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  2. NOVA School of Social Sciences and Humanities
  3. Master in Teaching of Portuguese and a Foreign Language in the 3rd Cycle of Elementary Education and in Secondary Education, specialisation in German, or Spanish, or French, or English
  4. Área de Especialização em Inglês
  5. Language Development in Multilingual Contexts

Language Development in Multilingual Contexts

Objectives

1. Understand the complexity and diversity of multilingual contexts
2. Become acquainted with the official recommendations concerning multilingualism and education in multilingual contexts
3. Understand the specificites of linguistic development in multilingual individuals and multilingual contexts
4. Develop strategies that promote a balanced multilingual development
5. Understand the problems raised by the diagnosis of language impairment in multilingual children

General characterization

Code

722131102

Credits

10.0

Responsible teacher

Maria Fernandes Homem de Sousa Lobo Gonçalves

Hours

Weekly - 3

Total - 280

Teaching language

Portuguese

Prerequisites

Available soon

Bibliography

  • Abello-Contesse, C. et al., eds. 2013. Bilingual and Multilingual Education in the 21st Century. Bristol: Multilingual Matters;
  • Armon-Lotem, S., J. de Jong & N. Meir, eds. 2015. Assessing Multilingual Children. Disentangling Bilingualism from Language Impairment. Bristol: MM;
  • Bhatjia, T.K. & W.C. Ritchie, eds. 2012. The Handbook of Bilingualism and Multilingualism. Wiley-Blackwell, 2ª ed;
  • Baker, C. 2011. Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters. 5ª ed;
  • Bialystok, E. 2001. Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press;
  • De Houwer, A. 2009. Bilingual First Language Acquisition. Bristol: Multilingual Matters;
  • Edwards, J. 1994. Multilingualism. London: Routledge. Edwards, J. 2009. Language Diversity in the Classroom. Bristol: Multilingual Matters;
  • Thomas, W. & V. Collier. 1997. School effectiveness for language minority students. Washington, D. C. National Clearinghouse for Bilingual Education.

Teaching method

The seminars are theoretical (60%) and practical (40%), with a strong interactive component. The practical component includes the description and analysis of case studies, and the presentation and discussion of texts and of students' assignments.

Evaluation method

Oral presentation and discussion of the paper.(10%), Presentation of a research paper: - written paper.(60%), Short assignments.(30%)

Subject matter

1. Bilingualism and multilingualism; characterization of different contexts of bilingualism and multilingualism
2. Multilingualism and language policies: legislation and guidelines for language rights and multilingual education
3. Bilingual and multilingual linguistic development: characterization
4. Multilingualism and education: integrative practices
5. Multilingualism and language impairment