School language and the role of multilingualism in class

Mariska Kistemaker, Peter Broeder

    Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

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    Abstract

    It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the first
    part of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from general
    secondary schools in 30 cities in North-Rhine Westphalia (Germany) participated in an online survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.
    Original languageEnglish
    Title of host publicationFremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen
    EditorsThomas Tinnefeld
    Place of PublicationSaarbrücken
    Publisherhtw saar
    Pages431-445
    Number of pages16
    ISBN (Print)9783942949057
    Publication statusPublished - 2014

    Fingerprint

    multilingualism
    language
    school
    North Rhine-Westphalia
    classroom
    online survey
    teacher training
    literacy
    expert
    linguistics
    teacher
    interaction
    learning
    student

    Keywords

    • school language
    • multilingualism
    • teachinh practice
    • europe

    Cite this

    Kistemaker, M., & Broeder, P. (2014). School language and the role of multilingualism in class. In T. Tinnefeld (Ed.), Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen (pp. 431-445). Saarbrücken: htw saar.
    Kistemaker, Mariska ; Broeder, Peter. / School language and the role of multilingualism in class. Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen. editor / Thomas Tinnefeld. Saarbrücken : htw saar, 2014. pp. 431-445
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    abstract = "It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the firstpart of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from generalsecondary schools in 30 cities in North-Rhine Westphalia (Germany) participated in an online survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.",
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    Kistemaker, M & Broeder, P 2014, School language and the role of multilingualism in class. in T Tinnefeld (ed.), Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen. htw saar, Saarbrücken, pp. 431-445.

    School language and the role of multilingualism in class. / Kistemaker, Mariska; Broeder, Peter.

    Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen. ed. / Thomas Tinnefeld. Saarbrücken : htw saar, 2014. p. 431-445.

    Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

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    AB - It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the firstpart of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from generalsecondary schools in 30 cities in North-Rhine Westphalia (Germany) participated in an online survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.

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    KW - teachinh practice

    KW - europe

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    BT - Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen

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    Kistemaker M, Broeder P. School language and the role of multilingualism in class. In Tinnefeld T, editor, Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen. Saarbrücken: htw saar. 2014. p. 431-445