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Language Education and Multilingualism ‒ The Langscape Journal. Vol.3
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Studentische Reflexionsprozesse im Wiki: Beispiele aus Forschungspraktika des Fachs Französisch
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A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
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Preparing Student Teachers of Languages to Promote Plurilingual Competence
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Developing Multilingualism-Sensitive Teaching Competence in an Online Training Programme for In-Service Language Teachers
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Etude des affordances pluri/multilingues pour la formation des étudiants en didactique des langues
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The ENROPE Project for Junior Researchers in the Field of Plurilingualism and Education
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Plurilingual and Intercultural Education in the Republic of Croatia
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Abstract:
This paper investigates the legal framework governing the possibilities for implementation of plurilingual and intercultural education in foreign language teaching in the Republic of Croatia, the contents of initial and lifelong education programmes for students and foreign language teachers which enable them to implement plurilingual and intercultural teaching approaches, and the self- perception of 270 research participants, i.e. 180 foreign language teachers, 51 students of Philology (teacher training), 23 language instructors and 16 key education professionals about these approaches and their ability to implement them in future teaching situations. The analyses were conducted using an analytical matrix designed according to the Framework of reference for pluralistic approaches to languages and cultures (Candelier et al., 2012). The results showed that legal presumptions for plurilingual and intercultural education exist in the Republic of Croatia, both in the Act on Education in Primary and Secondary Schools and related regulations, and in the four analysed foreign language curricula, and that knowledge, attitudes and skills, which reflect plurilingual and intercultural education, are represented to varying degrees within all analysed study programmes. ; Ovim radom istražio se zakonski okvir koji uređuje mogućnosti za provedbu višejezičnoga i međukulturnoga obrazovanja u nastavi stranih jezika u RH, sadržaji programa inicijalnoga i cjeloživotnoga obrazovanja koji studente i učitelje stranih jezika osposobljavaju za primjenu višejezičnih i međukulturnih nastavnih pristupa te samopercepcija 270 sudionika istraživanja, od toga 180 učitelja, 51 studenta filološkog nastavničkog usmjerenja, 23 lektora te 16 ključnih stručnjaka za obrazovanje učitelja o tim pristupima i osposobljenosti za njihovu primjenu u nastavi. Analize su provedene pomoću analitičke matrice oblikovane prema Referentnom okviru za pluralističke pristupe jezicima i kulturama (Candelier et al., 2012). Rezultati su pokazali da u RH postoje zakonske pretpostavke za višejezično i međukulturno obrazovanje, kako u Zakonu o odgoju i obrazovanju u osnovnoj i srednjoj školi i njemu srodnim pravilnicima, tako i u četirima analiziranima kurikulumima stranih jezika te da su znanja, stavovi i vještine koje odražavaju višejezično i međukulturno obrazovanje u različitoj mjeri zastupljeni u svim analiziranim studijskim programima. ; Peer Reviewed
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Keyword:
370 Bildung und Erziehung; 378 Hochschulbildung (Tertiärbereich); 379 Bildungspolitik; 400 Sprache; 407 Ausbildung; ddc:370; ddc:378; ddc:379; ddc:400; ddc:407; foreign language teaching; Forschung; inicijalno obrazovanje; initial education; intercultural communication competence; jezična politika; language policy; međukulturna komunikacijska kompetencija; nastava stranih jezika; plurilingual and intercultural teaching approaches; verwandte Themen; višejezični i međukulturni nastavni pristupi
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URL: http://edoc.hu-berlin.de/18452/24151
https://doi.org/10.18452/23379
https://nbn-resolving.org/urn:nbn:de:kobv:11-110-18452/24151-2
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Forschungsmethodologische Herausforderungen in digitalen Kontexten der Sprachlehrer*innenbildung
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L’autobiographie comme support d’une réflexivité enseignante sur l’accent
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La notion de « communauté plurilingue urbaine » au crible de la littérature du domaine : un état de l’art
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Alumnado inmigrante y competencia plurilingüe en la escuela inclusiva
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Transkulturelles und mehrsprachiges Lernen in heterogenen Lerngruppen
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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Language Education and Multilingualism ‒ The Langscape Journal. Vol.2
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