Titlebook: Language Awareness and Multilingualism; Jasone Cenoz,Durk Gorter,Stephen May Living reference work 20200th edition

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Identity, Language Learning, and Critical Pedagogies in Digital Times,ve responded to the new structures and relations of power that have evolved in increasingly digital times. As learners perform multiple and dynamic identities in this new world order, how they navigate their investments in the language and literacy practices of classrooms and communities also become

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Implicit and Explicit Knowledge About Language,lly acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical linguistics, psycholinguistics, and child language acquisition. This is a difference between explicit and

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Knowledge About Bilingualism and Multilingualism,hin the different contexts of their communication. This is often termed ‘the metalinguistic awareness of bilinguals’. Research suggests that bilinguals have specific advantages over monolinguals in analysing their languages and in controlled attention to their language processing. Other research exa

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Knowledge About Language in the Mother Tongue and Foreign Language Curricula,anguage teaching. After reviewing the origin of the notion in the development of language education policies in England during the last quarter of the twentieth century, it considers two main strands in the study of KAL: educational and psycholinguistic. The educational strand aims to improve the te

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Language Awareness and Minority Languages,wareness, this chapter starts with a sketch of some early developments in the scholarly interest in language awareness related to minority languages. It then deals with some major contributions regarding the role of language awareness in the promotion of minority languages at school in Europe during