By Annick De Houwer, Antje Wilton
This quantity discusses a number of elements of English in brand new multilingual Europe. It emphasizes the interdependence among cultures, languages and occasions that impression its use. This interdependence is very proper to ecu settings the place English is being realized as a moment language. Such studying events represent the middle concentration of the ebook. the amount is exclusive in bringing jointly empirical stories interpreting elements that advertise the educational of English in Europe. instead of assuming that English is a danger to linguistic variety and cultural independence, those stories talk about psycholinguistic elements resembling the enter, and sociolinguistic components reminiscent of the kind of English that's specific in studying. The contributing authors are well-established experts who've labored on multilingualism, English as a Lingua Franca and moment language acquisition. The publication can be of curiosity to utilized linguists, sociolinguists and academics of English as a overseas language.
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Additional resources for English in Europe Today: Sociocultural and Educational Perspectives
Gass and Daniel Reed Michigan State University, USA This paper chronicles the development of an English language test in Greece. The observations include data from surveys of school owners, instructors, Greek test item reviewers, students, and parents. The focus in the analysis is on how both the internal (psychometric and content) characteristics of the test and the circumstances surrounding its commission and use reflect major changes in the role that English is playing in the Greek context. The results show the importance of a complete understanding of the cultural context.
8). She focused on the use of the negative (no/not; aux. + not; aux. + n’t) in oral production during a story telling task. She found that in general terms the acquisition of the negative was at a very early stage for both groups because they were still at the stage of inserting “no/not” rather than using auxiliary full and contracted forms. Ruiz de Zarobe did not find any significant differences between the two groups even though participants who had started learning English at the age of 4 had had 300 hours more of exposure to English than children who had started learning English at 8.
The choice of one or the other option depends on the availability of teachers who can speak English. In both cases there is support for teachers. Materials are often designed by teacher trainers and consultants who also organize regular meetings with teachers and visit the classes. Schools participating in CLIL projects get special funding. The selection of the content to be taught through the medium of English depends on different factors such as the school grade and the specific language skills needed to be able to follow the classes.