Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-29T02:51:24.461Z Has data issue: false hasContentIssue false

24 - From Monolingual Habitus to Plurilingual Education

Published online by Cambridge University Press:  02 June 2022

By
David Little
Edited by
Gail Prasad ,
Nathalie Auger  and
Emmanuelle Le Pichon Vorstman
Gail Prasad
Affiliation:
York University, Toronto
Nathalie Auger
Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman
Affiliation:
University of Toronto
Get access

Summary

As a new immigrant to Canada, Marie-Paule Lory lived the popular “Canadian experience,” including learning and working with English-speaking researchers. Her vision of multilingualism in Ontario is to address the "threat" to the sustainability of the French language while taking the risk of changing teacher practices in multilingual classrooms.

Keywords

Monolingual Habituspower“foreign”languageimmersionmotivationAwareness of Languagepluralistic approachesplurilingual paradigmtheatrePluralistic Approaches to Languages and Cultures
Type
Chapter
Information
Multilingualism and Education
Researchers' Pathways and Perspectives
 , pp. 202 - 209
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Chichester: Wiley-Blackwell.Google Scholar
Hawkins, E. (1984). Awareness of Language: An Introduction. Cambridge: Cambridge University Press.Google Scholar
Leech, G. (1983). Principles of Pragmatics. London: Longman.Google Scholar
Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.Google Scholar
Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness 6(2), 163–172.Google Scholar
Little, D. (2004). Democracy, discourse and learner autonomy in the foreign language classroom. Utbildning & Demokrati 13(3), 105–126.Google Scholar
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching 1(1), 14–29.CrossRefGoogle Scholar
Little, D. (2009). Learner autonomy in action: Adult immigrants learning English in Ireland. In Kjisik, F., Voller, P., Aoki, N. and Nakata, Y., eds., Mapping the Terrain of Learner Autonomy: Learning Environments, Learning Communities and Identities. Tampere: Tampere University Press, pp. 51–85.Google Scholar
Little, D. (2021). Language learner autonomy: Rethinking language teaching. Language Teaching 54(4), 64–73.Google Scholar
Little, D. and Kirwan, D. (2019). Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School. London: Bloomsbury Academic.Google Scholar
Little, D., Dam, L. and Legenhausen, L. (2017). Language Learner Autonomy: Theory, Practice and Research. Bristol: Multilingual Matters.Google Scholar
Nicholas, H. (1991). Language awareness and second language development. In James, C. and Garrett, P., eds., Language Awareness in the Classroom. London: Longman, pp. 78–95.Google Scholar
Singleton, D. (2016). A critical reaction from second language acquisition research. In Cook, V. and Wei, Li, eds., The Cambridge Handbook of Linguistic Multi-Competence. Cambridge: Cambridge University Press, pp. 502–520.Google Scholar
van Ek, J. A. (1975). The Threshold Level. Strasbourg: Council of Europe.Google Scholar
Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–16 Years of Age. Bangor: University of Wales Bangor, School of Education.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×