000 01103nam a2200301 a 4500
999 _c669
_d669
003 OSt
005 20190618175854.0
008 120223s2012 au i000 eng d
020 _a9789287171702 (pbk)
020 _a928717170X (pbk)
040 _cJCRC
245 0 0 _aPromoting Plurilingualism :
_bmajority language in multilingual settings /
_cKlaus-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 _a1st ed.
260 _aGraz :
_bEuropean Centre for Modern Languages ;
_bCouncil of Europe,
_c2012.
300 _a90 p. :
_bill. in col. ;
_c24 cm.
504 _aIncludes bibliographical references (p. 87-88).
505 _a"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 _aThis 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 _aCONTENTS:
505 _aPart 1 - What is MARILLE?
505 _a1. Introduction
505 _a2. The LE project and MARILLE
_t2.1. Languages as a subject
_t2.2. Language(s) in other subjects
_t2.3. Links
_t2.4. Implications for MARILLE
505 _a3. The MARILLE-questionnaire
505 _a4. An experience from Austria: using multilingualism in teaching German
505 _aReflection box
505 _aPart 2 - Promoting plurilingualism in majority language teaching
505 _a1. Background
505 _a2. Aims and underpinning values for promoting plurilingualism
505 _a3. Core contents: learners' knowledge, understanding and skills
_t3.1. Learners' knowledge and understanding
_t3.2. Learners' skills
505 _a4. Teachers' knowledge, understanding and skills for promoting plurilingualism
_t4.1. Teachers' knowledge and understanding
_t4.2. Teachers' skills
505 _a5. Strategies for change management
505 _aReflection box
505 _aPart 3 - Plurilingualism in practice: practice examples
505 _aExample 1: "Children's rights - in more than one language"
505 _aExample 2: "Working on news"
505 _aExample 3: "In the world of folk tales"
505 _aExample 4: "Grammar and reflective language exercises"
505 _aExample 5: "Word classes in the news and ads"
505 _aReflection box
505 _aPart 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education
505 _a1. Reflective questions for teachers
505 _a2. Reflective questions for teacher educators
505 _a3. Reflective questions for head teachers
520 3 _a"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. 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)
520 2 _aTable of contents Part 1 - What is MARILLE? 1. Introduction 2. The LE project and MARILLE 2.1. Languages as a subject 2.2. Language(s) in other subjects 2.3. Links 2.4. Implications for MARILLE 3. The MARILLE-questionnaire 4. An experience from Austria: using multilingualism in teaching German Reflection box Part 2 - Promoting plurilingualism in majority language teaching 1. Background 2. Aims and underpinning values for promoting plurilingualism 3. Core contents: learners' knowledge, understanding and skills 3.1. Learners' knowledge and understanding 3.2. Learners' skills 4. Teachers' knowledge, understanding and skills for promoting plurilingualism 4.1. Teachers' knowledge and understanding 4.2. Teachers' skills 5. Strategies for change management Reflection box Part 3 - Plurilingualism in practice: practice examples Example 1: "Children's rights - in more than one language" Example 2: "Working on news" Example 3: "In the world of folk tales" Example 4: "Grammar and reflective language exercises" Example 5: "Word classes in the news and ads" Reflection box Part 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education 1. Reflective questions for teachers 2. Reflective questions for teacher educators 3. Reflective questions for head teachers
650 6 _aLanguage and languages
_xStudy and teaching
_zEurope.
650 6 _aMultilingualism
_zEurope.
700 1 _aBoeckmann, Klaus-Börge,
_d1964-
700 1 _aAalto, Eija
700 1 _aAbel, Andrea
700 1 _aAtanasoska, Tatjana
700 1 _aLamb, Terry
710 2 _aEuropean Centre for Modern Languages
710 2 _aCouncil of Europe
856 _uhttps://www.ecml.at/tabid/277/PublicationID/75/Default.aspx
_zPublisher's Website.
856 _uhttp://marille.ecml.at/
_yProject's Website.
942 _2z
_cBK