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Representations of Plurilingual Competence and Language Use in Dynamic Trilingual Education: The Case of French-German Schools in Buc and Saarbrücken

Stratilaki, Sofia (2023)
Representations of Plurilingual Competence and Language Use in Dynamic Trilingual Education: The Case of French-German Schools in Buc and Saarbrücken.
In: Zeitschrift für Interkulturellen Fremdsprachenunterricht : ZIF, 2006, 11 (1)
doi: 10.26083/tuprints-00012576
Article, Secondary publication, Publisher's Version

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Item Type: Article
Type of entry: Secondary publication
Title: Representations of Plurilingual Competence and Language Use in Dynamic Trilingual Education: The Case of French-German Schools in Buc and Saarbrücken
Language: English
Date: 24 May 2023
Place of Publication: Darmstadt
Year of primary publication: 2006
Journal or Publication Title: Zeitschrift für Interkulturellen Fremdsprachenunterricht : ZIF
Volume of the journal: 11
Issue Number: 1
DOI: 10.26083/tuprints-00012576
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Origin: Secondary publication from TUjournals
Abstract:

Trilingual education and various curricula for third language acquisition have been increasingly implemented around the world in recent decades in order to meet the growing demand for plurilingualism. Key questions in immersion programmes are concerned with the ways in which plurilingual skills and strategies are related to communication and learning of the language registers in L1, L2 and L3, which are required for the learner to function successfully in institutional settings, and where these languages are being used for instruction of educational content (e.g., Cenoz, Hufeisen & Jessner, 2001). As a consequence, the new research area of trilingualism and third language acquisition has already established itself as a field of its own during the last few years (e.g., Griessler, 2001). The present study seeks to ascertain whether the learners' social representations of languages, including their features and status, shape the processes and strategies they develop and implement for language learning and use. Of particular concern for the present paper are learners' representations of plurilingual competence, and their motivation and attitudes towards languages. A French-German example will be presented in this study.

Status: Publisher's Version
URN: urn:nbn:de:tuda-tuprints-125761
Classification DDC: 400 Language > 400 Language, linguistics
Divisions: 02 Department of History and Social Science > Institut für Sprach- und Literaturwissenschaft > Sprachwissenschaft - Mehrsprachigkeit
Date Deposited: 24 May 2023 17:03
Last Modified: 22 Jul 2024 08:18
URI: https://tuprints.ulb.tu-darmstadt.de/id/eprint/12576
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