By Jasone Cenoz, Fred Genesee
Offers theoretical, empirical, and sensible bases for imposing multilingual schooling programmes to organize scholars for a multilingual international. The e-book addresses concerns appropriate to multilingual acquisition, the mixing of content material guideline in multilingual programmes, instructor schooling, and the position of tradition in multilingual faculties. It additionally provides case experiences of multilingual faculties in several elements of the area.
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Extra resources for Beyond Bilingualism: Multilingualism and Multilingual Education (Multilingual Matters)
Ottawa Board of Education. Zobl, H. (1993) Prior linguistic knowledge and the conservation of the learning procedure: Grammaticality judgments of unilingual and multilingual learners. M. Gass and L. Selinker (eds) Language Transfer in Language Learning (pp. 176-96). Amsterdam: Benjamins. < previous page page_32 next page > < previous page page_33 next page > Page 33 PART 2 EDUCATING TOWARDS MULTILINGUALISM < previous page page_33 next page > < previous page page_ii next page > < previous page page_35 next page > Page 35 Chapter 3 Curriculum Decision-making in Content-based Language Teaching Myriam Met Content-based language teaching is an approach to second language instruction that involves the use of a second language to learn or practise content.
If we are to acquire a thorough understanding of this complexity of multilingualism and multilingual education and to develop effective multilingual education programmes in a variety of settings, we will need the benefits of more systematic and careful research. J. R. (1981) Inter- and Intra-Lingual Interference effects in learning a third language. Modern Language Journal 65, 281-7. F. (1990) Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Baker, C. (1993) Foundations of Bilingual Education and Bilingualism.
Previous page page_35 next page > < previous page page_36 next page > Page 36 Rationale for Integrating Language and Content Content-based courses or programmes of language instruction are a natural concomitant of communicative approaches to second/foreign language instruction that emphasise the use of language to interpret, express, and negotiate meaning (Savignon, 1991). Using language for meaningful communication in authentic interactions with others (whether orally or through print) has resulted in a radical revision of how classroom language practice and tasks are designed.