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Foreign Language Education in Multilingual Classrooms
Edited by Andreas Bonnet and Peter Siemund
[Hamburg Studies on Linguistic Diversity 7] 2018
► pp. vii–viii

Table of contents

Introduction: Multilingualism and foreign language education: A synthesis of linguistic and educational findings
Part IPolicy perspectives: Concepts of multilingual education
Language education in and for a multilingual Europe
Multilingualism and education in sub-Saharan Africa: Policies, practices and implications
Language policy, language study, and heritage language education in the U.S.
Globalization, national identity, and multiculturalism and multilingualism: Language policy and practice in education in Asian countries
Part IITheoretical perspectives: From multilingualism to plurilingualism
L3, the tertiary language
Plurilingual identities: On the way to an integrative view on language education?
Models of multilingual competence
The multilingual turn in foreign language education: Facts and fallacies
Linguistic landscaping
Identity and investment in multilingual classrooms
Part IIIEmpirical perspectives: Multilingualism in the foreign language classroom
The acquisition of English as an L3 from a sociocultural point of view: The perspective of multilingual learners
Affordances of multilingual learning situations – possibilities and constraints for foreign language classrooms
L1 effects in the early L3 acquisition of vocabulary and grammar
“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
English as a lingua franca at the multilingual university: A comparison of monolingually and multilingually raised students and instructors
Learning English demonstrative pronouns on bilingual substrate: Evidence from German heritage speakers of Russian, Turkish, and Vietnamese
Contributors


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