp. 81 ff. DOI logo
Melo-Pfeifer, Sílvia & Caroline Payant
2022. Mise en oeuvre de pratiques qui contribuent à la valorisation et à la validation de la pluralité du répertoire des apprenants. La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 35:1 DOI logo
Siemund, Peter & Jessica Terese Mueller
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Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
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ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2018014183 | Marc record