03790nam 2200709 a 450 991096345470332120240513231343.097866129768109781282976818128297681897890272873429027287341(CKB)2560000000049097(SSID)ssj0000468821(PQKBManifestationID)12222456(PQKBTitleCode)TC0000468821(PQKBWorkID)10507380(PQKB)10658085(MiAaPQ)EBC669011(Au-PeEL)EBL669011(CaPaEBR)ebr10443357(CaONFJC)MIL297681(OCoLC)703435403(DE-B1597)721017(DE-B1597)9789027287342(EXLCZ)99256000000004909720101012d2011 uy 0engurcn|||||||||txtccrEnglish in Europe today sociocultural and educational perspectives /edited by Annick De Houwer, Antje Wilton1st ed.Amsterdam ;Philadelphia John Benjamins Pub. Co.2011x, 170 p. illAILA applied linguistics series ;v. 8Bibliographic Level Mode of Issuance: Monograph9789027205247 9027205248 Includes bibliographical references and index.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.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.AILA applied linguistics series ;v. 8.English languageStudy and teachingEuropeEnglish languageEuropeEnglish languageInfluence on foreign languagesLanguages in contactEnglish languageStudy and teachingEnglish languageEnglish languageInfluence on foreign languages.Languages in contact.428.0071/04De Houwer Annick168569Wilton Antje1799696MiAaPQMiAaPQMiAaPQBOOK9910963454703321English in Europe today4344083UNINA