What is its added value?
The publication provides tools for majority language teachers focused on recognising, supporting and promoting plurilingualism
Reflective questions on how to implement plurilingualism in the majority language classroom
CHAPTERS OF THE HANDBOOK
Part 1 – What is MARILLE?
1 Introduction
2 The LE project and MARILLE
2.1 Languages as a subject
2.2 Language(s) in other subjects
2.3 Links
2.4 Implications for MARILLE
3 The MARILLE-questionnaire
4 An experience from Austria: using multilingualism in teaching German
Reflection box
Part 2 – Promoting plurilingualism in majority language teaching
1 Background
2 Aims and underpinning values for promoting plurilingualism
3 Core contents: learners’ knowledge, understanding and skills
3.1 Learners’ knowledge and understanding
3.2 Learners’ skills
4 Teachers’ knowledge, understanding and skills for promoting plurilingualism
4.1 Teachers’ knowledge and understanding
4.2 Teachers’ skills
5 Strategies for change management
Reflection box
Part 3 – Plurilingualism in practice: practice examples
Example 1: “Children’s rights – in more than one language”
Example 2: “Working on news”
Example 3: “In the world of folk tales”
Example 4: “Grammar and reflective language exercises”
Example 5: “Word classes in the news and ads”
Reflection box
Part 4 – “Checklists”: reflective questions on promoting plurilingualism for different roles in education
1 Reflective questions for teachers
2 Reflective questions for teacher educators
3 Reflective questions for head teachers
Glossary
- First language(s)
- Language awareness
- Language(s) in/of education
- Language(s) of instruction
- Language(s) of origin
- Majority language(s)
- Multilingual (education)
- National language(s), official language(s)
- Plurilingual education
References
Further reading
Contributors
Download the book here
What is its added value?
The publication provides tools for majority language teachers focused on recognising, supporting and promoting plurilingualism
Reflective questions on how to implement plurilingualism in the majority language classroom
CHAPTERS OF THE HANDBOOK
Part 1 – What is MARILLE?
1 Introduction
2 The LE project and MARILLE
2.1 Languages as a subject
2.2 Language(s) in other subjects
2.3 Links
2.4 Implications for MARILLE
3 The MARILLE-questionnaire
4 An experience from Austria: using multilingualism in teaching German
Reflection box
Part 2 – Promoting plurilingualism in majority language teaching
1 Background
2 Aims and underpinning values for promoting plurilingualism
3 Core contents: learners’ knowledge, understanding and skills
3.1 Learners’ knowledge and understanding
3.2 Learners’ skills
4 Teachers’ knowledge, understanding and skills for promoting plurilingualism
4.1 Teachers’ knowledge and understanding
4.2 Teachers’ skills
5 Strategies for change management
Reflection box
Part 3 – Plurilingualism in practice: practice examples
Example 1: “Children’s rights – in more than one language”
Example 2: “Working on news”
Example 3: “In the world of folk tales”
Example 4: “Grammar and reflective language exercises”
Example 5: “Word classes in the news and ads”
Reflection box
Part 4 – “Checklists”: reflective questions on promoting plurilingualism for different roles in education
1 Reflective questions for teachers
2 Reflective questions for teacher educators
3 Reflective questions for head teachers
Glossary
- First language(s)
- Language awareness
- Language(s) in/of education
- Language(s) of instruction
- Language(s) of origin
- Majority language(s)
- Multilingual (education)
- National language(s), official language(s)
- Plurilingual education
References
Further reading
Contributors
Download the book here