Product details
Biographical note
Francesca D’Angelo is a Postdoctoral Researcher in English Translation Studies at Università Telematica Giustino Fortunato, Italy. Her research interests include bilingual education, third language acquisition, cognitive linguistics, gender studies and translation. She has recently published articles in the International Journal of Bilingual Education and Bilingualism and is on the board of Science Journal of Education, Frontiers in Psychology and Studi di Glottodidattica.
The book offers a rich insight in the field of Third Language Acquisition, bridging the gap between language education and research. It explores the key linguistic and cognitive factors that make it different from Second Language Acquisition in terms of process and area of study. It is a precious resource for language learners, scholars, and teachers interested in the practical implications of the most recent research on multilingual education.
Oriana Palusci, Università degli Studi di Napoli L'Orientale, Italy
This volume provides an excellent up-to-date overview of theories and research studies in the flourishing field of third and additional language learning. It offers a critical discussion of a wide range of theoretical and empirical approaches and will definitely be a must-read for all those interested in multilingualism and language learning.
Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain
This book is a fascinating journey into multilingualism: going beyond the traditional monolingual-bilingual dichotomy, it brings together research from different perspectives and offers an integrated framework on additional language learning that will benefit both research and education practices.
Antonella Sorace, University of Edinburgh, UK
This book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying acquisition of a third or additional language. It presents readers with a practical guide to understanding how these languages are processed, learned and taught and addresses the cognitive, linguistic and affective factors which make multilingual learning and teaching a complex and unique phenomenon. It also emphasises the important role of teachers as knowledge generators. Through various examples of multilingual education practices, it highlights how fundamental teachers are as bridges between education and research on multilingualism. This book will appeal to postgraduate students, teacher trainers and researchers in the fields of multilingual education and cognitive linguistics.
Contributing to emerging research on third language acquisition, this book presents readers with a practical guide to understanding how these languages are processed, learned and taught. With examples from a range of learning contexts, it emphasises the role of teachers as bridges between education and research on multilingualism.
Acknowledgements
Introduction
Chapter 1. Second vs Third Language Acquisition
Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition
Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition
Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'
Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing Trends
Conclusion
References
Index
Offers a portrait of multilingual education from the point of view of both teachers and learners
The book offers a rich insight in the field of Third Language Acquisition, bridging the gap between language education and research. It explores the key linguistic and cognitive factors that make it different from Second Language Acquisition in terms of process and area of study. It is a precious resource for language learners, scholars, and teachers interested in the practical implications of the most recent research on multilingual education.
Oriana Palusci, Università degli Studi di Napoli L'Orientale, Italy
This volume provides an excellent up-to-date overview of theories and research studies in the flourishing field of third and additional language learning. It offers a critical discussion of a wide range of theoretical and empirical approaches and will definitely be a must-read for all those interested in multilingualism and language learning.
Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain
This book is a fascinating journey into multilingualism: going beyond the traditional monolingual-bilingual dichotomy, it brings together research from different perspectives and offers an integrated framework on additional language learning that will benefit both research and education practices.
Antonella Sorace, University of Edinburgh, UK
This book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying acquisition of a third or additional language. It presents readers with a practical guide to understanding how these languages are processed, learned and taught and addresses the cognitive, linguistic and affective factors which make multilingual learning and teaching a complex and unique phenomenon. It also emphasises the important role of teachers as knowledge generators. Through various examples of multilingual education practices, it highlights how fundamental teachers are as bridges between education and research on multilingualism. This book will appeal to postgraduate students, teacher trainers and researchers in the fields of multilingual education and cognitive linguistics.
Contributing to emerging research on third language acquisition, this book presents readers with a practical guide to understanding how these languages are processed, learned and taught. With examples from a range of learning contexts, it emphasises the role of teachers as bridges between education and research on multilingualism.
Acknowledgements
Introduction
Chapter 1. Second vs Third Language Acquisition
Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition
Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition
Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'
Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing Trends
Conclusion
References
Index
Offers a portrait of multilingual education from the point of view of both teachers and learners
Product details
Biographical note
Francesca D’Angelo is a Postdoctoral Researcher in English Translation Studies at Università Telematica Giustino Fortunato, Italy. Her research interests include bilingual education, third language acquisition, cognitive linguistics, gender studies and translation. She has recently published articles in the International Journal of Bilingual Education and Bilingualism and is on the board of Science Journal of Education, Frontiers in Psychology and Studi di Glottodidattica.