Impact of Plurilingualism on Learning Quality in Evening (Shift) Schools.

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Autor/Urheber	Luka, Ineta; Pigozne, Tamara; Surikova, Svetlana
Institution	Rezekne Academy of Technologies
Titel	Impact of Plurilingualism on Learning Quality in Evening (Shift) Schools.
Quelle	In: doi:10.17770/sie2015vol4.343; SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference; Vol 4 (2015): SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference May 22nd-23rd, 2015, Volume IV; 90-103 ; 2256-0629 ; 1691-5887(2015) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.17770/sie2015vol4.343
Schlagwörter	bilingualism; informal learning; learning; learning to learn; plurilingualism
Abstract	This paper presents the main findings of the second stage of the Asia-Europe Meeting (ASEM) Lifelong Learning study (2011-2014) on identification of good practices that facilitate adult learning (aged 18-24) engagement in second chance education in evening (shift) schools. It analyses students' perceptions of plurilingual learning processes and the impact of people's plurilingualism on their learning. The methodology of early school leavers' learning in working life research was used applying combined phenomenological semi-structured and narrative interviews. 116 people (72 early school leavers and 44 second chance education teachers) representing all geographical regions of Latvia were addressed. The study identifies the differences between learning of bilingual and plurilingual people in formal and informal learning environments and describes the impact of plurilingualism on the learning quality.
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