Bringing up children in English, French and Irish: Two case studies

Two case studies of children being brought up trilingually, (English, French and Irish) are presented. Patterns of language use are described and compared for the three languages, with the emphasis on function more than degree of proficiency. It is shown that the use of the minority language (Irish) is dependent on the exclusion of the majority language (English). The paper also looks at the validity of Lambert's (1975) distinction between 'additive' and 'subtractive' bilingualism, and his claim that the 'roots' of bilingualism are in the sociopsychological aspects of language use, especially in the relative status of the two languages, as perceived by the learner

La formation des enseignants de français langue étrangère (FLE) en Malaisie (pour une didactique contextualisée)

STRASBOURG-B.N.U.S. (674821001) / SudocSudocFranceF

Professional development for staff working in multilingual schools.

Professional development – If all children and adolescents of school-going age have a right to quality education, teachers, principals and other school staff have a right to quality formation. Systems of pre- and in-service teacher education need to equip teachers to cope with multilingual/multicultural classrooms and become efficient agents for developing the language of schooling; and systems of continuing professional development for principals and other school staff need to provide information that helps these actors to perform their roles in an appropriately supportive way. James Anderson, Christine Hélot, Vicky Obied and Joanna McPake provide a comprehensive overview of available resources