A Multilingual Development Framework for Young Learners
Description
This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.
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Person
Barbara Hofer , DyME Research Innsbruck University (Austria); Free University of Bolzano/Bozen/Bulsan (Italy).
Content
- Intro
- Acknowledgements
- List of abbreviations
- Preface
- Structure of the book
- Contents
- Introduction: Terminological and conceptual clarifications
- Part I
- Chapter 1. Multilingual is as multilingual does
- Chapter 2. Multilingualism: Problem, right or resource?
- Chapter 3. Monolingual native speaker vs multilingual norms
- Chapter 4. Rehabilitating Babel - Cultivating a multilingual learning ecology
- Chapter 5. Widening perspectives: Applying CDS Thinking to multilingual competence building
- Chapter 6. The impact of complex factor bundles on the multilingual system
- Part II
- Chapter 7. The study
- Chapter 8. Results
- Chapter 9. Conclusion
- Bibliography
- Index
