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The view that a bilingual speaker, or a speaker acquiring more than
one language, is the sum of two -or more- monolinguals is proving
to be a myth rather than a reality. Accordingly, this book provides
a new profile of children and young people becoming bilingual or
multilingual in today's multicultural Spain. The chapters present
studies on the acquisition of the four official languages plus the
languages of several new communities. They include descriptive,
functional, pragmatic and formal perspectives, covering phonetics,
lexis, morphology and syntax, as well as code mixing and input,
bilingual twins, SLI bilingualism, narratives, literacy, age and
stay abroad effects. The book should be of interest to graduate
students and researchers working in the field of second and foreign
language acquisition and multilingualism, language planners,
language teachers and families alike.
The spread of English as an international language along with the
desire to maintain local languages lead us to consider
multilingualism as the norm rather than the exception.
Consequently, bi/multilingual education has bloomed over the last
decades. This volume deals with one such type of education
currently in the spotlight as an essentially European strategy to
multilingualism, CLIL (Content and Language Integrated Learning),
in which curricular content is taught through a foreign language.
The book contributes new empirical evidence on its effects on
linguistic and attitudinal outcomes focusing on bi/multilingual
learners who acquire English as an additional language. Moreover,
it presents critical analyses of factors influencing multilingual
education, the effects of CLIL on both language and content
learning, and the contrast between CLIL and other models of
instruction. The research presented suggests that CLIL can greatly
enhance language acquisition in multilingual settings.
This volume presents a collection of new articles that investigate
the acquisition of Romance languages across different acquisition
contexts as well as refine and propose new theoretical constructs
such as complexity of linguistic features as a relevant factor
forming children's, adults', and bilinguals' acquisition of
syntactical, morphological, and phonological structures.
The spread of English as an international language along with the
desire to maintain local languages lead us to consider
multilingualism as the norm rather than the exception.
Consequently, bi/multilingual education has bloomed over the last
decades. This volume deals with one such type of education
currently in the spotlight as an essentially European strategy to
multilingualism, CLIL (Content and Language Integrated Learning),
in which curricular content is taught through a foreign language.
The book contributes new empirical evidence on its effects on
linguistic and attitudinal outcomes focusing on bi/multilingual
learners who acquire English as an additional language. Moreover,
it presents critical analyses of factors influencing multilingual
education, the effects of CLIL on both language and content
learning, and the contrast between CLIL and other models of
instruction. The research presented suggests that CLIL can greatly
enhance language acquisition in multilingual settings.
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