This book provides a framework for understanding the communicative repertoire, which students, teachers and teacher educators can use to explore plurilingual learning and use and the life experiences of plurilinguals in and outside classrooms.
This book provides a framework for understanding the communicative repertoire, which students, teachers and teacher educators can use to explore plurilingual learning and use and the life experiences of plurilinguals in and outside classrooms.
Howard Nicholas is a Senior Lecturer in Language Education in the Faculty of Education at La Trobe University. Trained as an applied linguist and language teacher, his research interests focus on second language acquisition, plurilingualism, language teaching and policy as well as learning with mobile devices. He has published in the areas of second language learning and teaching, learning with mobile devices and language teacher recruitment, education and employment. Donna Starks is a Senior Lecturer in the Faculty of Education at La Trobe University. Trained as a linguist, her research interests focus on the interface between language, identity and ethnicity. She has published in the areas of heritage language maintenance and lesser known varieties of English
Inhaltsangabe
PART A -MULTIPLICITY: A FRAMEWORK FOR UNDERSTANDING LANGUAGE Chapter 1. Introduction: The need for a new conceptual framework; Chapter 2. Understanding the Communicative Repertoire and its first two dimensions; Chapter 3. Understanding Varieties; Chapter 4. Understanding Purposes; PART B - UNDERSTANDING APPLIED LINGUISTICS Chapter 5. Additional Language Acquisition; Chapter 6. Additional Language Literacies; Chapter 7. Multiplicity as ways of thinking and doing: a new perspective on plurilingualisms and multilingualisms; PART C - DESIGNING LANGUAGE LEARNING Chapter 8. Multiplicity as a framework for language education; Chapter 9. Concluding Remarks
PART A -MULTIPLICITY: A FRAMEWORK FOR UNDERSTANDING LANGUAGE Chapter 1. Introduction: The need for a new conceptual framework; Chapter 2. Understanding the Communicative Repertoire and its first two dimensions; Chapter 3. Understanding Varieties; Chapter 4. Understanding Purposes; PART B - UNDERSTANDING APPLIED LINGUISTICS Chapter 5. Additional Language Acquisition; Chapter 6. Additional Language Literacies; Chapter 7. Multiplicity as ways of thinking and doing: a new perspective on plurilingualisms and multilingualisms; PART C - DESIGNING LANGUAGE LEARNING Chapter 8. Multiplicity as a framework for language education; Chapter 9. Concluding Remarks
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