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100   $a20150424d2015      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aMultilingualism in the Australian Suburbs $eA framework for exploring bilingual identity /$fby Ruth Fielding
205   $a1st ed. 2015.
210  1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2015.
215   $a1 online resource (243 p.)
300   $aDescription based upon print version of record.
311   $a981-287-452-6 
320   $aIncludes bibliographical references and index.
327   $aChapter 1 Introduction -- Chapter 2 Bilingual Identity - being and becoming bilingual -- Chapter 3 Context, data collection and analysis -- Chapter 4 Children's Language Use -- Chapter 5 Attitudes to Language -- Chapter 6 Attitudes to bilingualism -- Chapter 7 The Bilingual School Program's contribution to bilingual identity development -- Chapter 8 Conclusions and Implications for education bilingual children in today's world.
330   $aThis book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students? bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development ? sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students? stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students? stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.
606   $aLanguage and education
606   $aLiteracy
606   $aChild development
606   $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000
606   $aLiteracy$3https://scigraph.springernature.com/ontologies/product-market-codes/O40000
606   $aEarly Childhood Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O37000
615  0$aLanguage and education.
615  0$aLiteracy.
615  0$aChild development.
615 14$aLanguage Education.
615 24$aLiteracy.
615 24$aEarly Childhood Education.
676   $a370
676   $a372.21
676   $a374.0124
676   $a407.1
700   $aFielding$b Ruth$4aut$4http://id.loc.gov/vocabulary/relators/aut$01229617
906   $aBOOK
912   $a9910484449103321
996   $aMultilingualism in the Australian Suburbs$92854218
997   $aUNINA