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Roberto Gómez Fernández

Becoming a Plurilingual Child

The present research aims at illustrating the newcomer's process of becoming an 'emergent plurilingual' member of a heterogeneous and multilingual primary school classroom in Luxembourg. It is a 8 month case study about a child belonging to one of the ethnic and linguistic communities most affected by school failure in Luxembourg, namely 'Romanophones' or romance-language speaking students. The country of Luxembourg has three official languages and a great diversity, both factors demanding a unique educational system. The Luxembourgish educational system is then confronted with the common practice of trilingualism and a high proportion of foreigners in its classrooms. A detailed analysis of the actors in contact with this child, including the different teachers, parents, and peers, allows for an observation of which practices are legitimated and which ones are marginalized. It also provides valuable insights on how such practices emerge and how the newcomer's identity evolves within the class group.
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Vlasnik autorskih prava
Bookwire
Objavljeno prvi puta
2018
Godina izdanja
2018
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Citati

  • Aleksandr Trubinje citiraoprije 4 godine
    This linguistic situation is frequently referred as triglossic. Luxembourgish is preeminently an oral language whose written functions are covered either by French and / or German (Horner & Weber, 2008). A number of factors currently bear upon this oral-written relationship between Luxembourgish, French and German. The case of French is most curious. Originally a prestige language used for administrative purposes and by the upper class, nowadays French has become a kind of “lingua franca between Luxembourgers, immigrants and cross-border commuters.” (Weber, 2008a, p. 159). There is also a rise in the use of Luxembourgish as a written language (Horner & Weber, 2008).

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