Current Multilingualism
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Current Multilingualism
This volume approaches contemporary multilingualism as a new linguistic dispensation, in urgent need of research-led, reflective scrutiny. The book addresses the emergent global and local patterns of multingual use and acquisition across the world and explores the major trends that characterize today's multilingualism. It is divided into three parts on the basis of the broad themes: education (including multilingual learning in its general, theoretical aspects), sociolinguistic dimensions and language policy. The book's fifteen chapters, written by renowned international experts, discuss a range of issues relating to the quintessential and unique properties of multilingual situations – issues relevant to the challenges faced in different ways by researcher and practitioners alike. All the contributions share a focus on currently operative patterns of interaction between contexts, events and processes.
Twelve Lectures on Multilingualism
Author: David Singleton
language: en
Publisher: Multilingual Matters
Release Date: 2018-11-20
This major new textbook offers an accessible introduction to many of the most interesting areas in the study of multilingualism. It consists of twelve lectures, written by leading researchers, each dedicated to a particular topic of importance. Each lecture offers a state-of-the-art, authoritative review of a subdiscipline of the field. The volume sheds light on the ways in which the use and acquisition of languages are changing, providing new insights into the nature of contemporary multilingualism. It will be of interest both to undergraduate and postgraduate students working in linguistics-related disciplines and students in associated social sciences.
Multilingualism and third language acquisition
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching. A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field. The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community. Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”. All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish.