Learning additional languages in plurilingual school settings

Table Of Contents

• Cover
• Title
• Copyright
• About the author
• About the book
• This eBook can be cited
• Acknowledgements
• Preface
• Table of Contents
• Introduction
• Part 1 context, theory and pedagogy
• 1 Current AL teaching context
• 1.1 Introduction
• 1.2 Evolutions in applied linguistics
• 1.2.1 Dynamic transformations
• 1.2.2 Epistemological shifts in AL teaching
• 1.2.3 Conceptualizing the AL learning context
• 1.3 Conclusion
• 2 Fundamental concepts in AL learning
• 2.1 Introduction
• 2.2 Fundamental concepts
• 2.3 From monoglossic to heteroglossic bilingualism
• 2.4 Notions related to bilingualism
• 2.5 Conclusion
• 3 Overview of AL learning theories
• 3.1 Introduction
• 3.2 Synopsis of earlier accounts of AL learning
• 3.2.1 Behaviourism, contrastive analysis and nativist perspectives
• 3.2.2 Cognitive accounts
• 3.3 Current accounts of AL learning
• 3.3.1 Emergentist approaches
• 3.3.2 Sociocultural and (socio-)interactionist views
• 3.3.2.1 Sociocultural perspective in AL development
• 3.3.2.2 Interactionist perspective in AL development
• 3.4 Current epistemological positions in AL learning
• 3.5 Discussion and conclusion
• 4 Current approaches to AL teaching
• 4.1 Introduction
• 4.2 Task-based language teaching
• 4.3 Action-oriented approach
• 4.4 Content-based instruction
• 4.5 Conclusion
• 5 Content and language integrated learning
• 5.1 Introduction
• 5.2 CLIL history
• 5.2.1 The advent of CLIL
• 5.2.2 CLIL experimentations
• 5.3 What is CLIL?
• 5.3.1 Variations in CLIL practices
• 5.4 Epistemological stance and theoretical foundations
• 5.4.1 Sociocultural perspective
• 5.4.2 Cognitivist views and CLIL
• 5.5 CLIL frameworks and underlying principles
• 5.5.1 4 Cs framework
• 5.5.2 Language triptych
• 5.5.3 Is CLIL an AL teaching approach?
• 5.5.4 Is CLIL different from CBI?
• 5.6 Discussion and conclusion
• Part 2 linking theory to practice
• 6 Educational context of French Polynesia
• 6.1 Introduction
• 6.2 Ecology of languages in French Polynesia
• 6.3 AL research and teaching practices
• 6.4 Conclusion
• 7 Interactions in AL learning
• 7.1 Introduction
• 7.2 Interaction analysis as a teacher training tool
• 7.3 Identification of interactional patterns
• 7.3.1 IRF exchanges: Low learner involvement
• 7.3.2 IRF exchanges: Average learner involvement
• 7.3.3 Teacher-led small-group interactions
• 7.3.4 Interactions: Learner-led group task
• 7.3.5 Interactions with the teacher in a small group
• 7.3.6 Interactions: The teacher as a group member
• 7.4 Conclusion
• 8 Tasks to promote interactional exchanges
• 8.1 Introduction
• 8.2 Socially mediated activity framework
• 8.2.1 ZPD, mediation and collaborative interaction
• 8.2.1.1 Joint attention
• 8.2.1.2 Experiential learning and practical activities
• 8.2.1.3 Creating natural learning environments
• 8.2.1.4 The role of artefacts and gestures
• 8.3 Conclusion
• Conclusion
• Glossary
• Appendix
• References
• Index
• Series Index