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Multilingualism and the Holistic Approach to Multilingual Education
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015)
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Abstract:
The number of multilingual speakers now outnumbers that of monolinguals (Tucker, 1998). In a figure provided by the Linguistic Society of America, nations that are monolingual or mono-ethnic are the minority; on the contrary, scholars estimate over five-thousand languages are spoken in 160 nations around the world (Valdés, 2012). For those people, the usage of multiple languages occurs on a daily basis, possibly due to the emergence of global markets or the development of the Internet. The present commentary discusses multilingualism in relation to a newer perspective to multilingual education. First, the scope of multilingualism will be provided, followed by a discussion on a newer trend – a holistic approach – to multilingual education. A particular focus will be placed on monolingual bias and insights for research on multilingualism will be proposed.
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Keyword:
Applied linguistics; Education; English language; Foreign speakers; Language acquisition; Multilingual education; Multilingualism; P118-118.7; PE1-3729; Second language acquisition; SLA; Study of language; Teaching language
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URL: https://doi.org/10.7916/D8891JHB
https://doaj.org/article/4fa85536e7c84ec486fd9bc8a3441340
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Extended Implications of Technology in Second Language Teaching and Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 27-29 (2015) (2015)
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