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A Multilingual Development Framework for Young Learners : Early Multi-Competence in South Tyrol / Barbara Hofer.

By: Material type: TextTextSeries: Language Contact and Bilingualism [LCB] ; 27Publisher: Berlin ; Boston : De Gruyter Mouton, [2023]Copyright date: ©2023Description: 1 online resource (XXI, 273 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9783111104652
  • 9783111107714
  • 9783111106601
Subject(s): DDC classification:
  • 404/.2083094538 23/eng/20230331
LOC classification:
  • P115.2 .H64 2023
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Acknowledgements -- List of abbreviations -- Preface -- Structure of the book -- Contents -- Introduction: Terminological and conceptual clarifications -- Part I -- Chapter 1. Multilingual is as multilingual does -- Chapter 2. Multilingualism: Problem, right or resource? -- Chapter 3. Monolingual native speaker vs multilingual norms -- Chapter 4. Rehabilitating Babel – Cultivating a multilingual learning ecology -- Chapter 5. Widening perspectives: Applying CDS Thinking to multilingual competence building -- Chapter 6. The impact of complex factor bundles on the multilingual system -- Part II -- Chapter 7. The study -- Chapter 8. Results -- Chapter 9. Conclusion -- Bibliography -- Index
Summary: This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.

Frontmatter -- Acknowledgements -- List of abbreviations -- Preface -- Structure of the book -- Contents -- Introduction: Terminological and conceptual clarifications -- Part I -- Chapter 1. Multilingual is as multilingual does -- Chapter 2. Multilingualism: Problem, right or resource? -- Chapter 3. Monolingual native speaker vs multilingual norms -- Chapter 4. Rehabilitating Babel – Cultivating a multilingual learning ecology -- Chapter 5. Widening perspectives: Applying CDS Thinking to multilingual competence building -- Chapter 6. The impact of complex factor bundles on the multilingual system -- Part II -- Chapter 7. The study -- Chapter 8. Results -- Chapter 9. Conclusion -- Bibliography -- Index

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This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.

Issued also in print.

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)