LEADER 04556nam 2200697 450 001 9910812940303321 005 20230803203455.0 010 $a90-272-7025-2 035 $a(CKB)3710000000168314 035 $a(EBL)1730200 035 $a(SSID)ssj0001262322 035 $a(PQKBManifestationID)12575227 035 $a(PQKBTitleCode)TC0001262322 035 $a(PQKBWorkID)11211130 035 $a(PQKB)11604436 035 $a(MiAaPQ)EBC1730200 035 $a(Au-PeEL)EBL1730200 035 $a(CaPaEBR)ebr10891864 035 $a(CaONFJC)MIL625519 035 $a(OCoLC)885469597 035 $a(EXLCZ)993710000000168314 100 $a20140722h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPlurilingual education $epolicies, practices, language development /$fedited by Patrick Grommes, Hamburg University ; Adelheid Hu, University of Luxemburg 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (268 p.) 225 0 $aHamburg Studies on Linguistic Diversity (HSLD) ;$vVolume 3 300 $aDescription based upon print version of record. 311 $a90-272-1416-6 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aPlurilingual Education; Editorial page; Title page; LCC data; Acknowledgment - financial support; Table of contents ; Introduction ; The notion of plurilingualism ; Policies, practices and language development ; Section 1: Language policies ; Section 2: Language practices ; Section 3: Language development ; References ; Part 1. Policies; Plurilingualism and the challenges of education ; 1. The paradigm of plurality ; 1.1 Intricate and interrelated facets of plurality facing educational systems ; 1.2 Socialisation/individualisation: A complex process involving plural entities 327 $a2.3 National Asian Languages and Studies in Australian Schools (NALSAS) 2.4 Requirements for language study and student enrollments ; 3. The development of a national curriculum for languages ; 3.1 Rationale ; 3.2 Learner profiles ; 3.3 Design of the curriculum ; 3.4 Proposed learner pathways ; 3.5 Implementation ; 4. Discussion ; References ; Acts of identity in the continuum from multilingual practices to language policy ; From multilingual practices to language policy, step by step ; 1. Language ecology of the classroom in educational planning and teacher education 327 $a2. Luxembourg - a long history of linguistic diversity at school and in society 3. Tayo de Saint-Louis: The genesis of a school creole ; 4. Conclusions ; References ; Minority language instruction in Berlin and Brandenburg ; 1. Introduction ; 2. Demographics ; 3. European and national policies for instruction in LOTGs ; 4. Instruction in LOTGs in Berlin and Brandenburg ; 4.1 Foreign language offerings: Berlin ; 4.2 Foreign language offerings: Brandenburg ; 4.3 Begegnungssprache ; 4.4 "Europaschulen" in Berlin ; 4.5 Europaschulen in Brandenburg 327 $a4.6 Content instruction in languages other than German 330 $aChildren educated in Catalonia are growing in a multilingual environment. Catalan is their school language but not necessarily their home or social language. Our goal was to track the presence of such multilingual input in the written lexicon of 2,436 students throughout compulsory schooling. Participants were asked to write down as many names as they remembered of five semantic fields and to produce 6 types of text. The two corpora were tapped for the presence of non-Catalan and hybrid constructions. Unexpectedly, these accounted for only 3% of the total number of lexical forms in the corpora 410 0$aHamburg Studies on Linguistic Diversity 606 $aMultilingualism$zEurope 606 $aEducation, Bilingual$zEurope 606 $aLanguage policy$zEurope 606 $aSociolinguistics$zEurope 607 $aEurope$xLanguages$xLaw and legislation 607 $aEurope$xLanguages$xPolitical aspects 615 0$aMultilingualism 615 0$aEducation, Bilingual 615 0$aLanguage policy 615 0$aSociolinguistics 676 $a306.44/6094 702 $aGrommes$b Patrick 702 $aHu$b Adelheid 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812940303321 996 $aPlurilingual education$93952586 997 $aUNINA