The diversity of multilingualism in education
This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc....
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Cenoz, Jasone [verfasserIn] Gorter, Durk [verfasserIn] |
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Walter de Gruyter GmbH & Co. KG ; 2010 |
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© 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
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17 |
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Walter de Gruyter Online Zeitschriften |
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Enthalten in: International journal of the sociology of language - Berlin [u.a.] : Mouton de Gruyter, 1974, 2010(2010), 205 vom: 05. Okt., Seite 37-53 |
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volume:2010 ; year:2010 ; number:205 ; day:05 ; month:10 ; pages:37-53 ; extent:17 |
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10.1515/ijsl.2010.038 |
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10.1515/ijsl.2010.038 doi artikel_Grundlieferung.pp (DE-627)NLEJ247024120 DE-627 ger DE-627 rakwb Cenoz, Jasone verfasserin aut The diversity of multilingualism in education Walter de Gruyter GmbH & Co. KG 2010 17 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc.) and educational (school subjects, medium of instruction, age of introduction, methodologies). Language practices can be an important part of the make-up of language diversity among multilingual speakers at a micro level. The paper discusses the Continua of Multilingual Education as a tool to classify and compare different types of multilingual schools all over the world as a more efficient way to deal with diversity in multilingual education than traditional typologies. The advantages of the new tool can be shown by applying it to the case of multilingual education in the Basque Country in Spain, where Basque, Spanish, English and sometimes French, are the languages used by different actors in the education system. The paper also deals with diversity as linked to sustainable development and focuses on the advantages of multilingual education. Walter de Gruyter Online Zeitschriften multilingual education multilingualism in education linguistic diversity sociolinguistic context school Gorter, Durk verfasserin aut Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2010(2010), 205 vom: 05. Okt., Seite 37-53 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2010 year:2010 number:205 day:05 month:10 pages:37-53 extent:17 https://doi.org/10.1515/ijsl.2010.038 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2010 2010 205 05 10 37-53 17 |
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10.1515/ijsl.2010.038 doi artikel_Grundlieferung.pp (DE-627)NLEJ247024120 DE-627 ger DE-627 rakwb Cenoz, Jasone verfasserin aut The diversity of multilingualism in education Walter de Gruyter GmbH & Co. KG 2010 17 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc.) and educational (school subjects, medium of instruction, age of introduction, methodologies). Language practices can be an important part of the make-up of language diversity among multilingual speakers at a micro level. The paper discusses the Continua of Multilingual Education as a tool to classify and compare different types of multilingual schools all over the world as a more efficient way to deal with diversity in multilingual education than traditional typologies. The advantages of the new tool can be shown by applying it to the case of multilingual education in the Basque Country in Spain, where Basque, Spanish, English and sometimes French, are the languages used by different actors in the education system. The paper also deals with diversity as linked to sustainable development and focuses on the advantages of multilingual education. Walter de Gruyter Online Zeitschriften multilingual education multilingualism in education linguistic diversity sociolinguistic context school Gorter, Durk verfasserin aut Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2010(2010), 205 vom: 05. Okt., Seite 37-53 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2010 year:2010 number:205 day:05 month:10 pages:37-53 extent:17 https://doi.org/10.1515/ijsl.2010.038 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2010 2010 205 05 10 37-53 17 |
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This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc.) and educational (school subjects, medium of instruction, age of introduction, methodologies). Language practices can be an important part of the make-up of language diversity among multilingual speakers at a micro level. The paper discusses the Continua of Multilingual Education as a tool to classify and compare different types of multilingual schools all over the world as a more efficient way to deal with diversity in multilingual education than traditional typologies. The advantages of the new tool can be shown by applying it to the case of multilingual education in the Basque Country in Spain, where Basque, Spanish, English and sometimes French, are the languages used by different actors in the education system. The paper also deals with diversity as linked to sustainable development and focuses on the advantages of multilingual education. © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
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This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc.) and educational (school subjects, medium of instruction, age of introduction, methodologies). Language practices can be an important part of the make-up of language diversity among multilingual speakers at a micro level. The paper discusses the Continua of Multilingual Education as a tool to classify and compare different types of multilingual schools all over the world as a more efficient way to deal with diversity in multilingual education than traditional typologies. The advantages of the new tool can be shown by applying it to the case of multilingual education in the Basque Country in Spain, where Basque, Spanish, English and sometimes French, are the languages used by different actors in the education system. The paper also deals with diversity as linked to sustainable development and focuses on the advantages of multilingual education. © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
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This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc.) and educational (school subjects, medium of instruction, age of introduction, methodologies). Language practices can be an important part of the make-up of language diversity among multilingual speakers at a micro level. The paper discusses the Continua of Multilingual Education as a tool to classify and compare different types of multilingual schools all over the world as a more efficient way to deal with diversity in multilingual education than traditional typologies. The advantages of the new tool can be shown by applying it to the case of multilingual education in the Basque Country in Spain, where Basque, Spanish, English and sometimes French, are the languages used by different actors in the education system. The paper also deals with diversity as linked to sustainable development and focuses on the advantages of multilingual education. © 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ247024120</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820025512.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2010 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/ijsl.2010.038</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">artikel_Grundlieferung.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ247024120</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Cenoz, Jasone</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The diversity of multilingualism in education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">Walter de Gruyter GmbH & Co. KG</subfield><subfield code="c">2010</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">17</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© 2010 Walter de Gruyter GmbH & Co. KG, Berlin/New York</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article analyzes diversity as related to different types of multilingual education. Diversity in education is linked to different factors that can be classified as linguistic (language distance, different scripts, etc.), sociolinguistic status (minority, official, international, immigrant, etc.) and educational (school subjects, medium of instruction, age of introduction, methodologies). Language practices can be an important part of the make-up of language diversity among multilingual speakers at a micro level. The paper discusses the Continua of Multilingual Education as a tool to classify and compare different types of multilingual schools all over the world as a more efficient way to deal with diversity in multilingual education than traditional typologies. The advantages of the new tool can be shown by applying it to the case of multilingual education in the Basque Country in Spain, where Basque, Spanish, English and sometimes French, are the languages used by different actors in the education system. 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