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Plurilingual Education
Policies – practices – language development
Plurilingual communication is common practice in most urban areas. Societal domains such as business and science nowadays see themselves as international, and plurilingual communication is the rule rather than the exception. But how do other players in critical domains of modern societies, and more specifically, in education react to this situation? This volume of the Hamburg Studies in Linguistic Diversity (HSLD) series explores this question along three major lines. One group of contributions sheds light on educational policies in Europe and beyond. A second group of contributions elucidates what interaction and communication practices develop in multilingual contexts. The focus is on school settings. Thirdly, we present articles that discuss the effects of plurilingual settings and plurilingual practices on language development. As a whole this volume shows how linguistic diversity shapes a central domain of our societies, namely education, and how it also impacts upon the development of the individuals interacting in this domain.
[Hamburg Studies on Linguistic Diversity, 3] 2014. viii, 260 pp.
Publishing status: Available
Published online on 7 July 2014
Published online on 7 July 2014
© John Benjamins
Table of Contents
- IntroductionPatrick Grommes and Adelheid Hu | pp. 1–12
- Part 1. Policies
- Plurilingualism and the challenges of educationDaniel Coste | pp. 15–32
- The Council of Europe’s Language Education Policy Profile: An opportunity to respond to diversity in policy and practiceDavid Little | pp. 33–54
- Australian Language Policy and the design of a national curriculum for languagesMartina Möllering | pp. 55–74
- Acts of identity in the continuum from multilingual practices to language policySabine Ehrhart | pp. 75–86
- Minority language instruction in Berlin and Brandenburg: Overview and case studies of Sorbian, Polish, Turkish and ChineseCarol W. Pfaff, Jingfei Liang, Meral Dollnick, Marta Rusek and Lisa Heinzmann | pp. 87–110
- Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education: Results from the DYLAN-projectGeorges Lüdi | pp. 113–138
- Discourse, representation and language practices: Negotiating plurilingual identities and spacesSofia Stratilaki | pp. 139–160
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance: What about their plurilingual competence?Timea Pickel and Christine Hélot | pp. 161–180
- The effects of language transfer as a resource in instructionKerstin Göbel and Svenja Vieluf | pp. 181–196
- Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilingualsDominique Rauch | pp. 199–218
- L1 and L2 proficiency in Hebrew English adolescent learnersDorit Ravid and Galit Ginat-Heiman | pp. 219–244
- Developing a written lexicon in a multilingual environmentAnna Llaurado and Liliana Tolchinsky | pp. 245–258
- Index | pp. 259–260
Cited by (14)
Cited by 14 other publications
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Simoes Loureiro, Kevin
Simoes Loureiro, Kevin
Duarte, Joana
Tse, Shek Kam, Wing Wah Ki & Mark Shiu Kee Shum
Carinhas, Raquel, Maria Helena Araújo e Sá & Danièle Moore
Moore, Danièle, Mayo Oyama, Daniel Roy Pearce & Yuki Kitano
Stratilaki-Klein, Sofia
Marshall, Steve & Danièle Moore
Grommes, Patrick
2017. Temporal adverbs as structuring devices in narratives of multilingual students. In Dynamics of Linguistic Diversity [Hamburg Studies on Linguistic Diversity, 6], ► pp. 195 ff.
Li, Jing & Danièle Moore
Li, Jing & Danièle Moore
Piccardo, Enrica
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