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Monolingualism – Bilingualism – Multilingualism

The Teacher's Perspective

by Hanna Komorowska (Author) Jarosław Krajka (Author)
©2016 Monographs 154 Pages
Series: Gdańsk Studies in Language, Volume 7

Summary

The book brings together sociolinguistic, neurolinguistic, and educational perspectives on language acquisition and learning in the classroom and at home. First and second language acquisition studies, classroom research findings, Polish, European and international legislation, as well as statistical reports on foreign language learning and teaching show how learners proceed from monolingual to bilingual or plurilingual competence. The book provides an overview of the major issues in the field from the teacher’s perspective, equipping teachers with theoretical underpinnings related to language education, and inviting reflection on individual choices in promoting bi- and multilingualism.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the authors
  • About the book
  • This eBook can be cited
  • Table of Contents
  • Introduction
  • 1. Language – the sociolinguistic perspective
  • 1.1. Linguistic diversity
  • 1.2. The role and status of languages
  • 1.3. Supporting learner’s linguistic choices
  • 1.3.1. The need for direct communication – the concept of language constellations
  • 1.3.2. Institutional and individual language selection
  • 2. Language – the neurobiological perspective
  • 2.1. The birth of language – language and evolution
  • 2.2. Language in the brain
  • 2.3. First language acquisition and second language learning – similar or different?
  • 2.4. Separate languages in the brain or multicompetence?
  • 2.5. How does our mind cope with a new language?
  • 3. Monolinguality, bilinguality and multilinguality
  • 3.1. Defining concepts
  • 3.2. Types of bilingualism and a general bilingual profile
  • 3.3. Language loss
  • 3.4. Cross-linguistic influence – conceptual transfer
  • 3.5. Advantages and disadvantages of bilinguality – myths and facts
  • 3.6. Supporting early bilingualism – the bilingual child at home
  • 3.6.1. Parental attitudes towards bilingualism
  • 3.6.2. Parental strategies supporting child bilingualism
  • 4. Promoting bilingualism
  • 4.1. Defining bilingual education
  • 4.2. Theoretical underpinnings of bilingual education
  • 4.3. Bilingual programs and strategies in the US, Canada and the UK
  • 4.3.1. Bilingual learners in Canada
  • 4.3.2. Bilingual learners in the US
  • 4.3.3. Bilingual learners in the UK
  • 4.4. Supporters and opponents of bilingual education
  • 4.4.1. Opponents of bilingual programs
  • 4.4.2. Supporters of bilingual education
  • 4.5. Roles of schools and teachers
  • 5. Promoting multilingualism
  • 5.1. Multilingualism in European language policy
  • 5.2. Challenges for education: Immigrants and refugees – language and integration
  • 5.3. Multilingualism in Poland
  • 5.3.1. National and ethnic minorities in Poland: Language provision in the school system
  • 5.3.2. Immigrants and refugees in Poland
  • 5.4. The role of society and the educational system in the prevention of linguistic and racial conflicts
  • Glossary
  • References

Hanna Komorowska / Jarosław Krajka

Monolingualism –
Bilingualism –
Multilingualism

The Teacher’s Perspective

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About the authors

Hanna Komorowska is Full Professor of Applied Linguistics and Language Teaching at the SWPS University in Warsaw, served as the Polish delegate to the Council of Europe, was member of the EU High Level Group on Multilingualism and a consultant to the ECML in Graz.

Jarosław Krajka is Associate Professor of Applied Linguistics and CALL at SWPS University in Warsaw as well as Head of Division of Applied Linguistics of Maria Curie-Skłodowska University in Lublin.

About the book

The book brings together sociolinguistic, neurolinguistic, and educational perspectives on language acquisition and learning in the classroom and at home. First and second language acquisition studies, classroom research findings, Polish, European and international legislation, as well as statistical reports on foreign language learning and teaching show how learners proceed from monolingual to bilingual or plurilingual competence. The book provides an overview of the major issues in the field from the teacher’s perspective, equipping teachers with theoretical underpinnings related to language education, and inviting reflection on individual choices in promoting bi- and multilingualism.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Details

Pages
154
Year
2016
ISBN (ePUB)
9783631697115
ISBN (PDF)
9783653067293
ISBN (MOBI)
9783631697122
ISBN (Hardcover)
9783631672150
DOI
10.3726/978-3-653-06729-3
Language
English
Publication date
2017 (June)
Published
Frankfurt am Main, Bern, Berlin, Bruxelles, New York, Oxford, Warszawa, Wien, 2016. 154 p., 1 b/w ill., 4 b/w tables

Biographical notes

Hanna Komorowska (Author) Jarosław Krajka (Author)

Hanna Komorowska is Full Professor of Applied Linguistics and Language Teaching at the SWPS University in Warsaw, served as the Polish delegate to the Council of Europe, was member of the EU High Level Group on Multilingualism and a consultant to the ECML in Graz. Jarosław Krajka is Associate Professor of Applied Linguistics and CALL at SWPS University in Warsaw as well as Head of Division of Applied Linguistics of Maria Curie-Skłodowska University in Lublin.

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156 pages