Gotowe bibliografie tematyczne / Bi-plurilingual education

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  2. Rozprawy doktorskie
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  4. Części książek

Gotowa bibliografia na temat „Bi-plurilingual education”

Autor: Grafiati
Data publikacji: 7 września 2024
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Bi-plurilingual education"

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Dela Cruz, John Wayne. "Plurilingual or not plurilingual? Plurilingual competence and identity of Canadian EAL peers in a francophone post-secondary context." OLBI Journal 12 (December 22, 2022): 139–60. http://dx.doi.org/10.18192/olbij.v12i1.6075.

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Despite emergent research on Canadian additional language (AL) learners’ plurilingualism in post-secondary and officially monolingual school contexts, challenges persist in implementing plurilingual instruction: learners’ plurilingual identities (PI) and plurilingual and pluricultural competence (PPC) are often ignored in favour of the monolingual native speaker model. To help validate learners’ PPC and PI in AL classrooms, this article discusses parts of the results of a mixed-methods study pertaining to the self-perceived PPC and self-reported linguistic identities of adult English as AL stu
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Yves Julien, Manifi Abouh Maxime, and Ethe Julia Ndibnu-Messina. "Vers quel modèle de traduction-terminologie en langues nationales à l’aune d’une éducation bi- plurilingue au Cameroun ?" Traduction et Langues 21, no. 1 (2022): 137–56. http://dx.doi.org/10.52919/translang.v21i1.876.

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Towards what model of translation-terminology in national languages in the light of bi-plurilingual education in Cameroon?
 Cameroon, a country characterised by obvious linguistic diversity, recognises the importance of education that is rooted in the culture of the pupils and develops professional or self-employment skills through bi-lingual education. However, the national languages of Cameroon do not have sufficiently elaborate metalanguages to fully convey all the knowledge related to school subjects such as grammar, arithmetic, geometry, etc. They therefore need to be developed and a
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Wagner, Jonas, Taha Kuzu, Angelika Redder, and Susanne Prediger. "Vernetzung von Sprachen und Darstellungen in einer mehrsprachigen Matheförderung - linguistische und mathematikdidaktische Fallanalysen." Fachsprache 40, no. 1-2 (2018): 2–23. http://dx.doi.org/10.24989/fs.v40i1-2.1600.

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The context of our article – relying on investigations of the interdisciplinary research project MuM-Multi on multilingualism in mathematics – consists of bi-/plurilingual learning processes, especially in secondary education. Based on a corpus of five remediating small group classes on fractions with up to five bilingual (Turkish–German) students, it is asked whether and how networks of mathematical representation modes correlate to networks of languages in use. Here we concentrate on Turkish as their home language (forced by teachers) in correlation to German as the common classroom language
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Spiliotopoulos, Valia. "Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines." OLBI Working Papers 9 (June 21, 2018): 1–25. http://dx.doi.org/10.18192/olbiwp.v9i0.2340.

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The current educational context in post-secondary institutions world-wide is characterized by a widening participation agenda, and is greatly impacted by trends in globalization and internationalization (Burbules & Torres, 2000, Ilieva, Beck, & Waterstone, 2014). This multilingual and multicultural educational context brings about many opportunities and challenges for students, faculty, and other internal and external stakeholders (Arkoudis et al, 2012; Hafernick & Wiant, 2012; Murray, 2016). Given Canada’s increasing involvement in offering programs predominantly in English to int
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Tsuchiya, Keiko. "Co-constructing a translanguaging space." Translation and Translanguaging in Multilingual Contexts 3, no. 2 (2017): 229–53. http://dx.doi.org/10.1075/ttmc.3.2.05tsu.

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Abstract Translanguaging is an emergent concept in bi/multilingualism and language education. It refers to discursive practices where multiple languages are used by plurilingual individuals as an integrated linguistic repertoire (García and Li Wei 2014). This study focuses on the use of translanguaging in a group discussion in a Content and Language Integrated Learning (CLIL) classroom at a Japanese university, where Japanese students and one Arabic student talked in three Japanese and English as a Lingua Franca (ELF). The study examined why (the function) and how (the process) the participant
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Corcoran, James N., Brian Morgan, Jacqueline Ng, Heejin Song, and Marlon Valencia. "Trans/plurilingual Pedagogies: A Multiethnography." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 39, no. 4 (2023). http://dx.doi.org/10.1590/1678-460x202339456227.

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ABSTRACT Trans/plurilingual theory and pedagogies have been generating extensive attention within global English language teaching and teacher education. This article responds to the burgeoning area of trans/plurilingual pedagogies, outlining diverse pedagogical practices and perspectives from a group of English language educators at a large, cosmopolitan Canadian university. Considering recent assertions that there are onto-epistemological differences between multilingualism, plurilingualism, and translingualism, this article looks to demonstrate how (or even if) these differences manifest in
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Dafouz, Emma, Sonia López-Serrano, and Pérez Pascual Pérez. "Students' views of disciplinary literacies in internationalised English-medium higher education: Step-by-step survey development." Research Methods in Applied Linguistics 2, no. 3 (2023). https://doi.org/10.1016/j.rmal.2023.100073.

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In the last two decades, research on English-medium education (EME) has grown exponentially because of internationalisation and globalisation. Many early studies have examined university lecturers’ attitudes to the change in the language of instruction as well as on their linguistic and pedagogical needs. However, much less attention has been paid to students and, most specifically, to how they view disciplinary literacies (DLs) in EME. Our examination of DLs deviates from previous research in that it foregrounds two dimensions which have not received sufficient atten
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Dietrich-Grappin, Sarah, and Britta Hufeisen. "Tertiary language didactics 2.0 •." Hungarian Educational Research Journal, December 20, 2022. http://dx.doi.org/10.1556/063.2022.00122.

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AbstractThe article proposes a remodeling of Tertiary Language Didactics (TLD) against the backdrop of empirical findings from German-speaking areas and the notions of translanguaging and compétence plurilingue.TLD as a multilingual didactics approach for the initial stages of L3 learning developed in the 1990s in the field of “German as a foreign language after English” (DaFnE) as a response to the specificity of L3 learning conditions (age, intellectual development, different domains of prior knowledge in other languages). Later, the approach, with its overarching principle of cognitive lear
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Rozprawy doktorskie na temat "Bi-plurilingual education"

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Coulibaly, Laurent. "L'Education bi-plurilingue au Mali : entre politiques linguistiques éducatives, pratiques et discours enseignants et représentations sociolinguistiques." Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20010.

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De nombreuses recherches (Dabène, 1994 ; Cummins, 2001 ; Vilpoux et Blanchet, 2015 ; Maurer, 2007, 2011a, 2013b, 2016, 2018) s'accordent sur les avantages pédagogiques d'un système éducatif bi-plurilingue, prenant en compte la langue première de l'apprenant, ou au moins une de ses langues premières. Le Mali s'est lancé depuis le début des années 1980 dans une politique éducative bi-plurilingue articulant langues locales et langue française, l'objectif étant d'amener les apprenants à effectuer les premiers apprentissages dans une langue de leur environnement social eUou familial (langue 1) de t
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Maynard, Catherine. "Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue." Thesis, 2019. http://hdl.handle.net/1866/24279.

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Cotutelle Université de Montréal - Université Grenoble Alpes<br>Des vagues d’immigration successives ont fait du Québec le lieu d’une importante diversité linguistique et culturelle. Ainsi, de nombreux élèves bi/plurilingues sont maintenant scolarisés dans les classes ordinaires des écoles francophones québécoises, notamment au secondaire. Pour ces élèves, l’apprentissage de l’écriture est bien souvent un défi de taille. L’apprentissage de l’orthographe grammaticale (OG) du français, plus spécifiquement, constitue un obstacle important au développement de leur compétence à éc
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Książki na temat "Bi-plurilingual education"

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Hamel, Rainer Enrique. Language Policy and Ideology in Latin America. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0030.

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This chapter focuses on language policies in the domains of bi- and multilingualism, and the associated language ideologies that contrast mono- and multilingual with plurilingual orientations. It looks at the ways in which language policies and ideologies intervene in the educational systems and options in Latin America. First, the chapter outlines the history and some general characteristics of the indigenous and the immigrant educational settings with regard to the macro level of policy and the micro level of curriculum. Then, it looks at some basic differences, as well as shared problems an
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Części książek na temat "Bi-plurilingual education"

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López Medina, Beatriz. "Chapter 15 – Plurilingual Outcomes in Plurilingual CLIL Settings: A Case Study of Translanguaging in Secondary Education in Latvia." In Bi- and Multilingualism from Various Perspectives of Applied Linguistics. V&R unipress, 2022. http://dx.doi.org/10.14220/9783737014298.293.

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Cavalli, Marisa. "Assessing the multiple acquisitions from bi-/plurilingual learning – the questions to ask1." In Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings. Routledge, 2023. http://dx.doi.org/10.4324/9781003177197-12.

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