Literaturnachweis - Detailanzeige
Autor/in | Rück, Nicola |
---|---|
Titel | Are migrant children the better learners of French? About monolinguals and plurilinguals in the foreign language classroom. |
Quelle | Aus: De Florio-Hansen, Inez (Hrsg.): Towards multilingualism and the inclusion of cultural diversity. Kassel: Kassel Univ. Press (2011) S. 75-97
PDF als Volltext |
Reihe | Interkulturalität und Mehrsprachigkeit. 3 |
Beigaben | grafische Darstellungen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 3-86219-222-9; 978-3-86219-222-9 |
URN | urn:nbn:de:0002-32237 |
Schlagwörter | Empirische Untersuchung; Fragebogenerhebung; Qualitative Forschung; Quantitative Forschung; Vergleich; Kind; Schuljahr 09; Schulklasse; Gymnasium; Integrierte Gesamtschule; Schüler; Interesse; Lernen; Einsprachigkeit; Fremdsprachenunterricht; Mehrsprachigkeit; Französischunterricht; Überzeugung; Migrationshintergrund; Heterogenität; Migrant; Berlin; Deutschland; Hessen; Nordrhein-Westfalen |
Abstract | In this paper the author discusses a variant of multilingualism, which has, to an increasing degree, received attention in the Second Language Acquisition Research in the last few years: the phenomenon of multilingualism which is often already present in [many] foreign language classrooms. More precisely, she is working on a comparison between monolingual and multilingual students with regard to their beliefs about language-learning. As it is commonly understood in the Anglo-American world, "beliefs about language-learning" are viewed "as individual subjective understandings, idiosyncratic truths, which are often value-related and characterized by a commitment not present in knowledge". (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2013/3 |