Young Children Learning Languages in a Multilingual Context

Autor/in	Kirsch, Claudine
Titel	Young Children Learning Languages in a Multilingual Context
Quelle	In: International Journal of Multilingualism, 3 (2006) 4, S.258-279 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
Schlagwörter	Second Languages; Multilingualism; Second Language Learning; Foreign Countries; French; German; English (Second Language); Goal Orientation; Child Behavior; Interests; Self Esteem; Language Usage; Children; Luxembourg + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Ausland; Französisch; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Zielorientierung; Zielvorstellung; Bildungsinteresse; Self-esteem; Selbstaufmerksamkeit; Sprachgebrauch; Child; Kind; Kinder
Abstract	Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to the learning of French. My findings demonstrate that second language learning in a multilingual country is not an "automatic" or "natural" process but, rather, children's language behaviour depends on their personal goals, interests, competence, confidence and understanding of what counts as appropriate language use. These factors are influenced by the formal approach to language learning at school. (Contains 2 tables, 4 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10