Multilingualism in Eu -Nop/028 -
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Présentation Multilingualism In Eu - Nop / 028 Format Broché
- Livre Langues rares
Biographie: David Lasagabaster is associate professor of English Studies at the University of the Basque Country. He has published on second language acquisition, foreign language teaching methodology, bilingualism and multilingualism. His latest publications include the volume Triling?ismo en la ense?anza. Actitudes hacia la lengua minoritaria, la mayoritaria y la extranjera (2003) published in Lleida by Milenio Educaci?n and the co-edited (together with Juan Manuel Sierra) volumes Multiling?ismo y multiculturalismo en la escuela (2005) and Multiling?ismo, competencia ling??stica y nuevas tecnolog?as (2005), both published in Barcelona by Horsori. ?ngel Huguet is Lecturer at the Faculty of Educational Sciences of the University of Lleida, Catalonia, Spain. His research line during the last ten years has been focused on multilingualism and bilingual education. His current interests are oriented towards equal opportunities at school in contexts of immigration. His latest publications include the volumes El conocimiento de la lengua castellana en alumnado inmigrante escolarizado en 1? de ESO. Un estudio emp?rico (2005) co-authored with Jos? Luis Navarro and published in Madrid by the Spanish Ministry of Education and Science, and Fundamentos en educaci?n biling?e (2006) co-authored with Jos? Mar?a Madariaga and published in Bilbao by the University of the Basque Country.
Sommaire: To say that multilingualism is the norm and monolingualism the exception has become a truism. In fact, the European Union is clearly committed to a multilingual Europe in which all its educational systems are advised to include two Community languages. It is in this context where this volume analyses the language use and attitudes of would-be teachers, as they will play a paramount role when it comes to keeping multilingualism as one of the key features of the European identity. There are four main reasons why this volume can make a contribution to this field of research. Firstly, it is a transnational study involving nine different bilingual states/areas which allows the reader to compare contexts that, despite sharing some similarities, do have their own pecularities. Secondly, it considers not only the minority and majority languages, but also the different foreign languages. Thirdly, it relies on the same instrument and methodology. And last but not least, the participants will have an enormous influence on their different educational systems and on their students' linguistic perceptions.
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