CLIL in Europe
Edited By David Marsh and Dieter Wolff
III. Investigating CLIL
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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