This volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings. The book draws on data collected following the refugee crisis in Europe of 2015-16, which led to dramatic increases in the number of migrants arriving in Europe.
Recenzijas
Preface.- Introduction.- Part I: Language Socialisation.- Migrant
Mothers Stories of Learning Language in Everyday Life; Minna Intke
Hernįndez.- How Can We Better Support Refugee Families in Scotland through an
Ecological, Multilingual Approach to Language Learning? Sara Cox.- On having
a language that is no language, really: Language ideological attributions
in a Dutch as L2 classroom for asylum seekers; Massimiliano Spotti.- Teaching
the Hegemonic Language: Between Enabling Violence and Paternalistic
Benevolence; Alisha M.B. Heinemann.- Part II: System.- Language Learning of
Migrants: Empirical Evidence from the German Integration Course System; Anke
Grotlüschen, Jana Wienberg, and Gregor Dutz.- Germanys Integration Courses:
Sociolinguistic Composition and Language Learning Outcomes; Ibrahim Cindark,
David Huenlich & Michaela Perlmann.- On How Refugees Acquire German: The Case
of the Integration Course in Germany; Nina Rother, Anna Wieczorek, Giuseppe
Pietrantuono, Johannes Croisier, Andreea Baier, and Lars Ninke.- Part III:
Language and the Curriculum.- New Migrants, New Challenges? Activating
Multilingual Resources for Understanding Mathematics: Institutional and
Interactional Requirements; Arne Krause, Jonas Wagner, Meryem Celikkol,
Angelika Redder, and Susanne Prediger.- After the Big Wave: Language Learning
of Refugee University Students in Germany; Sandra McGury.- Part IV:
Practice.- Digital Literacy Practices in the Adult L2 Classroom: The Case of
Basic Literacy Education in Swedish; Annika Norlund Shaswar.- Wie soll ich
das Kind bewerten? German Teachers between Standardization and
Differentiation in the Assessment of Refugee Students: A Qualitative Study;
Sķlvia Melo-Pfeifer and Mara Thölkes.- Part V: Identity.- Religion, Identity
and Investment in Adult Migrants English Language Learning in the UK; Amina
Al-Dhaif, Graham Hall, and Rola Naeb.- Lessons for Today from Successful
Women: Adult-Refugee Background Women from the former Yugoslavia Narrate
Their Language Learning Stories; Vesna Busic, Kirk P.H. Sullivan and
Christian Waldmann.- Nothing Enters in The Brain: When Asylum Seekers Talk
about Language Learning in Mental Health Consultations; Vanessa Piccoli.
Glenn S. Levine is Professor of German at the University of California, Irvine. His research focuses on language learning of migrants in Europe, the role of the L1 in L2 learning and teaching, language use during study abroad, and theoretically and empirically informed approaches to language pedagogy and program direction. David Mallows is an Associate Professor in the Centre for Applied Linguistics at the UCL Institute of Education in London where he is the programme leader for the MA TESOL Pre-service. He has directed national and transnational research projects in adult literacy, language and numeracy, drawing on qualitative and quantitative methods, covering the workplace, teacher education, family literacy, language support and assessment.
Biežāk uzdotie jautājumi par e-grāmatām