| 000 -LEADER |
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| fixed length control field |
01103nam a2200301 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190618175854.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
120223s2012 au i000 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9789287171702 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
928717170X (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 245 00 - TITLE STATEMENT |
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| Title |
Promoting Plurilingualism : |
| Remainder of title |
majority language in multilingual settings / |
| Statement of responsibility, etc. |
Klaus-Börge Boeckmann, Eija Aalto, Andrea Abel, Tatjana Atanasoska and Terry Lamb ; with contributions by Anna Lasselsberger, Isabelle Limami, Magda Maver, Alexandra Melista, Franziska Plathner and Veronika Pólay |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Graz : |
| Name of publisher, distributor, etc. |
European Centre for Modern Languages ; |
| -- |
Council of Europe, |
| Date of publication, distribution, etc. |
2012. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
90 p. : |
| Other physical details |
ill. in col. ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references (p. 87-88). |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today’s societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 1 - What is MARILLE? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. The LE project and MARILLE |
| Title |
2.1. Languages as a subject |
| -- |
2.2. Language(s) in other subjects |
| -- |
2.3. Links |
| -- |
2.4. Implications for MARILLE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. The MARILLE-questionnaire |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. An experience from Austria: using multilingualism in teaching German |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reflection box |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 2 - Promoting plurilingualism in majority language teaching |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. Background |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2. Aims and underpinning values for promoting plurilingualism |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
3. Core contents: learners' knowledge, understanding and skills |
| Title |
3.1. Learners' knowledge and understanding |
| -- |
3.2. Learners' skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Teachers' knowledge, understanding and skills for promoting plurilingualism |
| Title |
4.1. Teachers' knowledge and understanding |
| -- |
4.2. Teachers' skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Strategies for change management |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Reflection box |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 3 - Plurilingualism in practice: practice examples |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Example 1: "Children's rights - in more than one language" |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Example 2: "Working on news" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Example 3: "In the world of folk tales" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Example 4: "Grammar and reflective language exercises" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Example 5: "Word classes in the news and ads" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reflection box |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Reflective questions for teachers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Reflective questions for teacher educators |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Reflective questions for head teachers |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today’s societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching.<br/><br/>This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents." (Book Cover)<br/> |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Table of contents<br/><br/>Part 1 - What is MARILLE?<br/>1. Introduction<br/>2. The LE project and MARILLE<br/>2.1. Languages as a subject<br/>2.2. Language(s) in other subjects<br/>2.3. Links<br/>2.4. Implications for MARILLE<br/>3. The MARILLE-questionnaire<br/>4. An experience from Austria: using multilingualism in teaching German<br/>Reflection box<br/><br/>Part 2 - Promoting plurilingualism in majority language teaching<br/>1. Background<br/>2. Aims and underpinning values for promoting plurilingualism<br/>3. Core contents: learners' knowledge, understanding and skills<br/>3.1. Learners' knowledge and understanding<br/>3.2. Learners' skills<br/>4. Teachers' knowledge, understanding and skills for promoting plurilingualism<br/>4.1. Teachers' knowledge and understanding<br/>4.2. Teachers' skills<br/>5. Strategies for change management<br/>Reflection box<br/><br/>Part 3 - Plurilingualism in practice: practice examples<br/>Example 1: "Children's rights - in more than one language"<br/>Example 2: "Working on news"<br/>Example 3: "In the world of folk tales"<br/>Example 4: "Grammar and reflective language exercises"<br/>Example 5: "Word classes in the news and ads"<br/>Reflection box<br/><br/>Part 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education<br/>1. Reflective questions for teachers<br/>2. Reflective questions for teacher educators<br/>3. Reflective questions for head teachers |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching |
| Geographic subdivision |
Europe. |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Multilingualism |
| Geographic subdivision |
Europe. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Boeckmann, Klaus-Börge, |
| Dates associated with a name |
1964- |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Aalto, Eija |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Abel, Andrea |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Atanasoska, Tatjana |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Lamb, Terry |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
European Centre for Modern Languages |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Council of Europe |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.ecml.at/tabid/277/PublicationID/75/Default.aspx">https://www.ecml.at/tabid/277/PublicationID/75/Default.aspx</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://marille.ecml.at/">http://marille.ecml.at/</a> |
| Link text |
Project's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
