Literaturnachweis - Detailanzeige
Autor/inn/en | Jessner, Ulrike; Allgäuer-Hackl, Elisabeth; Hofer, Barbara |
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Titel | Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice |
Quelle | In: Canadian Modern Language Review, 71 (2015) 3, S.157-182 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0008-4506 |
Schlagwörter | Multilingualism; Metalinguistics; Theory Practice Relationship; Teaching Methods; Children; Class Activities; Contrastive Linguistics; Foreign Countries; Second Language Learning; Second Language Instruction; Geographic Regions; Switzerland; Austria |
Abstract | The aim of this article is to stress the importance of a dynamic systems or complexity theory approach as a necessary prerequisite to understanding the development of multi-competence in multilingual learners. Selected results from a study on emergent multilingual awareness in children, carried out in South Tyrol, are outlined and discussed. The classroom activities described in the second part, which were developed mainly in an Austrian school context, focus on multilingual, i.e., metalinguistic and cross-linguistic, awareness and show that multilingual approaches to teaching and learning are linked to significant benefits at the linguistic and metalinguistic levels. (As Provided). |
Anmerkungen | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |