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Diverse Contexts – Converging Goals

CLIL in Europe

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Edited By David Marsh and Dieter Wolff

CLIL, ‘a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language‘ can be viewed as an example of curricular integration. This publication is one example of how this is being achieved. It serves to articulate why, and how, good practice can lead to the positive outcomes increasingly reported across Europe. It results from selected presentations given at the Helsinki CLIL 2006 conference «CLIL Competence Building for Globalization: Quality in Teaching Through a Foreign Language». The 28 contributions to this book, which originate from countries across the European Union, are divided into six sections covering classroom practice, evaluation, research, and programme management.

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III. Investigating CLIL

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Multilingualism (plurilingualism) in Europe and multiple language acquisition Britta Hufeisen 1. Introduction In this chapter I will introduce a number of the new models which deal with theories of multiple language acquisition and multilingualism. Such terms are more appropriate in any description of the current global language situation with its global working conditions, migration, and patchwork families than are second language acquisition or bilingualism. Indeed, the states of multi- lingualism and the processes of multiple language acquisition have become the world-wide norm, especially given the common worldwide use of various languages at different stages of one's life, the use of various languages for business purposes, in the work place, and in private life, the use of various languages with different communication partners, and finally, growing up with both one or more language(s) of wider communication (= LWC) as well as one or more minority/migrant/heritage(s) home language. The majority of European students are advised in school and university to learn two (foreign/neighbouring) languages in addition to their L1(s) (http://www.coe.int/t/dg4/linguistic/Source/ FullGuide_EN.pdf). Thus, the classical monolingual speaker in Europe who begins learning his or her first (and often only) second/foreign language at some point in her/his school career is in fact the exception to the global multi- lingualism rule and will — in a few years — exist mainly only in the literature on second language acquisition. In other parts of the world, be it Asia or Africa, speakers very often tend to be multilingual with various competencies in different languages...

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