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Tasks, Pragmatics and Multilingualism in the Classroom : A Portrait of Adolescent Writing in Multiple Languages / Sofía Martín-Laguna.

By: Material type: TextTextSeries: Second Language AcquisitionPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2020]Copyright date: ©2020Description: 1 online resource (176 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781788923644
  • 9781788923651
Subject(s): DDC classification:
  • 428.0071/2 23/eng/20230216
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Acknowledgements -- 1. Tasks, Pragmatics and Multilingualism in the Classroom: An Introduction -- 2. Pragmatics in Instructional Contexts -- 3. Multilingual Pragmatic Transfer -- 4. Doing Classroom Research in a Multilingual Context -- 5. Development of Pragmatic Transfer in Multilingual Learners -- 6. Effect of Proficiency Level on Pragmatic Transfer -- 7. Summary and Conclusion -- 8. Appendices -- References -- Index
Summary: This book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.

Frontmatter -- Contents -- Acknowledgements -- 1. Tasks, Pragmatics and Multilingualism in the Classroom: An Introduction -- 2. Pragmatics in Instructional Contexts -- 3. Multilingual Pragmatic Transfer -- 4. Doing Classroom Research in a Multilingual Context -- 5. Development of Pragmatic Transfer in Multilingual Learners -- 6. Effect of Proficiency Level on Pragmatic Transfer -- 7. Summary and Conclusion -- 8. Appendices -- References -- Index

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This book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)