Beyond Bilingualism: Multilingualism and Multilingual - download pdf or read online

By Jasone Cenoz, Fred Genesee

ISBN-10: 0585125945

ISBN-13: 9780585125947

ISBN-10: 1853594202

ISBN-13: 9781853594205

ISBN-10: 1853594210

ISBN-13: 9781853594212

Offers theoretical, empirical, and functional bases for imposing multilingual schooling programmes to organize scholars for a multilingual international. The e-book addresses concerns suitable to multilingual acquisition, the combination of content material guideline in multilingual programmes, instructor schooling, and the position of tradition in multilingual faculties. It additionally provides case stories of multilingual faculties in several elements of the area.

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Extra info for Beyond Bilingualism: Multilingualism and Multilingual Education (Multilingual Matters)

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For example, determining the kinds of housing most appropriate to different climates requires students to describe weather and houses for a task that is significantly more cognitively demanding than simply looking out the window to describe today's weather or describing one's ideal house. The relationships among cognitive engagement, cognitive demands, meaning and context in language practice are perhaps among the strongest arguments for content-based language instruction. < previous page page_38 next page > < previous page page_39 next page > Page 39 Content-based Curriculum Decision-making Given the potential of using content to promote language development, it is not surprising to find increasing attention being given by curriculum developers to integrating language and content instruction.

Cambridge: Cambridge University Press. R and Swain, M. (1989) Minority language students in a French immersion programme: Their French proficiency. Journal of Multilingual and Multicultural Development 10, 255-74. Canale, M. and Swain, M. (1980) Theoretical basis of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1-47. , Dörnyei, Z. and Thurrell, S. (1995) Communicative competence: A pedagogically motivated framework with content specifications. Issues in Applied Linguistics 6, 5-35.

Thus, knowledge is rooted in context and the `parts' of learning make sense when seen within the context of the `whole'. Unlike more traditional models of learning, in which teachers transmit bits of information which students are expected eventually to integrate into an understanding of the whole, holistic approaches allow students to see how the parts fit into the whole right from the start. The holistic perspective is based in part on research which suggests that the brain stores information in networks (Caine & Caine, 1991).

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Beyond Bilingualism: Multilingualism and Multilingual Education (Multilingual Matters) by Jasone Cenoz, Fred Genesee


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