Publisher Description

The majority of people around the world live in multilingual societies, and so it follows that plurilingualism should be considered normal. This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The authors begin by presenting a state-of-the-art review of current research on language learning, language teaching and multilingual language acquisition. This is followed by a qualitative review of 37 multilingual research projects, which are treated as case studies to inform the practical guidance that constitutes the remainder of the book. The information and practical framework contained within this book will be of interest to researchers, teachers and teacher educators.

Author Biography

Marie-Françoise Narcy-Combes is Professor Emeritus at the Université de Nantes, France.Jean-Paul Narcy-Combes is Professor Emeritus at the Université Sorbonne Nouvelle, Paris, France.Julie McAllister is Senior Lecturer at the Université de Nantes, France.Malory Leclère is Senior Lecturer at the Université Sorbonne Nouvelle, Paris, France.Grégory Miras is Senior Lecturer at the Université de Rouen, France.

Table of Contents

IntroductionPART I - Reference Theories: Inter-Relationships and ComplementaritiesChapter 1. Neurophysiology, Cognition and LanguageChapter 2. Language and Cognitive Development in a Plurilingual PerspectiveChapter 3. Multilingual PracticesChapter 4. Psycholinguistics and SLA: Useful Constructs RevisitedChapter 5. Cultures, Affects and IdentitiesChapter 6. The Potential of Information and Communication Technology for Language LearningChapter 7. ContextPART II - Multilingual Practices in ActionChapter 8. Organisation of the StudyChapter 9. North AmericaChapter 10. AfricaChapter 11. European Large-Scale Projects and Intercomprehension NetworksChapter 12. European Small-Scale ProjectsChapter 13. TelecollaborationChapter 14. Learning Languages in Multilingual Contexts: Where are we Now?Chapter 15. When Theory and Practice MeetPART III - Designing Contextualised Language Learning Environments in a Plurilingual PerspectiveChapter 16. Multilingual Language Learning and ICTChapter 17. Designing Courses and Tasks in a Multilingual PerspectiveChapter 18. Modelling the WorkBibliography

Review

This book is an essential resource for researchers and students concerned with the design, empirical investigation and evaluation of language learning environments in multilingual contexts. It provides a wide-ranging and admirably compact overview of theoretical issues, summarizes and comments illuminatingly on 37 published case studies, and explores the practicalities of programme design. An indispensable reference tool and handbook. * David Little, Trinity College Dublin, Ireland *
This book focuses on how recent research findings on language learning have been implemented in classrooms. As French academics with strong connections to the North African, European and Anglophone spheres, the authors offer a fresh and dynamic take on issues associated with multilingualism and language teaching around the world. * Jean-Marc Dewaele, Birkbeck, University of London, UK *
[This] book is interesting and clear. It coheres throughout all its chapters, yielding a smooth and pleasant reading and showing the way in which the researchers move from straightforward objectives from the very beginning [...] The 37 case studies are an open proposition for continuing research, inspiring teachers, and language educators to try out and explore with students. -- Verónica V Ghirardotto, Universidad Nacional de Córdoba, Argentina * LINGUIST List 32.908 *

Promotional

Combines the very latest research on multilingual classrooms with practical advice for teachers

Long Description

The majority of people around the world live in multilingual societies, and so it follows that plurilingualism should be considered normal. This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The authors begin by presenting a state-of-the-art review of current research on language learning, language teaching and multilingual language acquisition. This is followed by a qualitative review of 37 multilingual research projects, which are treated as case studies to inform the practical guidance that constitutes the remainder of the book. The information and practical framework contained within this book will be of interest to both researchers, teachers and teacher educators.

Review Quote

[This] book is interesting and clear. It coheres throughout all its chapters, yielding a smooth and pleasant reading and showing the way in which the researchers move from straightforward objectives from the very beginning [...] The 37 case studies are an open proposition for continuing research, inspiring teachers, and language educators to try out and explore with students.

Promotional "Headline"

Combines the very latest research on multilingual classrooms with practical advice for teachers

Details