Further Language Learning in Linguistic and Cultural Diverse Contexts deals with the interdisciplinary area of multilingual and intercultural education and the increasing interest in sociolinguistic and sociocultural aspects of further language learning. It presents the individual, family, scholastic and extra-scholastic circumstances that promote or limit language learning and its outcomes among young learners of a further language.
The intertwined, dynamic interrelationship between intercultural and language learning at primary school is shown by means of the European border region South Tyrol that is characteristic for its linguistic and cultural diversity and serves to demonstrate authentic benefits, challenges, and difficulties in hyper-complex and super-diverse contexts. The book analyses experiences and perceptions as reported by primary school teachers, children and parents, considering the impact of many factors on further language learning, including: school organization, extra-curricular activities and self-initiated encounter pedagogy.
Further Language Learning in Linguistic and Cultural Diverse Contexts will be vital reading for academics, researchers, and post-graduate students in the fields of language learning, sociolinguistics, interculturalism, and super-diversity.
"This book is excellent. It shows that language learning is not a neat linear process but a highly dynamic activity influenced by a complex interaction of learner-internal and learner-external variables. South Tyrol offers a perfect multilingual background for this mixed methods investigation."
Jean-Marc Dewaele, Birkbeck, University of London.
"The book is an excellent theoretical, methodological and empirical analysis of intercultural and multilingual settings and their effects on educational processes. It consists of a sound and critical analysis of the state of the art, uses a clever mixed methods research design, and empirically shows how individual factors, family and the school environment, and the social context determine language learning in complex intercultural settings. It also draws practical conclusions. Intercultural education research on the right, modern track!"
Edwin Keiner, Professor of Education, Free University of Bozen-Bolzano, Italy.
"In light of the growing need for diverse language skills in today’s globalized world, as well as the cognitive benefits that multilingualism can accrue, Barbara Gross presents a comprehensive account of the complex process of language learning. Taking a holistic perspective, she considers individual characteristics, family circumstances, and influences of the teaching and learning environment – all which bear upon language learning. The setting for Gross’s investigation is South Tyrol, a region unique for its linguistic and cultural diversity. This book enriches knowledge on language learning at the regional level, with relevance for other linguistically and culturally diverse societies."
Prof Dr Ingrid Gogolin & Antje Hansen, Universität Hamburg.
2. Research on and for Language Learning
3. Picture of Language Learning Success
4. Learner-Internal Characteristics
5. Family Environment
6. School Environment
7. Social Context and Extracurricular Learning
8. Conclusion, Implications, and Outlook
The Routledge Research in Language Education series provides a platform for established and emerging scholars to present their latest research and discuss key issues in Language Education. This series welcomes books on all areas of language teaching and learning, including but not limited to language education policy and politics, multilingualism, literacy, L1, L2 or foreign language acquisition, curriculum, classroom practice, pedagogy, teaching materials, and language teacher education and development. Books in the series are not limited to the discussion of the teaching and learning of English only.