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"Native language Study and teaching."
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Language proficiency in native and non-native speakers : theory and research
This book, written for both seasoned and novice researchers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learning and bilingualism (more) empirical. The first part of the book provides background for and explication of the theory as well as an agenda for future research, while the second part reports on selected studies of language proficiency in native speakers, as well as non-native speakers, and studies of the relationship between literacy in a first and second language. Conceptual and methodological problems in measuring language proficiency in research on second language acquisition and bilingualism are also discussed. Further, the notion of levels of language proficiency, as rendered by the Common European Framework of Reference for Languages (CEFR), is critically examined, suggesting ways of empirically investigating a number of questions that the CEFR raises but is not capable of answering.
eBook
(En)countering native-speakerism : global perspectives
\"The notion of the 'native speaker' has historically dominated the profession of English language teaching to the extent that native-speakerism has become a wide-spread, tenacious and much 'taken-for-granted' ideology. These perceptions have become commonplace despite substantial, serious challenge to its coherence and value in the 21st century, when English is a world 'lingua franca'. With chapters written by ELT author-practitioners working world-wide, this volume investigates and challenges the 'native speaker' phenomenon in the real-world of international classrooms and the wider community. The book presents current findings about the extent to which the dominant ideology lingers or is being dismantled by new perspectives about the realities of who teaches English and what they teach in the second millennium\"-- Provided by publisher.
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Learning to read and write in the multilingual family
This book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment
eBook
Many languages, building connections : supporting infants and toddlers who are dual language learners
\"All infants and toddlers need experiences that nurture, support, and teach their home language and culture. Language is a vital component of early experiences well before the child can say his first word. Infants and toddlers whose families come from diverse backgrounds and speak different languages are appearing in all kinds of early care and learning settings in growing numbers. Even the most experienced caregiver can feel a bit unsure about meeting the unique needs of infants and toddlers from different language backgrounds. Many languages, building connections outlines adaptable strategies that caregivers of children younger than the age of three need to feel confident that they know how language develops, how cultural differences can come into play, and how to assess an individual child's situation to provide appropriate support. From welcoming diverse families and engaging them to participate in a child care program, to creating nurturing communities that value and support each child's home language while also fostering English acquisition, the helpful strategies included in Many languages, building connections will prepare caregivers for the diverse reality they encounter in their work. Karen N. Nemeth has been a teacher and a teacher educator for more than twenty-five years. She is a sought-after speaker on topics related to first- and second-language development. This is her second book\"--Provided by publisher.
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Teaching the mother tongue in a multilingual Europe
In a time when the increasing cultural diversity and population mobility of the continent calls for good communication skills, this fascinating book features a wealth of data and critical opinion on the topic of mother tongue education.In the first part of the book, the two editors address central cultural, political and educational concerns relating to the mother tongue, using some of the findings of their European Commission funded research on the changing European classroom. The second part presents case study articles by practitioners from nine countries which have significant regional or immigrant mother tongue populations. These include Welsh in Wales, Catalan and Galician in Spain, Turkish and Greek in Germany, Arabic and Corsican in France, and Belorussian in Poland, as well as critical accounts of the main first language situation in England, Denmark, France, Germany, Poland, post-Soviet Russia, and Spain. The concluding part of the book looks at language awareness as a possible approach to linguistic diversity. It examines the preparation of teachers at all levels, as experinced by the editors through their involvement in an in international language study group based in Calgary, Cambridge, Mainz and Bialystock.Teaching the Mother Tongue in a Multilingual Europe is packed with original information which will be of use to all teachers and educationalists concerned with language.
eBook
Language, development aid and human rights in education : curriculum policies in Africa and Asia
\"With a Foreword by Martin Carnoy. The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education. Evidence that science literacy is better served through local languages and adapted to local contexts is put forward with a new vision for science learning that invests cutting edge technologies with local context. This vision is crucial to the African and Asian development on their own terms and should take its rightful place as a human right in education\"-- Provided by publisher.
Book
Teaching Adult Immigrants with Limited Formal Education
Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency.
This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used.
The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.
eBook
Research on mother tongue education in a comparative international perspective
Pioneering in the comparison of standard language teaching in Europe, The International Mother tongue Education Network (IMEN) in the last twenty-five years stimulated experts from more than fifteen European countries to participate in a range of research projects in the field of qualitative educational analyses. [This volume] documents theoretical principals and methodological developments that during the last decades shaped IMEN research and may enlarge the fundaments of comparative qualitative research in language education in a seminal way. The topics of this volume include: IMEN's aims, points of departure, history and methodology; research on the professional practical knowledge of MTE-teachers; innovation, key incident analysis and international triangulation; positioning in theory and practice. (DIPF/Orig.).
eBook
Teaching the mother tongue in a multilingual Europe
This book on mother tongue (native language) teaching in Europe contains three parts. The first explores definitions and teaching implications of mother tongues, including issues of language identity, language standards, mother tongue roles, and language policies in the European Union. The second part consists of nine case studies: \"Teaching the Mother Tongue in England\" (Robert Protherough); \"Teaching Welsh and English in Wales\" (Mary Rose Peate, Nikolas Coupland, Peter Garrett); \"Teaching the Mother Tongue in France\" (Francoise Convey); \"Teaching the Mother Tongue in Spain\" (Antonia Ruiz Esturla); \"Teaching the Mother Tongue in Germany\" (Ingelore Oomen-Welke, Guido Schmitt); \"Teaching Majority and Minority Mother Tongues in Denmark\" (J. Normann Jorgensen, Anne Holmen);\"Teaching Mother Tongue Polish\" (Anna Berlinska); \"Maintaining the Mother Tongue: The National Identity of the Belorussians in Poland\" (Elzbieta Czykwin); and \"Russian and Other Mother Tongues in the Schools of the Russian Federation and the Former Soviet Union\" (James Muckle). The third part is an essay on the importance of language awareness in mother tongue teaching. (MSE)
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