Die Empfehlungen von Europarat und EU haben zu einem verstärkten Interesse für die schulische Erziehung zur Mehrsprachigkeit geführt. Welche Sprachen sollen den Lernenden angebotenwerden und wie soll das curricular und didaktisch-methodisch organisiert werden? Was sind die bildungspolitischen Hintergründe? Antworten bietet der vorliegende Band, u. a. mit Beispielen aus Deutschland und der Schweiz.
1. Learning a third language: cross-linguistic influence and its relationship to typology and age (Jasone Cenoz)2. Re-setting the basis of articulation in the acquisition of new languages: a third-language case study (Björn & Britta Hammarberg)3. Mutual Scandinavian-Dutch language comprehension studies of a method for rapid comprehension (Rolf Hedquist)4. Multilingualism: linguistic models and related issues (Britta Hufeisen)5. L3 in Ireland: a preliminary study of learners' metalinguistic awareness (Muiris Ó Laoire)6. Model of interlanguage analysis: the case of Swedish by Korean speakers (Kwang-soo Pyun)7. L-2 transfer in third language acquisition (Håkan Ringbom)8. Two-way bilingual instruction of third language children: immersion or submersion? (Kellie Rolstad)9. First encounter with Dutch: perceived language distance and language transfer as factors in comprehension (David Singleton & David Little)10. "German and English, they're always fighting" language assimilation processes in the acquisition of German as a third language (Thomas Vogel)
This publication contains a selection of papers submitted to five conferences held in European countries during 2000-2001, which explored the concept of plurilingualism focused on the development of principles and a framework for the promotion of teaching more than one foreign language in schools.