related to the multi-LEARN concept
2011
ZIEGLER, G. (2011). Innovation in Learning and Development in Multilingual and Multicultural Contexts - Principles learnt from a Higher Educational Study Programme in Luxembourg
A first article about the innovation in multilingual education as done, disseminated and researched on within the MA multilearn will be published in 2011. It will appear on the Special Issue on “Principles and Innovations in Multilingual Education” for the International Review of Education.
The International Review of Education (IRE) is the longest-running international journal on the comparative theory and practice of formal and non-formal education. Its purpose is to provide educational institutions, researchers, social groups involved in education, and practitioners all over the world with critical analyses and scholarly information on major educational innovations, research projects and trends. The journal is published by Springer (www.springer.com) and edited at the UNESCO Institute for Lifelong Learning (UIL). Its subscribers are individuals and institutions on all continents of the world. UIL distributes 250 free copies of each volume to institutions and key individuals which do not have the financial means for subscription fees.
Research has demonstrated that effective multilingual educational approaches rely on a multilingual ethos: They do not separate languages from each other but support learners in developing language awareness, learning several languages and the respective cultures simultaneously, understanding the complementarities which exist among languages and cultures in contact and teaching them to become skilful communicators in multilingual settings. However, such programmes are rare.
The purpose of this special issue is to identify trends and effective practices of multilingual education in different regions of the world such as Africa, the Americas, Asia and Pacific and Europe, which will highlight the characteristics of effective practices and common problems.
For each region, the discussion starts with an introductory article which captures the new trends in the region. Case studies from formal and non-formal education follow all educational levels and age groups. In these studies authors critically analyse the integration of the multilingual ethos and culture into the development and conceptualisation of the education programme with regard to literacy and oracy, teacher training and the development of a literate environment, and the extent to which these programmes open up to a lifelong learning process. Furthermore, the role, the status, the function and the timing of the languages of instruction will be analysed, as well as the way language acquisition and learning are conceived as part of the conceptual framework.
2010
MAX, Ch. (2010). Learning-for-teaching across educational boundaries:An activity-theoretical analysis of collaborative internship projects in initial teacher education. In:Viv Ellis, Anne Edwards, & Peter Smagorinsky (eds.). Cultural historical perspectives on teacher education and development:learning teaching. London & New York: Routledge.
