Relevant bibliographies by topics / Plurilingual children

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Plurilingual children'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Plurilingual children"

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Pearce, Daniel Roy, Mayo Oyama, Danièle Moore, Yuki Kitano, and Emiko Fujita. "Plurilingual STEAM and School Lunches for Learning?" International Journal of Bias, Identity and Diversities in Education 6, no. 2 (2021): 33–57. http://dx.doi.org/10.4018/ijbide.2021070103.

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In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various internation
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Lujić, Rea, and Silvija Hanžić Deda. "Plurilingual Primary School Students and Their Language Use." Sustainable Multilingualism 12, no. 1 (2018): 114–29. http://dx.doi.org/10.2478/sm-2018-0005.

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Summary This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two
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Prasad, Gail. "Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study." Language and Literacy 15, no. 3 (2013): 4. http://dx.doi.org/10.20360/g2901n.

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Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. In this article, I reflect on issues and insights that arose while working with grade 5 students as ethnographers of their own language and literacies practices over the course of a six-month transformative multiliteracies classroom intervention in a French school in Toronto, Ontario, Canada. I describe this initial exploratory case study as a way of provoking discussion on ways we may re-envision plurilingual multiliteracies re
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Simoes Lourêiro, Kevin, and Sascha Neumann. "Young children as actors of institutional language policies and practices in day care centres." European Journal of Applied Linguistics 8, no. 2 (2020): 157–80. http://dx.doi.org/10.1515/eujal-2020-0008.

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AbstractAs children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic fie
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Lohe, Viviane, and Daniela Elsner. "Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 4 (2014): 29–45. http://dx.doi.org/10.4018/ijcallt.2014100103.

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This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.
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Dooly, Melinda, Dolors Masats, and Maria Mont. "Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness." Journal of Technology and Science Education 11, no. 2 (2021): 260. http://dx.doi.org/10.3926/jotse.1224.

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To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler,2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and
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Le Pichon, Emmanuelle, Henriette De Swart, Jacob A. S. Vorstman, and Huub Van Den Bergh. "Emergence of patterns of strategic competence in young plurilingual children involved in French international schools." International Journal of Bilingual Education and Bilingualism 16, no. 1 (2013): 42–63. http://dx.doi.org/10.1080/13670050.2012.679251.

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Sims, Margaret, Elizabeth M. Ellis, and Vicki Knox. "Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings." Early Childhood Education Journal 45, no. 6 (2016): 777–87. http://dx.doi.org/10.1007/s10643-016-0826-6.

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Portante, Dominique. "Enacted Agency as the Strategic Making of Selves in Plurilingual Literacy Events: Framing Agency and Children as Contributors to Their Own and Others' Learning." European Educational Research Journal 10, no. 4 (2011): 516–32. http://dx.doi.org/10.2304/eerj.2011.10.4.516.

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‘This article is about the understanding of how children, using different conceptions of literacy as means to construct their social reality and their social roles in culturally and linguistically diverse classrooms, are enabled to enact agency in terms of their strategic making and remaking of selves. The research approach is informed by a sociocultural conception of literacy and draws on a conception of agency as multisourced, distributed and mediated through human interaction, mediational means and discourses. The author uses a microethnographic approach combining ethnomethodology and conve
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Rokita-Jaśkow, Joanna. "Parental visions of their children’s future as a motivator for an early start in a foreign language." Studies in Second Language Learning and Teaching 5, no. 3 (2015): 455–72. http://dx.doi.org/10.14746/ssllt.2015.5.3.6.

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This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children’s achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessfu
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Dissertations / Theses on the topic "Plurilingual children"

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Le, Pichon Emmanuelle. "Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues." Thesis, Tours, 2010. http://www.theses.fr/2010TOUR2026.

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Pour comprendre le développement de la conscience métacognitive d'enfants plurilingues, il est nécessaire d'examiner quels sont les facteurs qui seraient susceptibles de la développer ou de la freiner. La conscience rnétacognitive est considérée comme un élément essentiel de développement des capacités d'apprentissage. Définie en tant que capacité à planifier et à contrôler les processus réflexifs, une conscience métacognitive accrue est susceptible d'aider l'enfant plurilingue à prendre le contrôle de l'organisation de son propre apprentissage. L'examen de l'influence des facteurs susceptible
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Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.

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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf. Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fra
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Stille, Saskia. ""Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms." Thesis, 2013. http://hdl.handle.net/1807/43723.

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Monolingual, monocultural approaches to education in Canada overlook the tremendous cultural and linguistic resources present in our classrooms and communities. Connecting language teaching and learning with a politics of global location and broader social issues relating to migration and diversity, this dissertation explores how dichotomous understandings of ‘native’/’nonnative’ students neglect these interlocking and intersecting dimensions of experience. The dissertation employed Lather’s (2007) critical praxis methodology to generate data from a collaborative research project involving te
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Gosselin-Lavoie, Catherine. "Lecture de livres bilingues par six duos parent-enfant allophones du préscolaire : description des lectures et des interactions et relations avec l’acquisition du vocabulaire." Thèse, 2016. http://hdl.handle.net/1866/16439.

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Book chapters on the topic "Plurilingual children"

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Özörencik, Helena, and Magdalena Antonia Hromadová. "Between Implementing and Creating: Mothers of Children with Plurilingual Family Background and the Czech Republic’s Language Acquisition Policy." In Language Policy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_3.

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Lohe, Viviane, and Daniela Elsner. "Developing Language Awareness in Primary School Children With Multilingual Virtual Talking Books." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch009.

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This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.
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Prasad, Gail. "6 Reframing Expertise: Learning with and from Children as Co-investigators of their Plurilingual Practices and Experiences." In Ethical and Methodological Issues in Researching Young Language Learners in School Contexts. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800411432-007.

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"Teaching sign language to parents of deaf children in the name of the CEFR: Exploring tensions between plurilingual ideologies and ASL pedagogical ideologies." In Sign Language Ideologies in Practice. De Gruyter Mouton, 2020. http://dx.doi.org/10.1515/9781501510090-008.

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Guadamillas Gómez, María Victoria. "Plurilingual and Literacy Competencies in Preschool." In Using Literature to Teach English as a Second Language. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4670-3.ch005.

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This chapter describes a didactic proposal with the main goal of introducing plurilingual and literacy competencies in early school years. Furthermore, the chapter offers a linguistic and intercultural analysis of two picture books that can be used at preschool to promote L2 learning and cultural awareness. Firstly, the legislation regarding preschool is commented on and related to L2 development and acquisition at this stage. Then secondly, children's literature is regarded as an intercultural vehicle and connected to “culture” in a preschool content and language integrated learning (CLIL) setting. Thirdly, two picture books are analysed with respect to their potential as language learning materials and cultural triggers, and finally, some brief reflections are made.
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Andorno, Cecilia, and Silvia Sordella. "Promuovere un’educazione plurilingue parlando a casa di cose di scuola Esiti da una ricerca-azione." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/002.

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The positive effects of multilingual education are hindered when some languages in one’s repertoire do not develop beyond the level of primary socialization, as is often the case of children of immigrant families: on the one hand, monolingual use at school limits the sociolinguistic functions of home languages; on the other, inadequate parental competence in the language of schooling hinders their involvement in scholastic practices at home. Starting from these presuppositions, the paper describes a research project aimed at promoting multilingual communication related to school matters and practices within immigrant families of children attending Italian primary schools. Enhancing the use of heritage languages can promote parental participation in homework interactions thus enhancing CALP-related practices within the family.
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Journal articles
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