In:Plurilingual Education: Policies – practices – language development
Edited by Patrick Grommes and Adelheid Hu
[Hamburg Studies on Linguistic Diversity 3] 2014
► pp. vii–viii
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This article is available free of charge.
Published online: 15 July 2014
https://doi.org/10.1075/hsld.3.toc
https://doi.org/10.1075/hsld.3.toc
Table of contents
Introduction
Part 1. Policies
Plurilingualism and the challenges
of education
The Council of Europe’s Language Education Policy Profile: An opportunity to respond to diversity in policy
and practice
Australian Language Policy and the design of a national curriculum for languages
Acts of identity in the continuum from multilingual practices to language policy
Minority language instruction in Berlin
and Brandenburg: Overview and case studies of Sorbian, Polish, Turkish and Chinese
Part 2. Multilingual practices
Dynamics and management of linguistic diversity in companies and institutions
of higher education: Results from the DYLAN-project
Discourse, representation and language practices: Negotiating plurilingual identities and spaces
“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?
The effects of language transfer as a resource in instruction
Part 3. Language development
Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals
L1 and L2 proficiency in Hebrew English adolescent learners
Developing a written lexicon in a multilingual environment
Index
