Contributors

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Introduction: Towards Education for Multilingualism xi
5. Part 1: Multilingualism in Education: Conceptual Issues and Sociolinguistic Perspectives
6. 1. Problems in Defining the Concepts of L1, L2 and L3 3
7. 2. Analyzing Linguistic Landscapes. A Diachronic Study of Multilingualism in Poland 19
8. 3. Rethinking Multilingualism: Complex Identities, Representations and Practices of Multilingual Student Teachers Moving through Plurilingual Times in University French Language Teacher Education Programs 32
9. 4. Analysing Prospective Teachers’ Attitudes towards Three Languages in Two Different Sociolinguistic and Educational Settings 50
10. 5. EFL Teacher Trainees and European Goals of Multilingualism and Plurilingualism. A Survey of Attitudes in Poland and Croatia 75
11. 6. Rethinking Urban Schools – A Sociolinguistic Analysis of Multilingualism in Frankfurt/M, Germany 98
12. Part 2: Students and Teachers in the Multilingual Classroom
13. 7. The Role of Age on the Development of Written Competence in L4 English: Evidence From a Spanish/German CLIL Context 125
14. 8. The Role of External Consultancy in Supporting Multilingual CLIL Teams and in Shaping School Pedagogical Culture: The Case of S. Giacomo di Laives/St Jakob Leifers (Italy) 145
15. 9. Discourse on Multilingualism, Language Competence, Use and Attitudes in German–English Bilingual Vocational Schools in Switzerland 167
16. 10. Developing Metalinguistic Awareness in L3 German Classrooms 199
17. 11. L3, L1 or L0? Heritage-Language Students as Third-Language Learners 215
18. Epilogue. Education for Multilingualism: From Political Discourse to Classroom Applications 232