TY  - BOOK
AU  - Hofer,Barbara
TI  - A Multilingual Development Framework for Young Learners: Early Multi-Competence in South Tyrol 
T2  - Language Contact and Bilingualism [LCB] ,
SN  - 9783111104652
AV  - P115.2 .H64 2023
U1  - 404/.2083094538 23/eng/20230331
PY  - 2023///]
CY  - Berlin, Boston
PB  - De Gruyter Mouton
KW  - Multilingualism in children
KW  - Italy
KW  - Trentino-Alto Adige
KW  - Angewandte Linguistik
KW  - Mehrsprachigkeit
KW  - Psycholinguistik
KW  - Soziolinguistik
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - bisacsh
KW  - Early Multicompetence
KW  - Multilingual Assessment
KW  - Multilingual Awareness
KW  - Multilingual Development
KW  - Multilingual Education
KW  - Multilingual Learning
N1  - 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; restricted access; Issued also in print
N2  - 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
UR  - https://doi.org/10.1515/9783111106601
UR  - https://www.degruyter.com/isbn/9783111106601
UR  - https://www.degruyter.com/document/cover/isbn/9783111106601/original
ER  -