Table of Contents

Introduction - Joaquim Arnau Chapter 1 - Joaquim Arnau and Francesc Xavier Vila: Language-in-education Policies in the Catalan Language Area Chapter 2 - Angel Huguet, Jose-Luis Navarro, Silvia-Maria Chireac and Clara Sanso: The Acquisition of Catalan by Migrant Children. The Effect of Length of Stay and Family Language Chapter 3 - Mireia Trenchs-Parera and Adriana Patino-Santos: Language Attitudes of Latin American Newcomers in Three Secondary School Reception Classes in Catalonia Chapter 4 - Nuria Castells, Isabel Sole, Cristina Luna, Eva Lordan, Esther Nadal, Mariana Miras and Sandra Espino: Training a Primary Education Teacher to Teach Expository Text Comprehension Strategies Chapter 5 - Joaquim Arnau, Haridian M. de Aysa and Sonia Jarque: Teacher Training in Literacy Instruction and Academic Achievement in a Multilingual Classroom Chapter 6 - Aneska Ortega, Julia Coromina and Ana Teberosky: Production of Texts with Multimodal Resources by Two Groups of Primary Education Students Chapter 7 - Oriol Guasch Boye: Interlinguistic Reflection on Teaching and Learning Languages Chapter 8 - Cristina Escobar Urmeneta and Natalia Evnitskaya: Affording Students Opportunities for the Integrated Learning of Content and Language: A Contrastive Study on Classroom Interactional Strategies Deployed by Two CLIL Teachers Chapter 9 - Rosa Maria Ramirez & Teresa Serra: Integrated Languages Project

About the Author

Joaquim Arnau is Emeritus Professor in the Department of Developmental and Educational Psychology, University of Barcelona. He has published widely on bilingual education and second language learning in Catalan.

Reviews

A multilingual environment creates complex situations when teaching oral communication and literacy. The Catalan language is not only an element of identity, but also an example of a linguistic milieu affording immersion into an integrated language model. Catalan, Spanish and English are presented as a model of multilingualism. This book deals with good practices and the challenges encountered therein. Emili Soro-Camats, University of Barcelona, Spain This book will be an excellent resource for scholars, educators, and policy-makers involved in language planning and acquisition. Jordan Lavender, University at Albany, in Linguist List 25.2317