Based on the project results of all participating countries and regions the European recommendations were formulated. These European recommendations were presented on 5th March in Brussels during the final conference of the Language Rich Europe project. A report of that conference, including the speech of the European Commissioner for Multilingualism, Androulla Vassiliou, can be found here.
Language Rich Europe is a networking project which brings together 1200 policy makers and practitioners from 24 countries and regions in Europe to discuss and develop better policies and practices for multilingualism
Presents some interesting facts about the different languages spoken in as much as 18 European countries
Written in English by Guus Extra and Kutlay Yagmur
The fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels. These include more common topics such as defining who is bilingual and multilingual; the development of bilingualism in infancy and childhood; age and language learning; and effective teaching and learning methods in bilingual classrooms. Less ordinary topics include endangered languages; language planning and language revival; bilingual special education; assimilation and pluralism; the politics surrounding language minorities and bilingual education; bilingualism and employment; and bilingualism and the internet.
To be truly successful in the international arena, whether as an immigrant, student, businessperson, or tourist, openness toward other cultures is vital and the most obvious door to those cultures is language. This book is an aid to parents, educators, researchers, and individuals who want facts about foreign language learning in order to apply concrete tools to maximize their potential in this area. It examines the various factors in successful multilingualism across the lifespan, discussing groups such as those bilingual from birth and those who become adult foreign-language learners. Special attention is paid to the question of how long it takes a non-native speaker to become fluent. For those considering adding a third language, this book looks at the benefits of bilingualism that transfer to trilingualism, as well as the eight key factors in first and second language learning that influence third language success.
Tokuhama-Espinosa combines solid research, humor, and real-life examples into 21 informative and entertaining essays about people who experience the world with multiple languages. This book tackles common misconceptions about polyglots ( too many languages can cause brain overload, some languages are easier to learn than others, an adult cannot learn a foreign language as fast as a child, etc.). Other topics include: Teaching languages using the multiple intelligences; Language’s relationship to mental tasks such as music and math; Languages from the womb and bilingualism from birth; The growth of the trilingual family; Challenges to normal foreign language learning, such as dyslexia, Downs Syndrome, and deafness.
This book is based on an eleven-year observation of two children who were simultaneously exposed to three languages from birth. It tells the story of two parents from different cultural, linguistic, and ethnic-racial backgrounds who joined to raise their two children with their heritage languages outside their native countries. It also tells the children’s story and the way they negotiated three cultures and languages and developed a trilingual identity. It sheds light on how parental support contributed to the children’s simultaneous acquisition of three languages in an environment where the main input of the two heritage languages came respectively from the father and from the mother. It addresses the challenges and the unique language developmental characteristics of the two children during their trilingual acquisition process.
The book describes three siblings’ apportioning of linguistic and cultural space among three languages: Portuguese, Swedish and English. Parallel strategies accounting for monolingual and multilingual language management shape a truly illuminating picture of child linguistic competence. Written by a multilingual parent, educator and linguist, this book is for parents, educators and linguists in our predominantly, increasingly multilingual world.
A regular contributor to the Bilingual Family Newsletter, in this book Suzanne Barron-Hauwaert reports on the experiences of over 100 families who took part in a questionnaire about their language use. As its title suggests, the book focuses on the One-Parent-One-Language approach, providing useful tips and case studies of when it works, when it doesn’t and how to adapt to best suit your family’s needs. It also contains a chapter discussing other strategies, providing insights into how to choose a strategy and if and when to change it. It’s highly readable and has separate chapters on the early years, starting school, as well as interaction between family members and living with three or more languages.
(Sharon Unsworth, IvanaBrasileiro, Manuela Pinto)