Theoretical and applied perspectives on teaching foreign languages in multilingual settings : pedagogical implications
著者
書誌事項
Theoretical and applied perspectives on teaching foreign languages in multilingual settings : pedagogical implications
(New perspectives on language and education, 100)
Multilingual Matters, c2022
- : pbk
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners' own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.
目次
Figures and Tables
Acknowledgements
Acronyms
Contributors
Introductions
Part 1: Towards a Multilingual Paradigm in Foreign Language Education
Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice
Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework
Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers' Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures
Part 2: Languaging Practices in Multilingual Classrooms
Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language
Chapter 5. Mirjam Gunther-van der Meij and Joana Duarte: 'There are Many Ways to Integrate Multilingualism': All-inclusive Foreign Language Education in the Netherlands
Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting
Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges
Part 3: Teacher and Learner Perspectives
Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus
Chapter 9. Ylva Falk and Christina Lindqvist: Teachers' Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context
Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States
Chapter 11. Romana Kopeckova and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action
Chapter 12. Yesim Sevinc, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers' Beliefs, Practices, and Needs in Multilingual Education
Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers' Perceptions about Diversity and Minority
Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms
Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language
Chapter 15. Manon Megens and Elisabeth Allgauer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching
Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School
Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion
Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students' Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School
Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges
Kristen Lindahl: Afterword
Index
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