English in Europe today : sociocultural and educational perspectives / / edited by Annick De Houwer, Antje Wilton

• Record Nr.: UNINA9910810118803321
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2011
• ISBN: 1-282-97681-8; 9786612976810; 90-272-8734-1
• Edizione: [1st ed.]
• Descrizione fisica: x, 170 p. : ill
• Collana: AILA applied linguistics series ; ; v. 8
• Altri autori (Persone): De HouwerAnnick; WiltonAntje
• Disciplina: 428.0071/04
• Soggetti: English language - Study and teaching - Europe; English language - Europe; English language - Influence on foreign languages; Languages in contact
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: The dynamics of English in a multilingual Europe / Antje Wilton and Annick De Houwer -- The increasing role of English in Basque education / Jasone Cenoz -- English language testing: A case study of test development in Greece / Susan Gass and Daniel Reed -- When comprehension is crucial: Using English as a medium of instruction at a German university / Annelie Knapp -- English as a l and the Standard English misunderstanding / Kurt Kohn -- The early acquisition of English as a second language: The case of young Chinese learners of English in Britain / Li Wei -- The more languages, the more English A Dutch perspective / Jacomine Nortier -- Conceptualizing English for a multilingual Europe / Barbara Seidlhofer -- English as a foreign language: The role of out-of-school language input / Marjolijn Verspoor, Kees de Bot and Eva van Rein.
• Sommario/riassunto: This chapter investigates to what extent the process of second language acquisition is influenced by amount and type of input. After a brief description of the place of English in the lives of secondary school students in the Netherlands, the article reports on a semi-longitudinal ; study comparing students whose out-of-school contact with English is quite limited and a group of students who have regular access to English popular media. Both groups were tested in a high-input condition (bilingual education) and in a low-input condition (monolingual education). The findings show a complex relation between the role of out-of-school and in-school input and developing proficiency that can only be discovered through a semi-longitudinal approach.