![]() Evlang-l’éveil aux langues à l’école primaire – Bilan d’une innovation européenne. Addressing linguistic diversity in the language classroom in a resource-oriented way: An intervention study with primary school children. John Benjamin.īusse, V., Cenoz, J., Dalmann, N., & Rogge, F. Foreign language education in multilingual classrooms. Qualitative Research in Psychology, 3(2), 77–101. Hagen (Ed.), Transfer effects in multilingual language development (pp. Lexical cross-linguistic influence in third language development. La construction identitaire à l’école: Approches pluri disciplinaires (pp. ![]() ![]() Eveil aux langues et ENA: pour une construction identitaire des allophones à l’école. Epitheorisi Ekpedeftikon Thematon, 6, 5–14. It was also found that familiarity with an alphabet other than that of mother tongue seems to be an important vehicle to open up multilingualism.Īlachiotis, S. The conclusions reveal the importance of English as a facilitating factor in approaching untaught languages, serving as a bridge or reference for identifying words’ meanings, and recognizing letters’ pronunciation. All three implementations were filmed, transcribed, and analyzed using the technique of thematic analysis. Based on the answers elicited through the interviews and the principles of the awakening to languages approach, a tale about farm animals was created and tried out in three mainstream first grade classes. First, 60 teachers were interviewed about language stimuli, appropriate materials, and the teaching and working mode within the first grade. The research consists of a two-stage qualitative study. Hence, this chapter explores the role of English as a reference language within multilingual material for first schoolers’ awakening to other languages. Being taught since kindergarten, English is a significant part of young students’ repertoire. However, the pluralistic approach “awakening to languages” could offer a solution, invoking a simultaneous cross-linguistic approach to many languages based on the students’ linguistic repertoire. Within this context, utilizing all students’ languages in class seems a necessity, but also a difficult venture. Due to the absence of their mother tongues from the class, non-native young students become “invisible” in the classroom and are confronted with adaptation difficulties. During the last decade, migrant and refugee flows toward Greece have contributed to the formation of a multilingual and multicultural mosaic within Greek schools.
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