Jasone Cenoz

Towards Multilingual Education (eBook, PDF)

Basque Educational Research from an International Perspective

• Format: PDF

Produktbeschreibung

This volume focuses on issues such as the learning, use and assessment of languages in education, the age factor, the teaching of English as an international language and multilingualism at the university, in educational contexts in which several languages are taught either as subjects or languages of instruction. Jasone Cenoz proposes the 'Continua of Multilingual Education' as a tool to identify different types of multilingual schools and focuses on Basque educational research to discuss issues that are relevant for other contexts. 'Towards Multilingual Education: Basque Educational Research in International Perspective' is an up to date and comprehensive review of research involving Basque, Spanish and English in Basque schools. The book will be of great value to researchers, professionals and students interested in multilingualism and multilingual education all over the world.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, D ausgeliefert werden.

Produktdetails

• Verlag: Multilingual Matters
• Seitenzahl: 288
• Erscheinungstermin: 18. August 2009
• Englisch
• ISBN-13: 9781847691941
• Artikelnr.: 50402938

Autorenporträt

Jasone Cenoz is professor of Applied Linguistics at the University of the Basque Country. Her research focuses on bilingualism and multilingualism in educational settings. She is the editor (in collaboration with Ulrike Jessner) of â¿¿The International Journal of Multilingualismâ¿¿ and â¿¿Aila Reviewâ¿¿. She is publications coordinator of AILA (International Association of Applied Linguistics) and she is the vice-president of IAM (International Association of Multilingualism). She has published widely on bilingualism and multilingualism and her most recent volume is â¿¿Towards Multilingual Education: Basque Educational Research in International Perspectiveâ¿¿ which will be published by Multilingual Matters.