TY  - BOOK
AU  - Grommes,Patrick
AU  - Hu,Adelheid
TI  - Plurilingual education: policies - practice - language development 
T2  - Hamburg studies on linguistic diversity,
SN  - 9789027270252
AV  - P119.32.E85 P59 2014
U1  - 306.44/6094 23
PY  - 2014///]
CY  - Amsterdam, Philadelphia
PB  - John Benjamins Publishing Company
KW  - Multilingualism
KW  - Europe
KW  - Education, Bilingual
KW  - Language policy
KW  - Sociolinguistics
KW  - Multilinguisme
KW  - Sociolinguistique
KW  - POLITICAL SCIENCE
KW  - Public Policy
KW  - Cultural Policy
KW  - bisacsh
KW  - SOCIAL SCIENCE
KW  - Anthropology
KW  - Cultural
KW  - Popular Culture
KW  - fast
KW  - Language and languages
KW  - Law and legislation
KW  - Political aspects
KW  - Languages
KW  - Langues
KW  - Aspect politique
KW  - Electronic books
N1  - Includes bibliographical references and index; Plurilingual Education; Editorial page; Title page; LCC data; Acknowledgment -- financial support; Table of contents ; Introduction ; The notion of plurilingualism ; Policies, practices and language development ; Section 1: Language policies ; Section 2: Language practices ; Section 3: Language development ; References ; Part 1. Policies; Plurilingualism and the challenges of education ; 1. The paradigm of plurality ; 1.1 Intricate and interrelated facets of plurality facing educational systems ; 1.2 Socialisation/individualisation: A complex process involving plural entities; 2. Languages in school education 2.1 The language of schooling ; 2.2 Facing the challenge ; 2.3 Subjects as part of plurilingual development ; 2.4 Complex functions of the language of schooling as a subject ; 3. Five components of a dynamic model ; 4. Concluding comments ; References ; The Council of Europe's Language Education Policy Profile ; 1. The Council of Europe and language education: A brief history ; 2. The Language Education Policy Profile: Procedures and process ; 3. Example 1: LEPP Austria (2006−2008) ; 3.1 Why a LEPP for Austria? ; 3.2 The country report; 3.3 The study visit, the experts' report and the round table 3.4 LEPP Austria ; 3.5 Features of the Austrian LEPP process ; 4. Example 2: LEPP Sheffield (2007−2009) ; 4.1 Background ; 4.2 Why LEPP Sheffield? ; 4.3 The City Report and study visit ; 4.4 The Experts' report and LEPP Sheffield ; 5. Conclusion ; References ; Australian Language Policy and the design of a national curriculum for languages ; 1. Introduction ; 2. Background: Language policy and language study in Australia ; 2.1 The National Policy on Languages (NPL), 1987 ; 2.2 The Australian Language and Literacy Policy (ALLP); 2.3 National Asian Languages and Studies in Australian Schools (NALSAS) 2.4 Requirements for language study and student enrolments ; 3. The development of a national curriculum for languages ; 3.1 Rationale ; 3.2 Learner profiles ; 3.3 Design of the curriculum ; 3.4 Proposed learner pathways ; 3.5 Implementation ; 4. Discussion ; References ; Acts of identity in the continuum from multilingual practices to language policy ; From multilingual practices to language policy, step by step ; 1. Language ecology of the classroom in educational planning and teacher education; 2. Luxembourg -- a long history of linguistic diversity at school and in society 3. Tayo de Saint-Louis: The genesis of a school creole ; 4. Conclusions ; References ; Minority language instruction in Berlin and Brandenburg ; 1. Introduction ; 2. Demographics ; 3. European and national policies for instruction in LOTGs ; 4. Instruction in LOTGs in Berlin and Brandenburg ; 4.1 Foreign language offerings: Berlin ; 4.2 Foreign language offerings: Brandenburg ; 4.3 Begegnungssprache ; 4.4 "Europaschulen" in Berlin ; 4.5 Europaschulen in Brandenburg
N2  - Children educated in Catalonia are growing in a multilingual environment. Catalan is their school language but not necessarily their home or social language. Our goal was to track the presence of such multilingual input in the written lexicon of 2,436 students throughout compulsory schooling. Participants were asked to write down as many names as they remembered of five semantic fields and to produce 6 types of text. The two corpora were tapped for the presence of non-Catalan and hybrid constructions. Unexpectedly, these accounted for only 3% of the total number of lexical forms in the corpora
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=809864
ER  -