By Jasone Cenoz, Fred Genesee
Offers theoretical, empirical, and functional bases for imposing multilingual schooling programmes to arrange scholars for a multilingual international. The publication addresses matters appropriate to multilingual acquisition, the combination of content material guideline in multilingual programmes, instructor schooling, and the function of tradition in multilingual colleges. It additionally provides case reviews of multilingual faculties in numerous components of the realm.
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Extra resources for Beyond Bilingualism: Multilingualism and Multilingual Education (Multilingual Matters)
Studies of students in immersion programmes, where content is learned through the medium of a new language, have shown that students develop high levels of language proficiency and meet (or exceed) expectations for content learning as well (Genesee, 1987; Hoffmann, Chapter 7; Cenoz, Chapter 8; Genesee, Chapter 11, this volume). Learning language through content provides students with opportunities to use language as it functions in the real world: to communicate authentic meanings, for authentic purposes, and to accomplish authentic tasks.
Because there is a strong interaction between cognition and the ability to verbalise thought, complementary language/content teaching has a dual benefit for students being schooled in a second language: as students grow in their ability to verbalise in second language their conceptual understandings, they both strengthen their conceptual understanding and grow in their language proficiency. In language-driven courses and programmes, students learn a second language or third language as a subject, not as the principal vehicle for schooling.
And Carroll, S. (1979) L1, L2 and L3. Indian Journal of Applied Linguistics 5, 51-63. Singleton, D. (1987) Mother and other tongue influence on learner French. Studies in Second Language Acquisition 9, 327-46. < previous page page_31 next page > < previous page page_32 next page > Page 32 Singleton, D. (1989) Language Acquisition: The Age Factor. Clevedon: Multilingual Matters. , Rowen, N. and Hart, D. (1990) The role of mother tongue literacy in third language learning. Language, Culture and Curriculum 3, 65-81.