Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-cjp7w Total loading time: 0 Render date: 2024-07-02T23:32:59.688Z Has data issue: false hasContentIssue false

12 - Multilingualism and Education

from Part III - Becoming and Staying Multilingual at Different Ages

Published online by Cambridge University Press:  13 July 2023

By
Carmen Pérez-Vidal  and
Helena Roquet Pugès
Edited by
Jennifer Cabrelli ,
Adel Chaouch-Orozco ,
Jorge González Alonso ,
Sergio Miguel Pereira Soares ,
Eloi Puig-Mayenco  and
Jason Rothman
Jennifer Cabrelli
Affiliation:
University of Illinois, Chicago
Adel Chaouch-Orozco
Affiliation:
The Hong Kong Polytechnic University
Jorge González Alonso
Affiliation:
Universidad Nebrija, Spain and UiT, Arctic University of Norway
Sergio Miguel Pereira Soares
Affiliation:
Max Planck Institute for Psycholinguistics
Eloi Puig-Mayenco
Affiliation:
King's College London
Jason Rothman
Affiliation:
UiT, Arctic University of Norway and Universidad Nebrija, Spain
Get access

Summary

Multilingualism in education consists in the teaching and learning of local majority languages, together with languages with an international status and new minority languages. Its long-standing history worldwide is rooted in colonialism, as well as the revitalization of indigenous languages. More recently, multilingual education worldwide has had to encompass English as ‘capital’ for the young generations, resulting in the use of English as a Lingua Franca (ELF) and English-Medium Instruction (EMI) for internationalization, in the era of computer-mediated communication. The changing nature of multingual education is the result of three driving forces: language per se, languages in society, and educational policies, as respectively reflected in the L3/Ln acquisition model encompassing transfer, the translanguaging model advocating heteroglossic practices against monoglossic, and the Continua of Language Education model. Research on primary, secondary, and tertiary education–level showcases the efficacy of well-planned multilingual education and the challenges of technology and informal multimodal learning.

Type
Chapter
Information
The Cambridge Handbook of Third Language Acquisition , pp. 295 - 316
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Admiraal, W., Westhoff, G., & De Bot, K. (2006). Evaluation of Bilingual Secondary Education in the Netherlands: Students’ Language Proficiency in English. Educational Research and Evaluation, 12, 75–93.Google Scholar
Alonso, E., Grisaleña, J., & Campo, A. (2008). Plurilingual Education in Secondary Schools: Analysis of Results. International CLIL Research Journal, 1, 36–49.Google Scholar
Ament, J., Páres, J., & Pérez-Vidal, C. A Study on the Functional Uses of Textual Pragmatic Markers by Native Speakers and English-Medium Instruction Learners. Journal of Pragmatics, 156, 41–53.Google Scholar
Baker, C. (2006). Foundations of Bilingual Education and Bilingualism (4th ed). Bristol: Multilingual Matters.Google Scholar
Baetens Beardsmore, H. (1980). Bilingual Education in International Schools, European Schools and Experimental Schools: A Comparative Analysis. In Boey, L. K. (Ed.), Bilingual Education (pp. 3–19). Singapore: Singapore University Press.Google Scholar
Baetens Beadsmore, H. (1995). The European School Experience in Multilingual Education. In Skutnabb–Kangas, T. (Ed.), Multilingualism for All (pp. 21–68) Lisse: Sweets & Zeitlinger.Google Scholar
Beacco, J. C., & Byram, M. (2007). From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Strasbourg: Council of Europe. www.coe.int/en/web/common–european–framework–reference–languages/documents.Google Scholar
Beattie, J., Valls-Ferrer, M., & Pérez-Vidal, C. (2014). Listening Performance and Onset Level in Formal Instruction and Study Abroad. In Pérez-Vidal, C. (Ed.), Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 195–216) Amsterdam: John Benjamins.Google Scholar
Blanche-Benveniste, C. (2008). Comment retrouver l’expérience des anciens voyageurs en terres de langues romanes? In Conti, V. & Grin, F. (Eds.), S’Entendre entre langues voisines: vers l’intercompréhension (pp. 33–51). Geneva:Georg Editions Médecine et Hygiène.Google Scholar
Bonnet, A., & Siemund, P. (2018). Multilingualism and Foreign Language Education: A Synthesis of Linguistic and Educational Findings. In Bonnet, A. & Sieumund, P. (Eds.), Foreign Language Education in Multilingual Classrooms (pp. 1–35). Amsterdam: John Benjamins.Google Scholar
Bourdieu, P. (1991). Language and Symbolic Power. Cambridge, MA: Harvard University Press.Google Scholar
Cassany, D. (2022). Aprender ELE (y otras L2) en contextos informales. Cuadernos Canela.Google Scholar
Cassany, D., Esteve, O., Martin Peris, E., & Pérez–Vidal, C. (2004). Portfolio Europeo de Lenguas 12–18 años. Portfolio europeu de les llengües. Hizkuntzen europar portfolioa. European Language Portfolio. Porfolio européen des langues. (12–18 años). Número de validación 52.2003.Secretaría General Técnica. Ministerio de Educación Cultura y Deporte.Madrid. N.I.P.O. 176–04–130–1.Google Scholar
Cenoz, J. (2009). Towards Multilingual Education: Basque Educational Research in International Perspective. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Cenoz, J., & Gorter, D. (2010). The Diversity of Multilingualism in Education. International Journal of the Sociology of Language, 205, 37–53.Google Scholar
Cenoz, J., & Gorter, D. (2017). Language Education Policy and Multilingual Assessment. Language and Education, 31(3), 231–248.Google Scholar
Collins, J. (1999). The Ebonics Controversy in Context: Literacies, Subjectivities and Language Ideologies in the United States. In Blommaert, J. (Ed.), Language Ideological Debates (pp. 201–233). Berlin: Mouton De Gruyter.Google Scholar
Commission of the European Communities. (1995). Teaching and Learning: Towards a Learning Society. White Paper on Education and Learning. Brussels: DGV.Google Scholar
Commission of the European Communities. (2003). Communication from the Commission to the Council, the European Parliament, the Economic and Social committee and the Committee of the Regions Promoting Language Learning and Linguistic Diversity: An Action Plan 2004–2006. Brussels: DGV.Google Scholar
Cook, V. (1993). Linguistics and Second Language Acquisition. New York: St. Martin Press.Google Scholar
Cook, V. (2013). Multi–Competence. In Robinson, P. (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 447–451). New York: RoutledgeGoogle Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume with New Descriptors. Strasbourg: Council of Europe. www.coe.int/en/web/common–european–framework–reference–languages.Google Scholar
Council of Europe and Ministère de l’Education Nationale et de la Formation Professionnelle Luxembourg. (2005). Profil de la politique linguistique educative: Grand–Duché de Luxembourg. Strasbourg: Council of Europe.Google Scholar
Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics, 10, 221–240.Google Scholar
Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. In Street, B. & Hornberger, N. H. (Eds.), Encyclopaedia of Language and Education, vol. 2, Literacy (2nd ed.; pp. 71–83). New York: Springer.Google Scholar
Dalton-Puffer, C. (2008). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research from Europe. In Delanoy, W. & Volkmann, L. (Eds.), Future Perspectives for English Language Teaching (pp. 139–157). Heidelberg: Carl Winter.Google Scholar
Dalton-Puffer, C. (2009) Communicative Competence and the CLIL Lesson. In Ruiz De Zarobe, Y. & Jiménez Catalán, R. M. (Eds.), Content and Language Integrated Learning: Evidence from Research in Europe (pp. 197–214). Bristol: Multilingual Matters.CrossRefGoogle Scholar
De Angelis, G. (2007). Third or Additional Language Acquisition. Clevedon: Multilingual Matters.Google Scholar
De Korne, H. (2012). Towards New Ideologies and Pedagogies of Multilingualism: innovations in Interdisciplinary Language Education in Luxembourg. Language and Education, 26(6), 479–500.Google Scholar
Dewaele, J.-M., Bak, T., & Ortega, L. (2022). Why the Mythical Native Speaker Has Mud on Its Face. In Slavkov, N., Melo Pfeifer, S., & Kerschhofer, N. (Eds.), The Changing Face of the “Native Speaker”: Perspectives from Multilingualism and Globalization. Berlin: Mouton De Gruyter.Google Scholar
Dixon, L., Zhao, J., Shin, J.-Y., et al. (2012). What We Know about Second Language Acquisition: A Synthesis from Four Perspectives. Review of Educational Research, 82(1), 5–60.Google Scholar
Doiz, A., & Lasagabaster, D. (2018). Teachers’ and Students’ Second Language Motivational Self-System in English-Medium Instruction: A Qualitative Approach. TESOL Quarterly, 52(3), 657–679.Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). Language Friction and Multilingual Policies in Higher Education: The Stakeholder’s View. Journal of Multilingual and Multicultural Development, 35(4), 345–360.Google Scholar
Dolci, R., & Tamburri, A. J. (2015). Intercomprehension and Plurilingualism: Assets for Italian Language in the USA. Queens College: City University of New York.Google Scholar
Du, X., & Jackson, J. (2018). From EFL to EMI: The Evolving English Learning Motivation of Mainland Chinese Students in a Hong Kong University. System, 76, 158–168.Google Scholar
Enever, J. (2011). ELLiE: Early Language Learning in Europe. London: British Council.Google Scholar
European Commission. (2012). Press Briefing: The European Higher Education Area in 2012: Bologna Process Implementation Report. www.ehea.info/media.ehea.info/file/2012_Bucharest/79/5/Bologna_Process_Implementation_Report_607795.pdf.Google Scholar
Fernández–Sanjurjo, J., Fernández–Costales, A., & Arias Blanco, J. M. (2017). Analysing Students’ Content Learning in Science in CLIL vs. Non–CLIL Programmes: Empirical Evidence from Spain. International Journal of Bilingual Education and Bilingualism, 22(6), 661–674.Google Scholar
García, O., & Flores, N. (2012). Multilingual Pedagogies. In Martin–Jones, M., Blackledge, A., & Creese, A. (Eds.), The Routledge Handbook of Multilingualism (pp. 232–246). New York: Routledge.Google Scholar
García–Mayo, P., & García–Lecumberri, M. L. (2003). Age and the Acquisition of English as a Third Language. Clevedon: Multilingual Matters.Google Scholar
Genesee, F. (2013). Insights into Bilingual Education from Research on Immersion Programmes in Canada. In Abello–Contessse, C., Chandler, P. M, López–Jiménez, M. D., & Chacón–Beltran, R. (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 24–42). Clevedon: Multilingual Matters.Google Scholar
George, A., & Hoffman-Gonzalez, A. (2019). Dialect and Identity: US Heritage Language Learners of Spanish Abroad. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 252–280.Google Scholar
Graddol, D., & Meinhoff, U. (1999). English in a Changing World (AILA Review 13). Oxford: Catchline.Google Scholar
Grin, F. (2008). Pourquoi l’intercompréhension? (Chapter 1) and Intercompréhension, efficience et équité (Chapter 4). In Conti, V. & Grin, F. (Eds.), S’entendre entre langues voisines: vers l’intercompréhension (pp. 17–30, 79–109) Geneva: Georg.Google Scholar
Grosjean, F. (2008). Studying Bilinguals. Oxford: Oxford University Press.Google Scholar
Hammerly, H. (1991). Fluency and Accuracy: Toward Balance in Language Teaching and Learning. Clevedon: Multilingual Matters.Google Scholar
Housen, A. (2012). Time and Amount of L2 Contact Inside and Outside the School – Insights from the European Schools. In Muñoz, C. (Ed.), Intensive Exposure Experiences in Second Language Learning (pp. 111–137). Clevedon: Multilingual Matters.Google Scholar
Herdina, H., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Changing the Psycholinguistic Perspective. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of Developments in Research into English as a Lingua Franca. Language Teaching, 44(3), 281–315.Google Scholar
Jackson, J. (2016). The Language Use, Attitudes, and Motivation of Chinese Students Prior to a Semester-Long Sojourn in an English-Speaking Environment. Study Abroad Research in Second Language Acquisition and International Education, 1(1), 4–33.CrossRefGoogle Scholar
Jiang, X., Rollingson, J., Plonsky, L., Gustafson, E., & Pajak, B. (2021). Evaluating the Reading and Listening Outcomes of Beginning Level Duolingo Courses. Foreign Language Annals, 54(4), 974–1002.Google Scholar
Julstijn, H. A. (2013). Incidental Learning in Second Language Acquisition. In Chapelle, C. A (Ed.), The Encyclopedia of Applied Linguistics (vol. 5; pp. 2632–2640). Hoboken: John Wiley and Sons.Google Scholar
Keßler, J.-U., & Paulick, C. (2010). Mehrsprachigkeit und schulisches Englischlernen bei Lernern mit Migrationshintergrund. In Ahrenholtz, B. (Ed.), Fachunterricht und Deutsch als Zweitsprache (pp. 257–278). Tübingen: Narr.Google Scholar
Kinginger, C. (2015). Language Socialization in the Home Stay: American High School Students in China. In Mitchell, R., Tracy-Ventura, N., & McManus, K. (Eds.), Social Interaction, Identity and Language Learning during Residence Abroad (EuroSLA Monograph Series 4; pp. 53–74). Amsterdam: EuroSLA.Google Scholar
Köylü, Z. (2016). The Influence of Context on L2 Development: The Case of Turkish Undergraduates at Home and Abroad. Doctoral dissertation. University of South Florida & Swain.Google Scholar
Kramsch, C. (2009). The Multilingual Subject: What Language Learners Say About Their Experience and Why It Matters. Oxford: Oxford University Press.Google Scholar
Lasagabaster, D. (2008). Foreign Language Competence in Content and Language Integrated Learning. Open Applied Linguistics Journal, 1, 31–42.Google Scholar
Lasagabaster, D. (2009). The Implementation of CLIL and Attitudes towards Trilingualism. ITL, International Journal of Applied Linguistics, 159, 23–45.Google Scholar
Lasagabaster, D. (2017). Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective. Modern Language Journal, 101, 583–596.Google Scholar
Lasagabaster, D., & Doiz, A. (2017). A Longitudinal Study on the Impact of CLIL on Affective Factors. Applied Linguistics, 38, 688–712.Google Scholar
Llanes, À., Arnó, E., & Mancho–Barés, G. (2016). Erasmus Students Using English as a Lingua Franca: Does Study Abroad in a Non-English-Speaking Country Improve L2 English? The Language Learning Journal, 44(3), 292–303.Google Scholar
Lyster, R. (2017). Content-Based Language Learning. In Loewen, S. & Sato, M. (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 87–108). New York: Routledge.CrossRefGoogle Scholar
Lüdi, G. (2004). Pour une linguistique de la compétence du locuteur plurilingue. Revue Française de Linguistique Appliquée, 9(2), 125–135.Google Scholar
Mahlouf, A. (2008). A Rewarding Challenge: How the Multiplicity of Languages Could Strengthen Europe. Brussels: Publications Office of the EU.Google Scholar
McArthur, T. (2003). English Today, 73(19–1), 54–58.CrossRefGoogle Scholar
Mercator European Research Centre on Multilingualism and Language Learning. (2011). Trilingual Primary Education in Europe. Leeuwarden: Fryske Academy.Google Scholar
Mitchell, R., Tracy–Ventura, N., & McManus, K. (2017). Anglophone Students Abroad: Identity, Social Relationships and Language Learning. New York: Routledge.CrossRefGoogle Scholar
Muñoz, C. (2006). The Age Factor in Foreign Language acquisition. Clevedon: Multilingual Matters.Google Scholar
Muñoz, C. (Ed.) (2012). Intensive Exposure Experiences in Second Language Learning. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Navés, T., & Victori, M. (2010). CLIL in Catalonia: An Overview of Research Studies. In Ruiz de Zarobe, Y. & Lasagabaster, D. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 30–54). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Nikula, T., & Marsh, D. (1997). Language and Content Integrated Learning in the Primary and Secondary school sector. Helsinki: National Board of Education.Google Scholar
Okal, B O. (2014). Benefits of Multilingualism in Education. Universal Journal of Educational Research, 2(3), 223–229.Google Scholar
Ortega, L. (2019). SLA and the Study of Equitable Multilingualism. The Modern Language Journal, 103(Supp 2019), 23–38.Google Scholar
Paran, A. (2013). Content and Language Integrated Learning: Panacea or Policy Borrowing Myth? Applied Linguistics Review, 4, 317–342.Google Scholar
Pérez Cañado, M. L. (2012). CLIL Research in Europe: Past, Present and Future. International Journal of Bilingual Education and Bilingualism, 15, 315–341.Google Scholar
Pérez–Vidal, C. (2008). Política lingüística universitaria catalana dins l’EEES a la Universitat Pompeu Fabra: el Pla d’Acció pel Multilingüisme. In Martí i Castell, J. & Mestres i Serra, J. M. (Eds.), El multilingüisme a les universitats en l’espai europeu d’educació superior (Actes del Seminari del CUIMPB–CEL 2007; pp. 101–115). Barcelona, Institut d’Estudis Catalans.Google Scholar
Pérez–Vidal, C. (2009). The Integration of Content and Language in the Classroom: A European Approach to Education (The Second Time Around). In Dafouz, E. & Guerrini, M. C. (Eds.), CLIL Across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 3–16). Madrid: Santillana Educación/Richmond Publisher.Google Scholar
Pérez–Vidal, C. (Ed.) (2014). Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins.Google Scholar
Pérez–Vidal, C. (2015). Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalisation. In Juan–Garau, M. & Salazar–Noguera, J. (Eds.), Content Based Language Learning in Multilingual Educational Environments (pp. 105–121). Bristol: Multilingual Matters.Google Scholar
Pérez-Vidal, C., & Llanes, A. (2021). Study Abroad in European Perspective. In Mitchell, R. & Hynes, F. (Eds.), Language and Mobility: Study Abroad in the Contemporary European Context. New York: Routledge.Google Scholar
Pérez-Vidal, C., & Shively, R. (2018). L2 Pragmatic Development in Study Abroad Settings. In Taguchi, N. (Ed.), The Routledge Handbook of Pragmatics (pp. 355–371). New York: Routledge.Google Scholar
Pérez-Vidal, C., & Sanz, C. (in press). Research Methods in Study Abroad: Past, Present and Future. Amsterdam: John Benjamins.Google Scholar
Plews, J., & Jackson, J. (2017). Study Abroad to, from and within Asia. Special issue, Study Abroad Research in Second Language Acquisition and International Education, 2(2).Google Scholar
Piccardo, E. (2018). Plurilingualism: Vision, Conceptualization, and Practices. In Trifonas, P. & Aravossitas, T. (Eds.), Springer International Handbooks of Education. Handbook of Research and Practice in Heritage Language Education (pp. 1–19) New York: Springer International.Google Scholar
Pinho, A. S., & Andrade, A. I. (2009). Plurilingual Awareness and Intercomprehension in the Professional Knowledge and Identity Development of Language Student Teachers. International Journal of Multilingualism, 6(3), 313–329.Google Scholar
Phillipson, R. (2000). English in the New World Order: Variations on a Theme of Linguistic Imperialism and “World English.” In Ricento, T. (Ed.), Ideology, Politics and Language Policies (pp. 107–120). Amsterdam: John Benjamins.Google Scholar
Puig-Mayenco, E., González Alonso, J., & Rothman, J. (2020). A Systematic Review of Transfer Studies in Third Language Acquisition. Second Language Research, 36(1), 31–64.Google Scholar
Roquet, H., & Pérez-Vidal, C. (2007). Bilingual Reading: An Essential Factor for the Acquisition of Written Competence in a Third Language. In Van Daele, S., Housen, A., Kuiken, F., Pierrard, M., & Vedder, I. (Eds.), Complexity, Fluency and Accuracy in Second Language Use, Learning and Teaching (pp. 183–193). Brussels: The Royal Flemish Academy of Belgium for Science and the Arts.Google Scholar
Roquet, H., & Pérez–Vidal, C. (2017). Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing. Applied Linguistics, 38, 489–511.Google Scholar
Roquet, H., Vraciu, A., Nicolás, F., & Pérez-Vidal, C. (2022). Adjunct Instruction in Higher Education: Examining the Effects on English Foreign Language Proficiency. International Journal of Bilingual Education and Bilingualism, 25(4), 1377–1398.Google Scholar
Ruiz, R. (1984). Orientations in Language Planning. NABE Journal, 8(2), 15–34.Google Scholar
Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). CLIL in a Bilingual Community: The Basque Autonomous Community. In Lasagabaster, D. & Ruiz de Zarobe, Y. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training. Newcastle-upon-Tyne: Cambridge Scholars Publishing.Google Scholar
Rumlich, D. (2017). CLIL Theory and Empirical Reality: Two Sides of the Same Coin? A Quantitative Longitudinal Evaluation of General EFL Proficiency and Affective–Motivational Dispositions in CLIL Students at German Secondary Schools. Journal of Immersion and Content–Based Language Education, 5, 110–134.Google Scholar
Ricento, T. (2000). Ideology, Politics and Language Policies. Amsterdam: John Benjamins.Google Scholar
Sanz, C. (2000). Bilingual Education Enhances Third Language Acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23–44.Google Scholar
Sanz, C. (2021). Charting a Path Forward for Study Abroad and Spanish as Heritage Language Research. In Pozzi, R., Quan, T., & Escalante, C. (Eds.), Heritage Speakers of Spanish and Study Abroad. London: Routledge.Google Scholar
San Isidro, X., & Lasagabaster, D. (2019). Monitoring of Teachers’ Views on Both CLIL and the Development of Multiliteracies: A Longitudinal Qualitative Study. English Language Teaching, 12, 1–12.Google Scholar
Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582–602.Google Scholar
Serrano, R. (2011). The Time Factor in EFL Classroom Practice. Language Learning, 61(1), 117–145.Google Scholar
Seidlhofer, B. (2011). Understanding English as a Lingua franca. Oxford: Oxford University Press.Google Scholar
Sylvén, L. K. (2010). Teaching in English or English Teaching? On the Effects of Content and Language Integrated Learning on Swedish Learners’ Incidental Vocabulary Acquisition. Gothenburg: Acta Universitatis Gothoburgensis.Google Scholar
Tullock, B., & Ortega, L. (2017). Fluency and Multilingualism in Study Abroad: Lessons from a Scoping Review. System, 71, 7–21.Google Scholar
Villarreal Olaizola, I., & Garcia-Mayo, M. P. (2009). Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus Non–CLIL. In Ruiz De Zarobe, Y. & Jiménez Catalan, R. M. (Eds.), Content and Language Integrated Learning. Evidence from Research in Europe (pp. 152–175). Bristol: Multilingual Matters.Google Scholar
Vögl, U. (2018). Standard Language Ideology and Multilingualism: Results from a Survey among European Students. European Journal of Applied Linguistics, 6(2), 185–208.Google Scholar
Weber, J. J. (2009). Multilingualism, Education and Change. Frankfurt: Peter Lang.Google Scholar
Weber, J.-J., & Horner, K. (2010). Orwellian Doublethink: Keywords in Luxembourgish and European Language-in-Education Policy Discourses. Language Policy, 9, 241–256.Google Scholar
Zaytseva, V., Pérez-Vidal, C., & Miralpeix, I. (2018). Vocabulary Acquisition during Study Abroad: A Comprehensive Review of the Research. In Sanz, C. & Morales-Front, A. (Eds.), The Routledge Handbook of Study Abroad Research and Practice (pp. 210–225). New York: Routledge.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×