TY  - BOOK
AU  - Boeckmann,Klaus-Börge
AU  - Aalto,Eija
AU  - Abel,Andrea
AU  - Atanasoska,Tatjana
AU  - Lamb,Terry
ED  - European Centre for Modern Languages
ED  - Council of Europe
TI  - Promoting Plurilingualism: majority language in multilingual settings 
SN  - 9789287171702 (pbk)
PY  - 2012///
CY  - Graz
PB  - European Centre for Modern Languages, Council of Europe
KW  - Language and languages
KW  - Study and teaching
KW  - Europe
KW  - Multilingualism
N1  - Includes bibliographical references (p. 87-88); "Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today’s societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching; This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents." (Book Cover); CONTENTS; Part 1 - What is MARILLE?; 1. Introduction; 2. The LE project and MARILLE; 2.1. Languages as a subject; 2.2. Language(s) in other subjects; 2.3. Links; 2.4. Implications for MARILLE; 3. The MARILLE-questionnaire; 4. An experience from Austria: using multilingualism in teaching German; Reflection box; Part 2 - Promoting plurilingualism in majority language teaching; 1. Background; 2. Aims and underpinning values for promoting plurilingualism; 3. Core contents: learners' knowledge, understanding and skills; 3.1. Learners' knowledge and understanding; 3.2. Learners' skills; 4. Teachers' knowledge, understanding and skills for promoting plurilingualism; 4.1. Teachers' knowledge and understanding; 4.2. Teachers' skills; 5. Strategies for change management; Reflection box; Part 3 - Plurilingualism in practice: practice examples; Example 1: "Children's rights - in more than one language"; Example 2: "Working on news"; Example 3: "In the world of folk tales"; Example 4: "Grammar and reflective language exercises"; Example 5: "Word classes in the news and ads"; Reflection box; Part 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education; 1. Reflective questions for teachers; 2. Reflective questions for teacher educators; 3. Reflective questions for head teachers
N2  - "Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today’s societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching.

This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents." (Book Cover)
; Table of contents

Part 1 - What is MARILLE?
1. Introduction
2. The LE project and MARILLE
2.1. Languages as a subject
2.2. Language(s) in other subjects
2.3. Links
2.4. Implications for MARILLE
3. The MARILLE-questionnaire
4. An experience from Austria: using multilingualism in teaching German
Reflection box

Part 2 - Promoting plurilingualism in majority language teaching
1. Background
2. Aims and underpinning values for promoting plurilingualism
3. Core contents: learners' knowledge, understanding and skills
3.1. Learners' knowledge and understanding
3.2. Learners' skills
4. Teachers' knowledge, understanding and skills for promoting plurilingualism
4.1. Teachers' knowledge and understanding
4.2. Teachers' skills
5. Strategies for change management
Reflection box

Part 3 - Plurilingualism in practice: practice examples
Example 1: "Children's rights - in more than one language"
Example 2: "Working on news"
Example 3: "In the world of folk tales"
Example 4: "Grammar and reflective language exercises"
Example 5: "Word classes in the news and ads"
Reflection box

Part 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education
1. Reflective questions for teachers
2. Reflective questions for teacher educators
3. Reflective questions for head teachers
UR  - https://www.ecml.at/tabid/277/PublicationID/75/Default.aspx
UR  - http://marille.ecml.at/
ER  -