Bilingual Education in Europe: Dominant Languages

Hélot, Christine; Cavalli, Marisa

doi:10.1007/978-3-319-02324-3_26-3

Cited by 7 publications

(7 citation statements)

References 16 publications

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“…In those models, course contents are presented in target languages and translingual transfer of skills are benefited. According to Helot and Cavalli (2017), translingual connections and the curriculum unifying different languages can be a more effective method than compartmentalizing languages. However, this methodology applied in strong bilingual education models (preserving and enriching models) should not be confused with the methodology applied in CLIL which has been embraced in many European countries.…”

Section: Discussionmentioning

confidence: 99%

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Dil Öğretiminde Çok Dilli Bakış Açısı

Bican

2019

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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This study aims to reconsider the prevalent strategies used for teaching more than one language in the context of multilingualism and to introduce new approaches in the light of developments in the literature. Thus, the current condition in the interdisciplinary area of language education and related approaches required to be developed will be discussed. The study is a descriptive one and is based on literatute review. Using a traditional literature review, an examination of a complex set of up-to-date studies published by academically reliable and competent specialists has been conducted. Some specialists suggest focusing on multilingualism as an alternative to conventional approaches that emphasize the separation of languages in learning more than one language. This suggestion is a result of a holistic approach based on the research and developments in the field of bilingualism. Accordingly, the integration of new knowledge to the existing cognitive structures of an individual is crucial, as old information is the basis of interpreting new information. Interlingual connections combining different languages and a curriculum presenting course contents in different languages constitute a basic framework of this approach. As a result, using of worldwide bilingual-/multilingual educational practices and disclosing the effectiveness of the multilingual approach to develop programs for teaching of multiple languages in Turkey is suggested.

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Section: Discussionmentioning

confidence: 99%

“…Therefore, successful bilingual programs in plans made for functional teaching of more than one language provides more input than the CLIL does in both languages and has more continuity. Therefore, the CLIL model is accepted as an innovative methodology towards a more intense bilingual programme (Helot and Cavalli, 2017).…”

Section: Discussionmentioning

confidence: 99%

Dil Öğretiminde Çok Dilli Bakış Açısı

Bican

2019

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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“…Like translanguaging, plurilingualism has challenged idealized notions of bounded languages and of their strict separation, focusing instead on the learner's ability to use a repertoire of several named languages to varying degrees as part of what is understood as intercultural action (see, for example, Coste, 2000). Yet, because plurilingual policies in education evolved from a need by the European Union to have a common European citizen who could communicate across languages to trade, sell, and enlarge markets (Hélot & Cavalli, 2017), these European educational policies are rooted in sociopolitical dynamics that differ greatly from those that inform our decolonial perspective . Plurilingualism and translanguaging have emerged from what Mignolo (2000) has called different loci of enunciation, with plurilingualism responding to global economies, and translanguaging offering a way to delink from the logics derived from colonialism and global capitalism.…”

Section: Our Understandings Of Education For Racialized Bilingualsmentioning

confidence: 99%

Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto

Garcı́a

Flores

Seltzer

et al. 2021

Critical Inquiry in Language Studies

220

122

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“…It is linked with the consideration of the Council of Europe's recommendations on language education and the characteristics of the European educational space, its innovative nature. The following documents were important for the development of foreign language education in Ukraine during the period under study: the Threshold Level (Van Ek, 1975) (Gazzola, 2016), the Sorbonne Joint Declaration (Allegre et al, 1998), "Bilingual Education in Europe: Dominant Languages" (Hélot & Cavalli, 2017), "The European Language Portfolio: the Story so Far (1991-2011)" (Little et al, 2011), "Strategic Research Agenda for Multilingual Europe 2020" (Rehm & Uszkoreit, 2012).…”

Section: The Main Trends In the Development Of Foreign Language Education In Ukraine In The Postmodern Eramentioning

confidence: 99%

Foreign Language Education in Eastern Europe in the Historical and Postmodern Discourse

Onishchuk

Bidyuk

Дорошенко

et al. 2021

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It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions (HEIs) in Eastern Europe, in particular Ukraine, includes materialist and pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine (the mid 20th century - the early 21st century), as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student’s personality; the reinforcement of extra-curricular activities in the context of foreign language education.

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Bilingual Education in Europe: Dominant Languages

Cited by 7 publications

References 16 publications

Dil Öğretiminde Çok Dilli Bakış Açısı

Dil Öğretiminde Çok Dilli Bakış Açısı

Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto

Foreign Language Education in Eastern Europe in the Historical and Postmodern Discourse

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