In:Foreign Language Education in Multilingual Classrooms
Edited by Andreas Bonnet and Peter Siemund
[Hamburg Studies on Linguistic Diversity 7] 2018
► pp. vii–viii
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Published online: 24 October 2018
https://doi.org/10.1075/hsld.7.toc
https://doi.org/10.1075/hsld.7.toc
Table of contents
Introduction: Multilingualism and foreign language education: A synthesis of linguistic and educational findings
Andreas Bonnet
Peter Siemund
Part IPolicy perspectives: Concepts of multilingual education
Language education in and for a multilingual Europe
Michael Byram
Multilingualism and education in sub-Saharan Africa: Policies, practices and implications
Feliciano Chimbutane
Language policy, language study, and heritage language education in the U.S.
Kendall A. King
Mengying Liu
María Cecilia Schwedhelm
Globalization, national identity, and multiculturalism and multilingualism: Language policy and practice in education in Asian countries
Wenyang Sun
Xue Lan Rong
Part IITheoretical perspectives: From multilingualism to plurilingualism
L3, the tertiary language
Björn Hammarberg
Plurilingual identities: On the way to an integrative view on language education?
Adelheid Hu
Models of multilingual competence
Britta Hufeisen
The multilingual turn in foreign language education: Facts and fallacies
Sílvia Melo-Pfeifer
Linguistic landscaping
Sebastian Muth
Identity and investment in multilingual classrooms
Bonny Norton
Part IIIEmpirical perspectives: Multilingualism in the foreign language classroom
The acquisition of English as an L3 from a sociocultural point of view: The perspective of multilingual learners
Andreas Bonnet
Larissa Jacob
Annika Schäfer
Torben Schmidt
Affordances of multilingual learning situations – possibilities and constraints for foreign language classrooms
Judith Buendgens-Kosten
Daniela Elsner
L1 effects in the early L3 acquisition of vocabulary and grammar
Holger Hopp
Teresa Kieseier
Markus Vogelbacher
Dieter Thoma
“One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English
Eliane Lorenz
English as a lingua franca at the multilingual university: A comparison of monolingually and multilingually raised students and instructors
Jessica Terese Mueller
Learning English demonstrative pronouns on bilingual substrate: Evidence from German heritage speakers of Russian, Turkish, and Vietnamese
Peter Siemund
Stefanie Schröter
Sharareh Rahbari
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