Learning additional languages in plurilingual school settings: autochthonous, foreign, regional and heritage languages
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Bruxelles ; Bern ; Berlin ; New York ; Oxford ; Wien
Peter Lang
[2022]
|
| Series: | Champs Didactiques Plurilingues
données pour des politiques stratégiques ; 12 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | 218 Seiten Illustrationen 21 cm x 14.8 cm, 285 g |
| ISBN: | 9782875746139 2875746138 |
Staff View
MARC
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| 020 | |a 9782875746139 |c Broschur : EUR 44.95 (DE), EUR 46.20 (AT), CHF 52.00 (freier Preis) |9 978-2-87574-613-9 | ||
| 020 | |a 2875746138 |9 2-87574-613-8 | ||
| 024 | 3 | |a 9782875746139 | |
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| 100 | 1 | |a Gabillon, Zehra |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Learning additional languages in plurilingual school settings |b autochthonous, foreign, regional and heritage languages |c Zehra Gabillon |
| 264 | 1 | |a Bruxelles ; Bern ; Berlin ; New York ; Oxford ; Wien |b Peter Lang |c [2022] | |
| 264 | 4 | |c ©2022 | |
| 300 | |a 218 Seiten |b Illustrationen |c 21 cm x 14.8 cm, 285 g | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Champs Didactiques Plurilingues : données pour des politiques stratégiques |v 12 | |
| 650 | 0 | 7 | |a Mehrsprachigkeit |0 (DE-588)4038403-2 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Fremdsprachenunterricht |0 (DE-588)4018428-6 |2 gnd |9 rswk-swf |
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| 653 | |a autochthonous | ||
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| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EPUB |z 978-2-87574-615-3 |
| 830 | 0 | |a Champs Didactiques Plurilingues |v données pour des politiques stratégiques ; 12 |w (DE-604)BV048361865 |9 12 | |
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Record in the Search Index
| _version_ | 1804184178931007488 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
INTRODUCTION
...............................................................................................
17
PART
1
CONTEXT,
THEORY
AND
PEDAGOGY
1
CURRENT
AL
TEACHING
CONTEXT
...........................................................
23
1.1
INTRODUCTION
................................................................................
23
1.2
EVOLUTIONS
IN
APPLIED
LINGUISTICS
...............................................
24
1.2.1
DYNAMIC
TRANSFORMATIONS
...............................................
24
1.2.2
EPISTEMOLOGICAL
SHIFTS
IN
AL
TEACHING
...........................
26
1.2.3
CONCEPTUALIZING
THE
AL
LEARNING
CONTEXT
.....................
28
1.3
CONCLUSION
..................................................................................
31
2
FUNDAMENTAL
CONCEPTS
IN
AL
LEARNING
...........................................
33
2.1
INTRODUCTION
..............................................................................
33
2.2
FUNDAMENTAL
CONCEPTS
..............................................................
34
2.3
FROM
MONOGLOSSIC
TO
HETEROGLOSSIC
BILINGUALISM
...................
36
2.4
NOTIONS
RELATED
TO
BILINGUALISM
..............................................
42
2.5
CONCLUSION
................................................................................
50
3
OVERVIEW
OF
AL
LEARNING
THEORIES
...................................................
51
3.1
INTRODUCTION
................................................................................
51
3.2
SYNOPSIS
OF
EARLIER
ACCOUNTS
OF
AL
LEARNING
.............................
54
3.2.1
BEHAVIOURISM,
CONTRASTIVE
ANALYSIS
AND
NATIVIST
PERSPECTIVES
...........................................................
54
3.2.2
COGNITIVE
ACCOUNTS
........................................................
55
3.3
CURRENT
ACCOUNTS
OF
AL
LEARNING
..............................................
59
3.3.1
EMERGENTIST
APPROACHES
.................................................
61
3.3.2
SOCIOCULTURAL
AND
(SOCIO-)INTERACTIONIST
VIEWS
.............
63
14
TABLE
OF
CONTENTS
3.3.2.1
SOCIOCULTURAL
PERSPECTIVE
IN
AL
DEVELOPMENT
......
64
3.3.2.2
INTERACTIONISTPERSPECTIVE
IN
AL
DEVELOPMENT
......
71
3.4
CURRENT
EPISTEMOLOGICAL
POSITIONS
IN
AL
LEARNING
...................
77
3.5
DISCUSSION
AND
CONCLUSION
.........................................................
81
4
CURRENT
APPROACHES
TO
AL
TEACHING
................................................
83
4.1
INTRODUCTION
................................................................................
83
4.2
TASK-BASED
LANGUAGE
TEACHING
....................................................
88
4.3
ACTION-ORIENTED
APPROACH
.........................................................
92
4.4
CONTENT-BASED
INSTRUCTION
.........................................................
94
4.5
CONCLUSION
..................................................................................
97
5
CONTENT
AND
LANGUAGE
INTEGRATED
LEARNING
...................................
99
5.1
INTRODUCTION
................................................................................
99
5.2
CLIL
HISTORY
.............................................................................
101
5.2.1
THE
ADVENT
OF
CLIL
........................................................
101
5.2.2
CLIL
EXPERIMENTATIONS
..................................................
103
5.3
WHAT
IS
CLIL?
.........................................................................
104
5.3.1
VARIATIONS
IN
CLIL
PRACTICES
..........................................
105
5.4
EPISTEMOLOGICAL
STANCE
AND
THEORETICAL
FOUNDATIONS
..............
109
5.4.1
SOCIOCULTURAL
PERSPECTIVE
...............................................
110
5.4.2
COGNITIVIST
VIEWS
AND
CLIL
...........................................
ILL
5.5
CLIL
FRAMEWORKS
AND
UNDERLYING
PRINCIPLES
.........................
113
5.5.1
4
CS
FRAMEWORK
..............................................................
113
5.5.2
LANGUAGE
TRIPTYCH
..........................................................
115
5.5.3
IS
CLIL
AN
AL
TEACHING
APPROACH?
...............................
117
5.5.4
IS
CLIL
DIFFERENT
FROM
CBI?
..........................................
118
5.6
DISCUSSION
AND
CONCLUSION
........................................................
119
PART
2
LINKING
THEORY
TO
PRACTICE
6
EDUCATIONAL
CONTEXT
OF
FRENCH
POLYNESIA
....................................
123
6.1
INTRODUCTION
..............................................................................
123
6.2
ECOLOGY
OF
LANGUAGES
IN
FRENCH
POLYNESIA
...............................
125
TABLE
OF
CONTENTS
15
6.3
AL
RESEARCH
AND
TEACHING
PRACTICES
........................................
127
6.4
CONCLUSION
........................................
128
7
INTERACTIONS
IN
AL
LEARNING
..............................................................
131
7.1
INTRODUCTION
...............................................................................
131
7.2
INTERACTION
ANALYSIS
AS
A
TEACHER
TRAINING
TOOL
........................
132
7.3
IDENTIFICATION
OF
INTERACTIONAL
PATTERNS
....................................
133
7.3.1
IRF
EXCHANGES:
LOW
LEARNER
INVOLVEMENT
.....................
135
7.3.2
IRF
EXCHANGES:
AVERAGE
LEARNER
INVOLVEMENT
...............
137
7.3.3
TEACHER-LED
SMALLGROUP
INTERACTIONS
............................
139
7.3.4
INTERACTIONS:
LEARNER-LED
GROUP
TASK
.............................
142
7.3.5
INTERACTIONS
WITH
THE
TEACHER
IN
A
SMALL
GROUP
.............
144
7.3.6
INTERACTIONS:
THE
TEACHER
AS
A
GROUP
MEMBER
..............
146
7.4
CONCLUSION
.................................................................................
149
8
TASKS
TO
PROMOTE
INTERACTIONAL
EXCHANGES
...................................
153
8.1
INTRODUCTION
...............................................................................
153
8.2
SOCIALLY
MEDIATED
ACTIVITY
FRAMEWORK
.....................................
155
8.2.1
ZPD,
MEDIATION
AND
COLLABORATIVE
INTERACTION
............
159
8.2,1.1
JOINT
ATTENTION
......................................................
160
8.2.1.2
EXPERIENTIAL
LEARNING
AND
PRACTICAL
ACTIVITIES
....
160
8.2.1.3
CREATING
NATURAL
LEARNING
ENVIRONMENTS
...........
161
8.2.1.4
THE
ROLE
OF
ARTEFACTS
AND
GESTURES
........................
161
8.3
CONCLUSION
.................................................................................
163
CONCLUSION
..................................................................................................
165
GLOSSARY
......................................................................................................
169
APPENDIX
....................................................................................................
183
REFERENCES
...................................................................................................
185
INDEX
............................................................................................................
215
|
| adam_txt |
TABLE
OF
CONTENTS
INTRODUCTION
.
17
PART
1
CONTEXT,
THEORY
AND
PEDAGOGY
1
CURRENT
AL
TEACHING
CONTEXT
.
23
1.1
INTRODUCTION
.
23
1.2
EVOLUTIONS
IN
APPLIED
LINGUISTICS
.
24
1.2.1
DYNAMIC
TRANSFORMATIONS
.
24
1.2.2
EPISTEMOLOGICAL
SHIFTS
IN
AL
TEACHING
.
26
1.2.3
CONCEPTUALIZING
THE
AL
LEARNING
CONTEXT
.
28
1.3
CONCLUSION
.
31
2
FUNDAMENTAL
CONCEPTS
IN
AL
LEARNING
.
33
2.1
INTRODUCTION
.
33
2.2
FUNDAMENTAL
CONCEPTS
.
34
2.3
FROM
MONOGLOSSIC
TO
HETEROGLOSSIC
BILINGUALISM
.
36
2.4
NOTIONS
RELATED
TO
BILINGUALISM
.
42
2.5
CONCLUSION
.
50
3
OVERVIEW
OF
AL
LEARNING
THEORIES
.
51
3.1
INTRODUCTION
.
51
3.2
SYNOPSIS
OF
EARLIER
ACCOUNTS
OF
AL
LEARNING
.
54
3.2.1
BEHAVIOURISM,
CONTRASTIVE
ANALYSIS
AND
NATIVIST
PERSPECTIVES
.
54
3.2.2
COGNITIVE
ACCOUNTS
.
55
3.3
CURRENT
ACCOUNTS
OF
AL
LEARNING
.
59
3.3.1
EMERGENTIST
APPROACHES
.
61
3.3.2
SOCIOCULTURAL
AND
(SOCIO-)INTERACTIONIST
VIEWS
.
63
14
TABLE
OF
CONTENTS
3.3.2.1
SOCIOCULTURAL
PERSPECTIVE
IN
AL
DEVELOPMENT
.
64
3.3.2.2
INTERACTIONISTPERSPECTIVE
IN
AL
DEVELOPMENT
.
71
3.4
CURRENT
EPISTEMOLOGICAL
POSITIONS
IN
AL
LEARNING
.
77
3.5
DISCUSSION
AND
CONCLUSION
.
81
4
CURRENT
APPROACHES
TO
AL
TEACHING
.
83
4.1
INTRODUCTION
.
83
4.2
TASK-BASED
LANGUAGE
TEACHING
.
88
4.3
ACTION-ORIENTED
APPROACH
.
92
4.4
CONTENT-BASED
INSTRUCTION
.
94
4.5
CONCLUSION
.
97
5
CONTENT
AND
LANGUAGE
INTEGRATED
LEARNING
.
99
5.1
INTRODUCTION
.
99
5.2
CLIL
HISTORY
.
101
5.2.1
THE
ADVENT
OF
CLIL
.
101
5.2.2
CLIL
EXPERIMENTATIONS
.
103
5.3
WHAT
IS
CLIL?
.
104
5.3.1
VARIATIONS
IN
CLIL
PRACTICES
.
105
5.4
EPISTEMOLOGICAL
STANCE
AND
THEORETICAL
FOUNDATIONS
.
109
5.4.1
SOCIOCULTURAL
PERSPECTIVE
.
110
5.4.2
COGNITIVIST
VIEWS
AND
CLIL
.
ILL
5.5
CLIL
FRAMEWORKS
AND
UNDERLYING
PRINCIPLES
.
113
5.5.1
4
CS
FRAMEWORK
.
113
5.5.2
LANGUAGE
TRIPTYCH
.
115
5.5.3
IS
CLIL
AN
AL
TEACHING
APPROACH?
.
117
5.5.4
IS
CLIL
DIFFERENT
FROM
CBI?
.
118
5.6
DISCUSSION
AND
CONCLUSION
.
119
PART
2
LINKING
THEORY
TO
PRACTICE
6
EDUCATIONAL
CONTEXT
OF
FRENCH
POLYNESIA
.
123
6.1
INTRODUCTION
.
123
6.2
ECOLOGY
OF
LANGUAGES
IN
FRENCH
POLYNESIA
.
125
TABLE
OF
CONTENTS
15
6.3
AL
RESEARCH
AND
TEACHING
PRACTICES
.
127
6.4
CONCLUSION
.
128
7
INTERACTIONS
IN
AL
LEARNING
.
131
7.1
INTRODUCTION
.
131
7.2
INTERACTION
ANALYSIS
AS
A
TEACHER
TRAINING
TOOL
.
132
7.3
IDENTIFICATION
OF
INTERACTIONAL
PATTERNS
.
133
7.3.1
IRF
EXCHANGES:
LOW
LEARNER
INVOLVEMENT
.
135
7.3.2
IRF
EXCHANGES:
AVERAGE
LEARNER
INVOLVEMENT
.
137
7.3.3
TEACHER-LED
SMALLGROUP
INTERACTIONS
.
139
7.3.4
INTERACTIONS:
LEARNER-LED
GROUP
TASK
.
142
7.3.5
INTERACTIONS
WITH
THE
TEACHER
IN
A
SMALL
GROUP
.
144
7.3.6
INTERACTIONS:
THE
TEACHER
AS
A
GROUP
MEMBER
.
146
7.4
CONCLUSION
.
149
8
TASKS
TO
PROMOTE
INTERACTIONAL
EXCHANGES
.
153
8.1
INTRODUCTION
.
153
8.2
SOCIALLY
MEDIATED
ACTIVITY
FRAMEWORK
.
155
8.2.1
ZPD,
MEDIATION
AND
COLLABORATIVE
INTERACTION
.
159
8.2,1.1
JOINT
ATTENTION
.
160
8.2.1.2
EXPERIENTIAL
LEARNING
AND
PRACTICAL
ACTIVITIES
.
160
8.2.1.3
CREATING
NATURAL
LEARNING
ENVIRONMENTS
.
161
8.2.1.4
THE
ROLE
OF
ARTEFACTS
AND
GESTURES
.
161
8.3
CONCLUSION
.
163
CONCLUSION
.
165
GLOSSARY
.
169
APPENDIX
.
183
REFERENCES
.
185
INDEX
.
215 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Gabillon, Zehra |
| author_facet | Gabillon, Zehra |
| author_role | aut |
| author_sort | Gabillon, Zehra |
| author_variant | z g zg |
| building | Verbundindex |
| bvnumber | BV048321443 |
| ctrlnum | (OCoLC)1327678080 (DE-599)DNB1258732602 |
| format | Book |
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| id | DE-604.BV048321443 |
| illustrated | Illustrated |
| index_date | 2024-07-03T20:12:10Z |
| indexdate | 2024-07-10T09:35:13Z |
| institution | BVB |
| institution_GND | (DE-588)1065658303 |
| isbn | 9782875746139 2875746138 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033700779 |
| oclc_num | 1327678080 |
| open_access_boolean | |
| owner | DE-N32 |
| owner_facet | DE-N32 |
| physical | 218 Seiten Illustrationen 21 cm x 14.8 cm, 285 g |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Peter Lang |
| record_format | marc |
| series | Champs Didactiques Plurilingues |
| series2 | Champs Didactiques Plurilingues : données pour des politiques stratégiques |
| spelling | Gabillon, Zehra Verfasser aut Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages Zehra Gabillon Bruxelles ; Bern ; Berlin ; New York ; Oxford ; Wien Peter Lang [2022] ©2022 218 Seiten Illustrationen 21 cm x 14.8 cm, 285 g txt rdacontent n rdamedia nc rdacarrier Champs Didactiques Plurilingues : données pour des politiques stratégiques 12 Mehrsprachigkeit (DE-588)4038403-2 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf learning autochthonous Fremdsprachenunterricht (DE-588)4018428-6 s Mehrsprachigkeit (DE-588)4038403-2 s DE-604 P.I.E. - Peter Lang S.A. (DE-588)1065658303 pbl Erscheint auch als Online-Ausgabe, PDF 978-2-87574-614-6 Erscheint auch als Online-Ausgabe, EPUB 978-2-87574-615-3 Champs Didactiques Plurilingues données pour des politiques stratégiques ; 12 (DE-604)BV048361865 12 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033700779&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220530 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Gabillon, Zehra Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages Champs Didactiques Plurilingues Mehrsprachigkeit (DE-588)4038403-2 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4038403-2 (DE-588)4018428-6 |
| title | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages |
| title_auth | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages |
| title_exact_search | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages |
| title_exact_search_txtP | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages |
| title_full | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages Zehra Gabillon |
| title_fullStr | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages Zehra Gabillon |
| title_full_unstemmed | Learning additional languages in plurilingual school settings autochthonous, foreign, regional and heritage languages Zehra Gabillon |
| title_short | Learning additional languages in plurilingual school settings |
| title_sort | learning additional languages in plurilingual school settings autochthonous foreign regional and heritage languages |
| title_sub | autochthonous, foreign, regional and heritage languages |
| topic | Mehrsprachigkeit (DE-588)4038403-2 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Mehrsprachigkeit Fremdsprachenunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033700779&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV048361865 |
| work_keys_str_mv | AT gabillonzehra learningadditionallanguagesinplurilingualschoolsettingsautochthonousforeignregionalandheritagelanguages AT piepeterlangsa learningadditionallanguagesinplurilingualschoolsettingsautochthonousforeignregionalandheritagelanguages |