About the handbook

To show how plurilingualism can be fostered in majority language teaching (for example, the teaching of Spanish in Spain or Polish in Poland) in secondary schools, this publication offers concrete examples for teacher development and strategies for change management. This resource book is complemented by video classroom examples soon to be available on this website.

About the handbook

To show how plurilingualism can be fostered in majority language teaching (for example, the teaching of Spanish in Spain or Polish in Poland) in secondary schools, this publication offers concrete examples for teacher development and strategies for change management. This resource book is complemented by video classroom examples soon to be available on this website.

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

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