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