Teaching and Learning in Multilingual Contexts Sociolinguistic and Educational Perspectives - Otwinowska, Agnieszka (Channel View Publications, 2014)
Contributors; Introduction: Towards Education for Multilingualism; Part 1 Multilingualism in Education: Conceptual Issues and Sociolinguistic Perspectives; 1 Problems in Defining the Concepts of L1, L2 and L3; 2 Analyzing Linguistic Landscapes. A Diachronic Study of Multilingualism in Poland; 3 Rethinking Multilingualism: Complex Identities, Representations and Practices of Multilingual Student Teachers Moving through Plurilingual Times in University French Language Teacher Education Programs
4 Analysing Prospective Teachers' Attitudes towards Three Languages in Two Different Sociolinguistic and Educational Settings5 EFL Teacher Trainees and European Goals of Multilingualism and Plurilingualism. A Survey of Attitudes in Poland and Croatia; 6 Rethinking Urban Schools -- A Sociolinguistic Analysis of Multilingualism in Frankfurt/M, Germany; Part 2 Students and Teachers in the Multilingual Classroom; 7 The Role of Age on the Development of Written Competence in L4 English: Evidence From a Spanish/German CLIL Context
8 The Role of External Consultancy in Supporting Multilingual CLIL Teams and in Shaping School Pedagogical Culture: The Caseof S. Giacomo di Laives/StJakob Leifers (Italy)9 Discourse on Multilingualism, Language Competence, Use and Attitudes in German-English Bilingual Vocational Schools in Switzerland; 10 Developing Metalinguistic Awareness in L3 German Classrooms; 11 L3, L1 or L0? Heritage-Language Students as Third-Language Learners; Epilogue: Education for Multilingualism: From Political Discourse to Classroom Applications
It is clearly illogical to search for one good, universal solution for multilingual education when educational contexts differ so widely due to demographic and social factors. The situation is further complicated by the motivations of learners and teachers, and by attitudes towards multilingualism and 'otherness'. The studies in this volume seek to investigate not only whether certain solutions and practices are 'good', but also when and for whom they make sense. The book covers a wide range of Western multilingual contexts, and uncovers common themes and practices, shared aims and preoccupati