Mehrsprachige Schulbücher - eine Problemskizze.

Autor/in	Wiater, Werner
Titel	Mehrsprachige Schulbücher - eine Problemskizze.
Quelle	Aus: Augschöll Blasbichler, Annemarie (Hrsg.); Videsott, Gerda (Hrsg.); Wiater, Werner (Hrsg.): Mehrsprachigkeit und Schulbuch. Bad Heilbrunn: Klinkhardt (2013) S. 11-21Verfügbarkeit
Reihe	Beiträge zur historischen und systematischen Schulbuchforschung
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-7815-1921-X; 978-3-7815-1921-3
Schlagwörter	Bildungssprache; Gesellschaft; Identität; Enkulturation; Schule; Schulform; Interkulturelle Bildung; Multikulturalität; Schulbuch; Mehrsprachigkeit; Internationalisierung; Definition; Funktion (Struktur); Modell; Europäische Union
Abstract	This article helps to get a general idea of the difficulty designing multilingual textbooks. First, it has to be pointed out that all modern societies are multilingual und multicultural. The consequences of this are schools with students that come from all over the world and speak different (mother) languages. Second, it has to be defined what multilingualism really means and how important special phases of language acquisition are. Third, different models of school multilingualism in Europe have to be presented. Fourth, the concept of multilingual textbooks has to be elaborated in view of the fact that there is on the one hand an academic language in schoolbooks and on the other hand the problem of choosing from among a great number of possible languages that could be accepted. Concluding, the effects of multicultural textbooks on multicultural education in schools have to be considered. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1