Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education.

Sonst. Personen	Kirsch, Claudine (Hrsg.); Duarte, Joana (Hrsg.)
Titel	Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education.
Quelle	London; New York: Routledge, Taylor & Francis Group (2021), XV, 232 S.Verfügbarkeit
Reihe	Routledge research in language education
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-03-217339-9
Schlagwörter	Elementarbereich; Primarbereich; Sekundarbereich; Lehrer; Sprachwechsel; Unterrichtssprache; Mehrsprachigkeit; Bilingualismus; Geografieunterricht; Überzeugung; Elternarbeit; Zweitsprachenerwerb; Minderheit; Belgien; Deutschland; England; Europa; Flandern; Großbritannien; Luxemburg; Niederlande
Abstract	This book outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students' multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives. The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students' multilingualism to promote learning and help students achieve their full potential. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2