From emergent bilingualism to biliteracy competences of French-Turkish bilingual children and teenagers in France
From emergent bilingualism to biliteracy competences of French-Turkish bilingual children and teenagers in France
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法国法语-土耳其语双语儿童和青少年从新兴双语到双语能力
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
M. Akıncı
中科院分区：
文献类型：
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作者：
M. Akıncı
在过去的三十年里，致力于调查移民背景儿童的语言实践及其学校教育的研究项目数量显著增加。这些问题正引起越来越多的家长（渴望看到自己的孩子在学校取得成功，但也希望传播自己的母语）、政治家（关心社会融合）以及越来越多的教师（关心更好地支持防止学业失败）和语言治疗师（希望提供更好的治疗）的关注。这些意愿往往面临两种不同的话语：第一，一个亲双语主义的话语，第二，一个反双语主义的言论。人们普遍认为，单语是语言发展的正常和自然的方式，而另一种发展道路可能涉及风险，这引起了许多消极的态度，揭示了对这一问题的深刻误解。
The last three decades has seen a significant increase in the number of research projects dedicated to investigating the language practices of children from a migrant background and their schooling. These questions are attracting growing attention from parents (keen to see their children succeeding at school but also wishing to transmit their language of origin), politicians (concerned with social integration) and more and more, also teachers (concerned with better support against school failure) and speech therapists (wishing to provide better treatment). These wills often face two divergent discourses: first, a pro-bilingualism discourse and, secondly, an anti-bilingualism speech. The prevalent belief that monolingualism is the normal and natural way of linguistic development and that an alternative developmental path could involve risks, gives rise to many negative attitudes which reveal a profound misunderstanding of this question.