Verfügbarkeit: A multilingual development framework for young learners

A multilingual development framework for young learners: early multi-competence in South Tyrol

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Bibliographische Detailangaben
1. Verfasser:	Hofer, Barbara (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Berlin De Gruyter Mouton [2023]
Schriftenreihe:	Language contact and bilingualism volume 27
Schlagworte:	Mehrsprachigkeit Grundschulkind Soziolinguistik Südtirol Angewandte Linguistik Psycholinguistik Early Multicompetence Multilingual Development Multilingual Education Multilingual Learning Multilingual Awareness Multilingual Assessment Early Multicompetence; Multilingual Development; Multilingual Education; Multilingual Learning; Multilingual Awareness; Multilingual Assessment
Online-Zugang:	https://www.degruyter.com/isbn/9783111104652 Inhaltsverzeichnis Inhaltsverzeichnis
Beschreibung:	XXI, 273 Seiten Illustrationen 24 cm, 548 g
ISBN:	9783111104652 3111104656

Internformat

MARC


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Datensatz im Suchindex

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adam_text	CONTENTS ACKNOWLEDGEMENTS - V LIST OF ABBREVIATIONS - IX PREFACE - XI STRUCTURE OF THE BOOK - XV INTRODUCTION: TERMINOLOGICAL AND CONCEPTUAL CLARIFICATIONS - 1 PARTI CHAPTER 1 MULTILINGUAL IS AS MULTILINGUAL DOES - 5 1.1 CHILDREN S PATH TO MULTILINGUALISM AND MULTICOMPETENCE - 5 1.2 MULTILINGUAL PROCESSING AND ACQUISITION - 7 1.3 IN DEFENSE OF MULTILINGUAL COMPETENCE - 10 CHAPTER 2 MULTILINGUALISM: PROBLEM, RIGHT OR RESOURCE? - 16 2.1 LANGUAGE AS PROBLEM - 16 2.2 LANGUAGE AS RIGHT - 17 2.3 LANGUAGE AS RESOURCE - 19 CHAPTERS MONOLINGUAL NATIVE SPEAKER VS MULTILINGUAL NORMS - 21 3.1 WHO IS THE NATIVE SPEAKER, AND DO WE NEED THE NATIVE SPEAKER NORM? - 21 3.2 DEFINING THE MULTILINGUAL SPEAKER - 22 3.3 MONOLINGUAL NORMS AND EDUCATIONAL PRACTICES - 23 3.4 NEW WAYS OF SPEAKING - 25 CHAPTER 4 REHABILITATING BABEL - CULTIVATING A MULTILINGUAL LEARNING ECOLOGY - 26 CHAPTER 5 WIDENING PERSPECTIVES: APPLYING CDS THINKING TO MULTILINGUAL COMPETENCE BUILDING - 29 XVIII - CONTENTS 5.1 COMPLEX DYNAMIC SYSTEMS - 29 5.2 DEFINING COMPLEX AND DYNAMIC SYSTEMS - 30 5.3 WHAT DO WE MEAN BY COMPLEXITY? - 32 5.4 CFMC - A COMPLEXITY FRAMEWORK FOR MULTILINGUAL COMPETENCE ---- 33 5.5 WHAT DISTINGUISHES THE CFMC FROM EARLIER CDST-INFORMED MODELS? ---- 34 5.6 A CFMC VIEW OF MULTILINGUAL COMPETENCE CONSTRUCTION - 37 5.6.1 A HOLISTIC VIEW OF THE MULTILINGUAL LEARNER-USER - 37 5.6.2 CONDITIONAL FACTORS: FACTOR WEIGHT AND FACTOR INTERACTION ---- 37 5.6.3 TIME SCALES ----- 38 5.6.4 THE STIMULUS IMPACT FACTOR ----- 38 5.6.5 ON THE NATURE OF EXTERNAL AND INTERNAL FACTORS ---- 39 5.6.6 HIDDEN FACTORS ----- 39 5.6.7 LANGUAGE DEVELOPMENT IN CONTEXT ----- 40 5.6.8 MULTILINGUAL COMPETENCE AS DERIVABLE FROM EXPERIENCE ----- 40 5.6.9 ATTRACTOR FORCES ----- 41 5.6.10 GROWTH AND STABILITY ----- 41 5.6.11 COMPLEX LEARNER-USER PSYCHOLOGIES - 42 5.6.12 MULTILINGUAL COMPETENCE BUILDING AS DISTRIBUTED ----- 43 5.6.13 MULTILINGUAL COMPETENCE BUILDING AS EMBEDDED AND EMBODIED - 43 5.6.14 MULTILINGUAL COMPETENCE BUILDING AS DYNAMIC CO-CONSTRUCTION - 44 5.6.15 SELF-INVESTMENT ----- 44 5.6.16 MULTILINGUAL INVESTMENT EFFORT ----- 45 5.6.17 ITERATIVE LEARNING, FEEDBACK AND DEVELOPMENT ----- 45 5.6.18 LANGUAGE PRACTICES AS LOCI OF STRUGGLE - 46 5.7 CONCLUSION ----- 46 CHAPTER 6 THE IMPACT OF COMPLEX FACTOR BUNDLES ON THE MULTILINGUAL SYSTEM - 48 6.1 THE WORKINGS OF THE MULTILINGUAL MIND: PSYCHOLINGUISTIC PERSPECTIVES ON MULTIPLE LANGUAGE DEVELOPMENT - 49 6.1.1 6.1.2 6.1.3 6.1.4 6.1.5 6.1.6 6.1.7 6.2 6.2.1 6.2.2 CLIN AS A LEARNING ASSET ---- 50 TYPOLOGY ---- 50 PSYCHOTYPOLOGY - 51 SUPPORTER LANGUAGES ---- 52 DEFINING METALINGUISTIC AWARENESS (MLA) - 52 MULTILINGUALISM, METALINGUISTIC AWARENESS AND (META)COGNITION - 53 CAN META AND CROSSLINGUISTIC AWARENESS BE TAUGHT? ---- 54 STRATEGIES ---- 56 DEFINITIONS OF STRATEGY - 56 ON THE BENEFITS OF STRATEGY USE AND TRAINING ---- 56 CONTENTS ----- XIX 6.3 6.4 6.4.1 6.4.2 6.5 6.6 6.7 6.8 6.9 PART II CHAPTER 7 THE STUDY 7.1 7.2 7.3 7.4 7.5 7.6 7.6.1 7.6.2 7.6.3 7.6.4 7.6.5 7.6.6 7.6.7 7.6.8 7.6.9 7.6.10 7.6.10.1 7.6.10.2 7.6.11 7.6.11.1 7.6.12 7.6.12.1 RECONCEPTUALISING THE GOOD LANGUAGE LEARNER FROM A MULTICOMPETENCE PERSPECTIVE - 57 (NO LEARNING WITHOUT) EMOTIONS - 60 EMOTIONS AND LEARNING FROM A POSITIVE PSYCHOLOGY PERSPECTIVE - 62 LEARNING AND LOVE - 63 MOTIVATION ---- 63 THE LEARNER SELF ---- 65 LEARNER AUTONOMY - 67 LEARNER-USER BELIEFS AND ATTITUDES - 68 AFFORDANCES - 70 - 77 SOUTH TYROL - POLITICAL AND HISTORICAL BACKGROUND - 77 LANGUAGE EDUCATION IN SOUTH TYROL - 80 LANGUAGE DIVISION IN THE EDUCATIONAL SYSTEM/LANGUAGE POLICY ISSUES - 81 CONTEXTS OF DIGLOSSIA - 83 THE ROLE OF ENGLISH AS ADDITIONAL LANGUAGE - 84 STUDY DESIGN AND PROCEDURES - 84 TERMINOLOGICAL CONSIDERATIONS - 85 RESEARCH INTEREST - 85 RESEARCH QUESTIONS AND HYPOTHESES - 86 DATA COLLECTION - 88 PARTICIPANTS ---- 89 THE CONTINUA OF MULTILINGUAL COMPETENCE AND THE INTERTWINING OF INNER AND OUTER CONTEXTS ---- 95 TEST PROCEDURE AND INSTRUMENTS - 97 TEST ADMINISTRATION - 100 OPERATIONALISING MULTILINGUAL COMPETENCE - 100 THE MULTILINGUAL COMPETENCE TEST (MCT) - 101 STRUCTURE ---- 102 SCORING PROCEDURE - 109 METALINGUISTIC ABILITIES TEST-2 (MAT-2) ---- 109 SCORING PROCEDURE - 111 THE ITALIAN AND ENGLISH TEST - 112 SCORING PROCEDURE - 113 XX - CONTENTS 7.6.13 7.6.14 7.6.15 ATTITUDES AND MOTIVATION QUESTIONNAIRE - 113 STRATEGY USE QUESTIONNAIRE - 114 ORAL INTERVIEWS - 115 CHAPTER 8 RESULTS - 117 8.1 8.1.1 8.1.1.1 8.1.1.2 8.1.1.3 8.1.1.4 8.1.1.5 8.1.1.6 8.1.1.7 8.1.1.8 8.1.1.8.1 8.1.1.8.2 8.1.1.8.3 8.1.1.9 QUANTITATIVE FINDINGS - 117 RESEARCH QUESTIONS 1 & 2 - 118 BETWEEN-GROUP DIFFERENCES 60% THRESHOLD MCT - 119 MCT SUCCESS LEVEL RATES PER GROUP - 122 RESULTS MCT TOTAL SCORE GROUP COMPARISON - 122 RESULTS MCT PART I GROUP COMPARISON - 123 RESULTS MCT PART II GROUP COMPARISON - 124 RESULTS MCT MLX ITEMS GROUP COMPARISON - 125 RESULTS MCT MV ITEMS GROUP COMPARISON - 126 RESULTS LANGUAGE TESTS - 127 GERMAN TEST SUCCESS RATESGROUP - 133 ENGLISH TEST SUCCESS RATESGROUP - 134 ITALIAN TEST SUCCESS RATESGROUP - 135 OTHER FINDINGS: ASSOCIATIONS REPORT MARKSLANGUAGE TESTS & REPORT MARKS*MCT RESULTS - 136 8.1.2 8.1.3 8.1.4 8.1.5 8.1.6 8.1.6.1 8.1.6.2 RESEARCH QUESTION 3 - 137 RESEARCH QUESTION 4 - 139 RESEARCH QUESTION 5 - 140 RESEARCH QUESTION 6 - 140 RESEARCH QUESTION 7 - 144 ATTITUDES/MOTIVATION: COMPARISON BY GROUP - 145 ATTITUDES/MOTIVATION: CHILDREN WITH ITALIAN AS HL VS. CHILDREN WITHOUT ITALIAN AS HL - 147 8.1.6.3 ATTITUDES/MOTIVATION: BETWEEN-GROUP DIFFERENCES ON INDIVIDUAL QUESTIONNAIRE ITEMS - 148 8.1.7 8.1.8 8.1.9 8.1.10 8.1.11 8.2 8.2.1 8.2.1.1 8.2.1.2 RESEARCH QUESTION 8 - 151 RESEARCH QUESTION 9 - 155 RESEARCH QUESTION 10 - 157 RESEARCH QUESTION 11 - 160 RESEARCH QUESTION 12 - 161 DISCUSSION: QUANTITATIVE FINDINGS - 164 RESEARCH QUESTION 1 & 2 -----164 CROSS-LINGUISTIC COGNITIONS VERBALISED (MVS) - 165 CLIN EFFECTS AND TYPOLOGICAL PROXIMITY - 167 CONTENTS - XXI 8.2.1.3 MULTILINGUAL COMPETENCE TEST (MCT): SUCCESS RATES BY GROUP - 168 8.2.1.4 INDIVIDUAL LANGUAGE TEST SUCCESS RATES BY GROUP - 170 8.2.2 RESEARCH QUESTION 3 - 175 8.2.3 RESEARCH QUESTIONS 4 & 5 ---- 176 8.2.4 RESEARCH QUESTION 6 - 177 8.2.5 RESEARCH QUESTION 7 - 178 8.2.6 RESEARCH QUESTION 8 - 181 8.2.7 RESEARCH QUESTION 9 - 183 8.2.8 RESEARCH QUESTION 1 0 - 185 8.2.9 RESEARCH QUESTION 11 - 186 8.2.10 RESEARCH QUESTION 12 - 187 8.3 QUALITATIVE FINDINGS: ANALYSIS OF INTERVIEW DATA - 189 8.3.1 THEMATIC CLUSTER 1 - STRATEGIC COMPETENCE - 190 8.3.1.1 COGNITIVE STRATEGIES - 191 8.3.1.2 MEMORY STRATEGIES - 193 8.3.1.3 SOCIAL STRATEGIES - 195 8.3.1.4 META-COGNITIVE STRATEGIES - 197 8.3.1.5 COMPENSATION STRATEGIES - 199 8.3.1.6 CROSS-LINGUISTIC (COMPARATIVE AND TRANSFER) STRATEGIES - 200 8.3.2 THEMATIC CLUSTER 2 - META AND CROSSLINGUISTIC AWARENESS - 205 8.3.3 THEMATIC CLUSTER 3 - LANGUAGE LEARNING ATTITUDES - 206 8.3.4 THEMATIC CLUSTER 4 - LEARNER THEORIES - 208 8.3.5 THEMATIC CLUSTER 5 - THE MULTILINGUAL SELF - 210 8.3.6 THEMATIC CLUSTER 6 - PRIOR MULTILINGUAL EXPERIENCES - 213 8.3.7 CONCLUSION ----- 214 8.4 STUDY LIMITATIONS - 215 CHAPTER 9 CONCLUSION - 218 9.1 DEVELOPING MULTILINGUAL COMPETENCES IN COMPLEX CONTEXTS - 218 9.2 PEDAGOGICAL IMPLICATIONS AND OUTLOOK - 219 BIBLIOGRAPHY - 223 INDEX - 269
adam_txt	CONTENTS ACKNOWLEDGEMENTS - V LIST OF ABBREVIATIONS - IX PREFACE - XI STRUCTURE OF THE BOOK - XV INTRODUCTION: TERMINOLOGICAL AND CONCEPTUAL CLARIFICATIONS - 1 PARTI CHAPTER 1 MULTILINGUAL IS AS MULTILINGUAL DOES - 5 1.1 CHILDREN ' S PATH TO MULTILINGUALISM AND MULTICOMPETENCE - 5 1.2 MULTILINGUAL PROCESSING AND ACQUISITION - 7 1.3 IN DEFENSE OF MULTILINGUAL COMPETENCE - 10 CHAPTER 2 MULTILINGUALISM: PROBLEM, RIGHT OR RESOURCE? - 16 2.1 LANGUAGE AS PROBLEM - 16 2.2 LANGUAGE AS RIGHT - 17 2.3 LANGUAGE AS RESOURCE - 19 CHAPTERS MONOLINGUAL NATIVE SPEAKER VS MULTILINGUAL NORMS - 21 3.1 WHO IS THE NATIVE SPEAKER, AND DO WE NEED THE NATIVE SPEAKER NORM? - 21 3.2 DEFINING THE MULTILINGUAL SPEAKER - 22 3.3 MONOLINGUAL NORMS AND EDUCATIONAL PRACTICES - 23 3.4 NEW WAYS OF ' SPEAKING ' - 25 CHAPTER 4 REHABILITATING BABEL - CULTIVATING A MULTILINGUAL LEARNING ECOLOGY - 26 CHAPTER 5 WIDENING PERSPECTIVES: APPLYING CDS THINKING TO MULTILINGUAL COMPETENCE BUILDING - 29 XVIII - CONTENTS 5.1 COMPLEX DYNAMIC SYSTEMS - 29 5.2 DEFINING COMPLEX AND DYNAMIC SYSTEMS - 30 5.3 WHAT DO WE MEAN BY COMPLEXITY? - 32 5.4 CFMC - A COMPLEXITY FRAMEWORK FOR MULTILINGUAL COMPETENCE ---- 33 5.5 WHAT DISTINGUISHES THE CFMC FROM EARLIER CDST-INFORMED MODELS? ---- 34 5.6 A CFMC VIEW OF MULTILINGUAL COMPETENCE CONSTRUCTION - 37 5.6.1 A HOLISTIC VIEW OF THE MULTILINGUAL LEARNER-USER - 37 5.6.2 CONDITIONAL FACTORS: FACTOR WEIGHT AND FACTOR INTERACTION ---- 37 5.6.3 TIME SCALES ----- 38 5.6.4 THE STIMULUS IMPACT FACTOR ----- 38 5.6.5 ON THE NATURE OF EXTERNAL AND INTERNAL FACTORS ---- 39 5.6.6 HIDDEN FACTORS ----- 39 5.6.7 LANGUAGE DEVELOPMENT IN CONTEXT ----- 40 5.6.8 MULTILINGUAL COMPETENCE AS DERIVABLE FROM EXPERIENCE ----- 40 5.6.9 ATTRACTOR FORCES ----- 41 5.6.10 GROWTH AND STABILITY ----- 41 5.6.11 COMPLEX LEARNER-USER PSYCHOLOGIES - 42 5.6.12 MULTILINGUAL COMPETENCE BUILDING AS DISTRIBUTED ----- 43 5.6.13 MULTILINGUAL COMPETENCE BUILDING AS EMBEDDED AND EMBODIED - 43 5.6.14 MULTILINGUAL COMPETENCE BUILDING AS DYNAMIC CO-CONSTRUCTION - 44 5.6.15 SELF-INVESTMENT ----- 44 5.6.16 MULTILINGUAL INVESTMENT EFFORT ----- 45 5.6.17 ITERATIVE LEARNING, FEEDBACK AND DEVELOPMENT ----- 45 5.6.18 LANGUAGE PRACTICES AS LOCI OF STRUGGLE - 46 5.7 CONCLUSION ----- 46 CHAPTER 6 THE IMPACT OF COMPLEX FACTOR BUNDLES ON THE MULTILINGUAL SYSTEM - 48 6.1 THE WORKINGS OF THE MULTILINGUAL MIND: PSYCHOLINGUISTIC PERSPECTIVES ON MULTIPLE LANGUAGE DEVELOPMENT - 49 6.1.1 6.1.2 6.1.3 6.1.4 6.1.5 6.1.6 6.1.7 6.2 6.2.1 6.2.2 CLIN AS A LEARNING ASSET ---- 50 TYPOLOGY ---- 50 PSYCHOTYPOLOGY - 51 SUPPORTER LANGUAGES ---- 52 DEFINING METALINGUISTIC AWARENESS (MLA) - 52 MULTILINGUALISM, METALINGUISTIC AWARENESS AND (META)COGNITION - 53 CAN META AND CROSSLINGUISTIC AWARENESS BE TAUGHT? ---- 54 STRATEGIES ---- 56 DEFINITIONS OF STRATEGY - 56 ON THE BENEFITS OF STRATEGY USE AND TRAINING ---- 56 CONTENTS ----- XIX 6.3 6.4 6.4.1 6.4.2 6.5 6.6 6.7 6.8 6.9 PART II CHAPTER 7 THE STUDY 7.1 7.2 7.3 7.4 7.5 7.6 7.6.1 7.6.2 7.6.3 7.6.4 7.6.5 7.6.6 7.6.7 7.6.8 7.6.9 7.6.10 7.6.10.1 7.6.10.2 7.6.11 7.6.11.1 7.6.12 7.6.12.1 RECONCEPTUALISING THE GOOD LANGUAGE LEARNER FROM A MULTICOMPETENCE PERSPECTIVE - 57 (NO LEARNING WITHOUT) EMOTIONS - 60 EMOTIONS AND LEARNING FROM A POSITIVE PSYCHOLOGY PERSPECTIVE - 62 LEARNING AND LOVE - 63 MOTIVATION ---- 63 THE LEARNER ' SELF ---- 65 LEARNER AUTONOMY - 67 LEARNER-USER BELIEFS AND ATTITUDES - 68 AFFORDANCES - 70 - 77 SOUTH TYROL - POLITICAL AND HISTORICAL BACKGROUND - 77 LANGUAGE EDUCATION IN SOUTH TYROL - 80 LANGUAGE DIVISION IN THE EDUCATIONAL SYSTEM/LANGUAGE POLICY ISSUES - 81 CONTEXTS OF DIGLOSSIA - 83 THE ROLE OF ENGLISH AS ADDITIONAL LANGUAGE - 84 STUDY DESIGN AND PROCEDURES - 84 TERMINOLOGICAL CONSIDERATIONS - 85 RESEARCH INTEREST - 85 RESEARCH QUESTIONS AND HYPOTHESES - 86 DATA COLLECTION - 88 PARTICIPANTS ---- 89 THE CONTINUA OF MULTILINGUAL COMPETENCE AND THE INTERTWINING OF INNER AND OUTER CONTEXTS ---- 95 TEST PROCEDURE AND INSTRUMENTS - 97 TEST ADMINISTRATION - 100 OPERATIONALISING MULTILINGUAL COMPETENCE - 100 THE MULTILINGUAL COMPETENCE TEST (MCT) - 101 STRUCTURE ---- 102 SCORING PROCEDURE - 109 METALINGUISTIC ABILITIES TEST-2 (MAT-2) ---- 109 SCORING PROCEDURE - 111 THE ITALIAN AND ENGLISH TEST - 112 SCORING PROCEDURE - 113 XX - CONTENTS 7.6.13 7.6.14 7.6.15 ATTITUDES AND MOTIVATION QUESTIONNAIRE - 113 STRATEGY USE QUESTIONNAIRE - 114 ORAL INTERVIEWS - 115 CHAPTER 8 RESULTS - 117 8.1 8.1.1 8.1.1.1 8.1.1.2 8.1.1.3 8.1.1.4 8.1.1.5 8.1.1.6 8.1.1.7 8.1.1.8 8.1.1.8.1 8.1.1.8.2 8.1.1.8.3 8.1.1.9 QUANTITATIVE FINDINGS - 117 RESEARCH QUESTIONS 1 & 2 - 118 BETWEEN-GROUP DIFFERENCES 60% THRESHOLD MCT - 119 MCT SUCCESS LEVEL RATES PER GROUP - 122 RESULTS MCT TOTAL SCORE GROUP COMPARISON - 122 RESULTS MCT PART I GROUP COMPARISON - 123 RESULTS MCT PART II GROUP COMPARISON - 124 RESULTS MCT MLX ITEMS GROUP COMPARISON - 125 RESULTS MCT MV ITEMS GROUP COMPARISON - 126 RESULTS LANGUAGE TESTS - 127 GERMAN TEST SUCCESS RATESGROUP - 133 ENGLISH TEST SUCCESS RATESGROUP - 134 ITALIAN TEST SUCCESS RATESGROUP - 135 OTHER FINDINGS: ASSOCIATIONS REPORT MARKSLANGUAGE TESTS & REPORT MARKS*MCT RESULTS - 136 8.1.2 8.1.3 8.1.4 8.1.5 8.1.6 8.1.6.1 8.1.6.2 RESEARCH QUESTION 3 - 137 RESEARCH QUESTION 4 - 139 RESEARCH QUESTION 5 - 140 RESEARCH QUESTION 6 - 140 RESEARCH QUESTION 7 - 144 ATTITUDES/MOTIVATION: COMPARISON BY GROUP - 145 ATTITUDES/MOTIVATION: CHILDREN WITH ITALIAN AS HL VS. CHILDREN WITHOUT ITALIAN AS HL - 147 8.1.6.3 ATTITUDES/MOTIVATION: BETWEEN-GROUP DIFFERENCES ON INDIVIDUAL QUESTIONNAIRE ITEMS - 148 8.1.7 8.1.8 8.1.9 8.1.10 8.1.11 8.2 8.2.1 8.2.1.1 8.2.1.2 RESEARCH QUESTION 8 - 151 RESEARCH QUESTION 9 - 155 RESEARCH QUESTION 10 - 157 RESEARCH QUESTION 11 - 160 RESEARCH QUESTION 12 - 161 DISCUSSION: QUANTITATIVE FINDINGS - 164 RESEARCH QUESTION 1 & 2 -----164 CROSS-LINGUISTIC COGNITIONS VERBALISED (MVS) - 165 CLIN EFFECTS AND TYPOLOGICAL PROXIMITY - 167 CONTENTS - XXI 8.2.1.3 MULTILINGUAL COMPETENCE TEST (MCT): SUCCESS RATES BY GROUP - 168 8.2.1.4 INDIVIDUAL LANGUAGE TEST SUCCESS RATES BY GROUP - 170 8.2.2 RESEARCH QUESTION 3 - 175 8.2.3 RESEARCH QUESTIONS 4 & 5 ---- 176 8.2.4 RESEARCH QUESTION 6 - 177 8.2.5 RESEARCH QUESTION 7 - 178 8.2.6 RESEARCH QUESTION 8 - 181 8.2.7 RESEARCH QUESTION 9 - 183 8.2.8 RESEARCH QUESTION 1 0 - 185 8.2.9 RESEARCH QUESTION 11 - 186 8.2.10 RESEARCH QUESTION 12 - 187 8.3 QUALITATIVE FINDINGS: ANALYSIS OF INTERVIEW DATA - 189 8.3.1 THEMATIC CLUSTER 1 - STRATEGIC COMPETENCE - 190 8.3.1.1 COGNITIVE STRATEGIES - 191 8.3.1.2 MEMORY STRATEGIES - 193 8.3.1.3 SOCIAL STRATEGIES - 195 8.3.1.4 META-COGNITIVE STRATEGIES - 197 8.3.1.5 COMPENSATION STRATEGIES - 199 8.3.1.6 CROSS-LINGUISTIC (COMPARATIVE AND TRANSFER) STRATEGIES - 200 8.3.2 THEMATIC CLUSTER 2 - META AND CROSSLINGUISTIC AWARENESS - 205 8.3.3 THEMATIC CLUSTER 3 - LANGUAGE LEARNING ATTITUDES - 206 8.3.4 THEMATIC CLUSTER 4 - LEARNER THEORIES - 208 8.3.5 THEMATIC CLUSTER 5 - THE MULTILINGUAL SELF - 210 8.3.6 THEMATIC CLUSTER 6 - PRIOR MULTILINGUAL EXPERIENCES - 213 8.3.7 CONCLUSION ----- 214 8.4 STUDY LIMITATIONS - 215 CHAPTER 9 CONCLUSION - 218 9.1 DEVELOPING MULTILINGUAL COMPETENCES IN COMPLEX CONTEXTS - 218 9.2 PEDAGOGICAL IMPLICATIONS AND OUTLOOK - 219 BIBLIOGRAPHY - 223 INDEX - 269
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geographic	Südtirol (DE-588)4078047-8 gnd
geographic_facet	Südtirol
id	DE-604.BV049495020
illustrated	Illustrated
index_date	2024-07-03T23:20:20Z
indexdate	2024-07-10T10:08:53Z
institution	BVB
institution_GND	(DE-588)1065653190
isbn	9783111104652 3111104656
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-034840262
oclc_num	1371219970
open_access_boolean
owner	DE-739
owner_facet	DE-739
physical	XXI, 273 Seiten Illustrationen 24 cm, 548 g
publishDate	2023
publishDateSearch	2023
publishDateSort	2023
publisher	De Gruyter Mouton
record_format	marc
series	Language contact and bilingualism
series2	Language contact and bilingualism
spelling	Hofer, Barbara Verfasser (DE-588)1140602764 aut A multilingual development framework for young learners early multi-competence in South Tyrol Barbara Hofer Berlin De Gruyter Mouton [2023] XXI, 273 Seiten Illustrationen 24 cm, 548 g txt rdacontent n rdamedia nc rdacarrier Language contact and bilingualism volume 27 Mehrsprachigkeit (DE-588)4038403-2 gnd rswk-swf Grundschulkind (DE-588)4022350-4 gnd rswk-swf Soziolinguistik (DE-588)4077623-2 gnd rswk-swf Südtirol (DE-588)4078047-8 gnd rswk-swf Angewandte Linguistik Psycholinguistik Soziolinguistik Mehrsprachigkeit Early Multicompetence Multilingual Development Multilingual Education Multilingual Learning Multilingual Awareness Multilingual Assessment Early Multicompetence; Multilingual Development; Multilingual Education; Multilingual Learning; Multilingual Awareness; Multilingual Assessment Südtirol (DE-588)4078047-8 g Mehrsprachigkeit (DE-588)4038403-2 s Grundschulkind (DE-588)4022350-4 s Soziolinguistik (DE-588)4077623-2 s DE-604 De Gruyter Mouton (DE-588)1065653190 pbl Erscheint auch als Online-Ausgabe Hofer, Barbara A Multilingual Development Framework for Young Learners 1. Auflage Berlin/Boston : De Gruyter, 2023 Online-Ressource, 294 Seiten, 4 Illustrationen, 14 Illustrationen Erscheint auch als Online-Ausgabe 9783111106601 Language contact and bilingualism volume 27 (DE-604)BV039104623 volume 27 X:MVB https://www.degruyter.com/isbn/9783111104652 B:DE-101 application/pdf https://d-nb.info/1272630552/04 Inhaltsverzeichnis DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034840262&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p dnb 20230613 DE-101 https://d-nb.info/provenance/plan#dnb 2\p dnb 20230613 DE-101 https://d-nb.info/provenance/plan#dnb 3\p dnb 20230613 DE-101 https://d-nb.info/provenance/plan#dnb
spellingShingle	Hofer, Barbara A multilingual development framework for young learners early multi-competence in South Tyrol Language contact and bilingualism Mehrsprachigkeit (DE-588)4038403-2 gnd Grundschulkind (DE-588)4022350-4 gnd Soziolinguistik (DE-588)4077623-2 gnd
subject_GND	(DE-588)4038403-2 (DE-588)4022350-4 (DE-588)4077623-2 (DE-588)4078047-8
title	A multilingual development framework for young learners early multi-competence in South Tyrol
title_auth	A multilingual development framework for young learners early multi-competence in South Tyrol
title_exact_search	A multilingual development framework for young learners early multi-competence in South Tyrol
title_exact_search_txtP	A multilingual development framework for young learners early multi-competence in South Tyrol
title_full	A multilingual development framework for young learners early multi-competence in South Tyrol Barbara Hofer
title_fullStr	A multilingual development framework for young learners early multi-competence in South Tyrol Barbara Hofer
title_full_unstemmed	A multilingual development framework for young learners early multi-competence in South Tyrol Barbara Hofer
title_short	A multilingual development framework for young learners
title_sort	a multilingual development framework for young learners early multi competence in south tyrol
title_sub	early multi-competence in South Tyrol
topic	Mehrsprachigkeit (DE-588)4038403-2 gnd Grundschulkind (DE-588)4022350-4 gnd Soziolinguistik (DE-588)4077623-2 gnd
topic_facet	Mehrsprachigkeit Grundschulkind Soziolinguistik Südtirol
url	https://www.degruyter.com/isbn/9783111104652 https://d-nb.info/1272630552/04 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034840262&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
volume_link	(DE-604)BV039104623
work_keys_str_mv	AT hoferbarbara amultilingualdevelopmentframeworkforyounglearnersearlymulticompetenceinsouthtyrol AT degruytermouton amultilingualdevelopmentframeworkforyounglearnersearlymulticompetenceinsouthtyrol

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