Awareness_Raising_And_Multilingualism_In_Primary_Education外文翻译.pdfVIP

C H R I S T I N E H É L O T AWARENESS RAISING AND MULTILINGUALISM IN PRIMARY EDUCATION I N T R O D U C T I O N The study of language awareness raising and multilingualism in pri- mary education is a very recent domain of investigation and is linked to two key contextual factors: increasing globalisation and the increas- ing mobility of populations. Both these factors have resulted in greater linguistic and cultural diversity among pupils in our classrooms and thus set challenges to the monolingual habitus of most education systems. Two main questions will be addressed here: 1. Are there models of language education, at primary level, which are able to accommodate the plurilingual repertoire of a growing num- ber of pupils without threatening the place of the school language (or standard national language in monolingual states), while at the same time fostering motivation for foreign language learning (FLL) and developing positive attitudes towards plurilingualism? 2. Can such models help teachers to shift their representations of multilingualism from being a problem to being a resource and in which way? Multilingualism in the primary classroom can be discussed from two points of view: (i) the languages known by the pupils and (ii) the num- ber of languages offered by a school system. In other words, do schools value the languages spoken by their bi/multilingual pupils and what steps do education systems take to help all pupils to become multilin- gual citizens? While these questions relate to other domains within the larger framework of language education (such as mother tongue education, second language support for curriculum learning, bilingual education and foreign language education), there is one model of lan- guage education whic