Family Language Policies and Teaching Practices in Early Bilingual Education: a case study of a dual-language German/Italian Kindergarten

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dc.contributor.advisor Serragiotto, Graziano it_IT
dc.contributor.author Errica, Marta <1991> it_IT
dc.date.accessioned 2017-10-09 it_IT
dc.date.accessioned 2018-04-17T13:34:31Z
dc.date.available 2019-10-23T05:36:24Z
dc.date.issued 2017-10-24 it_IT
dc.identifier.uri http://hdl.handle.net/10579/11577
dc.description.abstract As a result of global migration waves, the increasing number of interethnic couples, the general agreement on the benefits of an early contact with different languages and cultures and the growing interest towards the preservation of minority languages, bilingual programs meet now different needs. These can range from the maintenance of the heritage language to the wish for bilingual education by monolingual families in order the child to have an advantage in the future. The effectiveness of bilingual programs is also linked to parents’ and teachers’ practices and to the support by the surrounding community. Moreover, it has to be noticed that programs which were originally thought for monolingual groups are now attended by individuals who are already bilingual or multilingual when they enter pre-school, which is a new challenge of the 21st century (Schwartz & Palviainen, 2016). All these aspects were taken into account throughout this study, which aims to investigate parents’ choice regarding bilingual education and their practices to pursue additive bilingualism, in interaction with strategies adopted by educators at pre-school in order to engage children with diverse linguistic backgrounds. The support by the surrounding community was taken into account as well. Data were collected among families that decided to enroll their children in a German-Italian kindergarten in Berlin and educators working there. it_IT
dc.language.iso en it_IT
dc.publisher Università Ca' Foscari Venezia it_IT
dc.rights © Marta Errica, 2017 it_IT
dc.title Family Language Policies and Teaching Practices in Early Bilingual Education: a case study of a dual-language German/Italian Kindergarten it_IT
dc.title.alternative Family Language Policies and Teaching Practices in Early Bilingual Education: A Case Study of a Dual-Language German/Italian Kindergarten it_IT
dc.type Bachelor Thesis it_IT
dc.degree.name Scienze del linguaggio it_IT
dc.degree.level Laurea magistrale it_IT
dc.degree.grantor Dipartimento di Studi Linguistici e Culturali Comparati it_IT
dc.description.academicyear 2016/2017, sessione autunnale it_IT
dc.rights.accessrights embargoedAccess it_IT
dc.thesis.matricno 856595 it_IT
dc.subject.miur L-LIN/02 DIDATTICA DELLE LINGUE MODERNE it_IT
dc.description.note it_IT
dc.degree.discipline it_IT
dc.contributor.co-advisor it_IT
dc.subject.language INGLESE it_IT
dc.provenance.upload Marta Errica (856595@stud.unive.it), 2017-10-09 it_IT
dc.provenance.plagiarycheck Graziano Serragiotto (graziano.serragiotto@unive.it), 2017-10-23 it_IT


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