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Multilingualism as a resource in the foreign language classroom

Multilingualism as a resource in the foreign language classroom

 Illman, Veera.
 2018.
 p. 237-249. English
Foreign LanguageEnglishTiếng AnhGiảng dạy tiếng Anh.Đa ngôn ngữ.Multilingualism.Teaching English.
Tác giả CN Illman, Veera.
Nhan đề Multilingualism as a resource in the foreign language classroom / Veera Illman, Päivi Pietilä.
Thông tin xuất bản 2018.
Mô tả vật lý p. 237-249.
Tóm tắt Foreign language classes are becoming increasingly multilingual even in countries that until recently have been remarkably monocultural, such as Finland. Teachers may not be prepared for this new situation, and the needs of students with immigrant backgrounds may be overlooked. This article reports a study in which both students with immigrant backgrounds and teachers of English were asked how they experienced multilingualism in the language classroom and how the students’ multilingual background was taken into account in English classes. Both groups answered a questionnaire with closed and open questions. The results indicated that the children found English relatively easy to learn and they were able to use their L1s especially to benefit vocabulary learning. The majority of the teachers had not received any training in teaching students of immigrant background, but they reported having developed some strategies that utilized their students’ multilingualism for the benefit of teaching English.
Thuật ngữ chủ đề Foreign Language-Teaching English
Từ khóa tự do English
Từ khóa tự do Tiếng Anh
Từ khóa tự do Giảng dạy tiếng Anh.
Từ khóa tự do Đa ngôn ngữ.
Từ khóa tự do Multilingualism.
Từ khóa tự do Teaching English.
Nguồn trích ELT Journal- Volume 72, Issue 3.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Foreign language classes are becoming increasingly multilingual even in countries that until recently have been remarkably monocultural, such as Finland. Teachers may not be prepared for this new situation, and the needs of students with immigrant backgrounds may be overlooked. This article reports a study in which both students with immigrant backgrounds and teachers of English were asked how they experienced multilingualism in the language classroom and how the students’ multilingual background was taken into account in English classes. Both groups answered a questionnaire with closed and open questions. The results indicated that the children found English relatively easy to learn and they were able to use their L1s especially to benefit vocabulary learning. The majority of the teachers had not received any training in teaching students of immigrant background, but they reported having developed some strategies that utilized their students’ multilingualism for the benefit of teaching English.
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