Addressing future challenges in early language learning and multilingual education
Información General
- Autores: Beatriz Cortina Pérez (ed. lit.), Ana Andúgar Soto (ed. lit.), Ángela Álvarez-Cofiño Martínez (ed. lit.), Silvia Corral Robles (ed. lit.), Natalia Martínez León (ed. lit.), Ana Otto (ed. lit.)
- Editores: Dykinson
- Año de publicación: 2022
- País: España
- Idioma: inglés
- ISBN: 978-84-1122-802-2
- Enlaces
Resumen
The experiences of recent years have tested all public sectors, and society has faced challenges we would not have foreseen. This has transformed our society into one that is more global, resilient and sustainable, and where education emerges as a bastion to sustain the welfare state (International Commision on the Futures of Education, 2020). Multilingualism is, on the other hand, one of the most relevant characteristics of this new society, given the frequent migratory flows and work mobility (American Academy of Arts and Sciences, 2019; Eurostat, June 2022). Being in contact with several languages, even for monolinguals, is a daily activity. The merging of these two fields makes multilingual education a necessary and timely area of study. Within multilingual education the focus on early years seems more cutting-edge: firstly, because it is at this stages that the foundations for the child’s future career are laid (Council of Europe, 2019); and secondly, because more and more children are multilingual, either by dealing directly with multilingualism at home or in the society where they live, or because they are introduced to different languages at school contexts since early years (Schwartz, 2022). Unfortunately, research on this area is scarce, and more data and experiences are to be shared among the scientific community so as to deal with the challenges educators, families, policymakers and researchers face. The aim of this book is to approach early language learning and multilingual education from different perspectives, understanding it from a broad and inclusive perspective, encompassing all kinds of sociolinguistic varieties. In doing so, the book covers multilingual education both in social and educational contexts for children from 0 up to Primary Education (10-12 years old). It contains 45 chapters, mainly in English and some of them in Spanish, organised in five different sections.
Otros catálogos
Listado de artículos
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I. Multilingual education in infancy. Theory and research
The journey from seed to practice: the challenges of translating curriculum and policy into practice towards fostering multilingual outcomes in irish ECEC
págs. 15-24
págs. 25-32
págs. 33-40
págs. 41-48
“I am half german and half brazilian”: children’s perspectives on learning portuguese as a heritage language in a non-formal context and its relationship with linguistic identity
págs. 49-54
Actitudes y hábitos de la familia hacia el aprendizaje del inglés y su lectura en los hijos
María José Molina García, Silvia Corral Robles, Ana María Rico Martín, Ligia Isabel Estrada Vidal
págs. 55-64
págs. 65-70
The impact of choice on foreign language teaching and learning: individual perceptions as the key to understand academic choice and the way it shapes teaching and learning
págs. 71-80
How effective are early bilingual programs?: a comparison of two teaching programs in a spanish-german school in La Paz, Bolivia
Anja Steinlen, Volker Stender Mengel, Roswitha Grisi Huber, Cecilia Merino, Lisa Niemann, Judica Frei de Rocha
págs. 81-88
English language learning and teaching in Cyprus: the use of language portrait technique
págs. 89-96
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II. Inside the multilingual classroom with young learners
págs. 99-104
‘In between’ two educational settings: experiences of bilingual children attending polish supplementary schools in Ireland in light of translanguaging pedagogy
págs. 105-112
Flipped CLIL: a possible solution to cater for diversity in the bilingual class
págs. 113-120
págs. 121-128
págs. 129-136
Early heritage language learning in multilingual families in Cyprus: family language policy, emotions and well-being
págs. 137-144
Gesture as a learning carrier in the foreign language classroom: towards an embodied learning
págs. 145-156
Inclusion of a bilingual pupil in english language classroom in Japan: a year-long case study of facilitating mediation
págs. 157-164
Creating new possibilities through translanguaging: conceptualizing the continuum of classroom interactions in a heritage language classroom
págs. 165-185
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III. Early language learning in school settings
Introducing english in the preschool and the new greek preschool education curriculum: promoting multilingualism, citizenship, intercultural communication and inclusion
págs. 189-196
Synthetic phonics in italian bilingual schools: teachers’ views and pronunciation
págs. 197-204
págs. 205-212
págs. 213-222
Innovative approaches Pre-primary CLIL classrooms
Ángela Álvarez-Cofiño Martínez, Silvia Corral Robles, Ana María Pino Rodríguez, María Dolores Ramírez Verdugo, Ana Andúgar Soto
págs. 223-230
págs. 231-240
Using theatre to improve english as an additional language learners’ communication skills: a feasibility trial
págs. 241-248
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IV. Materials and resources in the early multilingual classroom
págs. 251-258
págs. 259-266
Audiobooks as resources for language teaching
Maria Isabel Mendonça Orega, Rosana Corga Fernandes Durão, Teresa Maló
págs. 267-272
págs. 273-282
Critical multiculturalism with children’s literature: ‘windows, mirrors, and sliding doors’
págs. 283-290
Storytelling and robotics in an E.A.L. Italian context: retelling the Gruffalo through a robot called Ozobot
págs. 291-294
"My museum": a cultural & artistic responsible study through silent picturebooks
págs. 295-302
Tired of sleeping beauties?: an adaptation of a gender-inclusive tale for EFL primary school children
págs. 303-310
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V. Teacher education for multilingualism
The LExEI t project: designing a new foriegn language teacher profile for early childhood education in the spanish context
Beatriz Cortina Pérez, Ana Andúgar Soto, Silvia Corral Robles
págs. 313-322
Project-based learning in the english classroom of the early childhood education bachelor’s degree: training future teachers
págs. 323-328
págs. 329-334
págs. 335-342
From the bottom of your heart to your language classroom!: educating sensitive multilingual teachers
págs. 343-348
Teaching in multilingual classrooms in Greece: identifying the gaps between teachers’ perceptions and practices in reception classes
págs. 349-356
Overcoming the challenges in teaching foreign languages in primary schools in France: the case of teacher training
págs. 357-364
págs. 365-372
English in inclusive multilingual preschools: researching the potential of a teacher education model for in-service teachers
págs. 373-382
How to build a community of practice: peer learning in early foreign language teacher education
págs. 383-390
Percepciones de maestras de inglés sobre el translenguaje en el aula de infantil
Beatriz Cortina Pérez, María de los Angeles Jiménez Jiménez, Ana María Rico Martín, Ana Andúgar Soto
págs. 391-400
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