Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today's societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching.This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson relating to a specific aspect of grammar which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents.WHAT IS ITS ADDED VALUE?* The publication provides tools for majority language teachers focused on recognising, supporting and promoting plurilingualism.* Reflective questions on how to implement plurilingualism in the majority languageclassroom.
Part 1 - What is MARILLE?
1 Introduction
2 The LE project and MARILLE
2.1 Languages as a subject
2.2 Language(s) in other subjects
2.3 Links
2.4 Implications for MARILLE
3 The MARILLE-questionnaire
4 An experience from Austria: using multilingualism in teaching German
Reflection box
Part 2 - Promoting plurilingualism in majority language teaching
1 Background
2 Aims and underpinning values for promoting plurilingualism
3 Core contents: learners' knowledge, understanding and skills
3.1 Learners' knowledge and understanding
3.2 Learners' skills
4 Teachers' knowledge, understanding and skills for promoting plurilingualism
4.1 Teachers' knowledge and understanding
4.2 Teachers' skills
5 Strategies for change management
Reflection box
Part 3 - Plurilingualism in practice: practice examples
Example 1: "Children's rights - in more than one language"
Example 2: "Working on news"
Example 3: "In the world of folk tales"
Example 4: "Grammar and reflective language exercises"
Example 5: "Word classes in the news and ads"
Reflection box
Part 4 - "Checklists": reflective questions on promoting plurilingualism for different roles in education
1 Reflective questions for teachers
2 Reflective questions for teacher educators
3 Reflective questions for head teachers
Glossary
First language(s)
Language awareness
Language(s) in/of education
Language(s) of instruction
Language(s) of origin
Majority language(s)
Multilingual (education)
National language(s), official language(s)
Plurilingual education
References
Further reading
Contributors
