By David Lasagabaster, Angel Huguet Canalis
Regardless of the unfold of multilingualism, the variety of learn experiences in multilingual contexts is scarce. This ebook offers with this query through analyzing would-be lecturers' language use and attitudes, as their effect on destiny generations could be huge, immense. using an identical questionnaire and an analogous technique permits the reader to check the effects received in numerous ecu bilingual contexts, the place the presence of various overseas languages ends up in a scenario within which numerous languages are involved.
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Extra resources for Multilingualism in European Bilingual Contexts: Language Use And Attitudes (Multilingual Matters)
As we have seen, in spite of being the most used in family relationships (70% of cases), its usage is remarkably reduced as we move away from the individual’s family nucleus and Spanish takes its place. 4). But in spite of the imbalance in favour of Spanish in many social activities, attitudes towards Catalan are more positive in percentage than towards Spanish or English. While 80% present favourable attitudes towards Catalan, neutral attitudes are more important towards the other languages, and moreover there are no negative attitudes towards the Catalan language.
Mun˜oz, C. (2000) Segundas lenguas: adquisicio´n en el aula. Barcelona: Ariel. Mun˜oz, C. and Tragant, E. (2001) Motivation and attitudes towards L2: Some effects of age and instruction. EUROSLA Yearbook 1, 211 Á 224. Ouellet, M. immersion franc¸aise au Canada. Quebec: CIRB. A. (2001) The Catalan-speaking communities. T. ) Multilingualism in Spain (pp. 58 Á 91). Clevedon: Multilingual Matters. , Pifarre´, M. and Vendrell, C. , Huguet, A conocimiento del catala´n, el castellano y el rendimiento matema´tico.
This pattern, as has been mentioned already, abolished any educational model where Catalan was only a subject. Teaching is organised in Catalan, with Spanish as a language, or as a bilingual programme where both languages progressively reach the same position in the curriculum, regardless of which one is used for learning how to read and write. e. linguistic immersion programmes, partly thanks to the positive attitude toward education in Catalan of an important part of the Spanish-speaking population (Areny & Van der Shaaf, 2000; Huguet & Llurda 2001; Huguet & Suı¨ls, 1998).