A comparative study of underlying psychosociolinguisitic and cognitive processes related to multilingual education in primary schools.

Project Details

Description

Mutilingual edcation is receiving ever more attention at various levels of education. By multilingual education is meant that the curriculum is taught by means of the least two languages that serve as instruction languages. Neither the results of such education, nor the underlying psychosociolinguistic and cognitive processes have been the subject of detailed study. In this study multilingual education is studied by means of a number of hypothese such as 'multilingual education has positive effects on mother tongue proficiency as well as on foreign language proficiency and multilingual education has positive effects on other subject matters than languages. Moreover, it is hypothesized that multilingual education has postive effects on attitudes and social interaction patterns. The project is part of an international endeavour to come to grips with multilinhual education within a new Europe. The Belgian part studies language combinations such as Dutch-French, Dutch-Spanish, Dutch-Italien and Dutch-Turkish in four schools for three years in two primary schools classes, grades 3 and 4. the methodological design of an empirical-ethnographic nature whereby control groups matched for age and similar background are used. Moreover, the construction of a 'databox' and regular testing over a period of time guarantee a quasi-experimental design.
AcronymOZR569
StatusFinished
Effective start/end date1/01/0131/12/04

Keywords

  • language learning and teaching
  • Applied linguistic
  • psychosociolinguistic
  • multilingual education

Flemish discipline codes

  • Languages and literary studies
  • Pedagogical and educational sciences