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<br /><b>Infoling 1.70 (2014)</b><br />ISSN: 1576-3404 </font>
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<br /><hr /><b>Novedad bibliográfica:</b><br />Alonso Alonso, María;
Cernadas Carrera, Carlos Cernadas Carrera; Torrado Mariñas, Laura
Torrado Mariñas. 2013. The Interface of Romance Languages. Using
Plurilingual Sensitivity as a Pedagogical Tool. Munich: Lincom
(Formato: paperback, 176 págs., ISBN-13: 9783862884759. Precio: 60,80
EUR)<br /><b>Compra-e:</b> <a
href="http://www.lincom-shop.eu/shop/article_11203%2520ISBN%25209783862884759/LSSLT-22%3A-The-Interface-of-Romance-Languages.html?sessid=yokp68EdGcepk4k2moj4svnwDYfw4PCPRy7ZhtzVjYtS3B2F5D11SvWI7GgVxiyO&shop_param=cid%3D1%26aid%3D11203%2520ISBN%25209783862884759%26"
target="_blank">http://www.lincom-shop.eu/shop/article_11203%2520ISBN%25209783862884759/LSSLT-22%3A-The-In...</a><br
/><b>Información de:</b> Ulrich Lüders
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<em>Description</em></a></p><hr /><br /><b>Descripción</b><br
/><p> Having focused part of their research interests in plurilingual
education and foreign language acquisition, María Alonso Alonso,
Carlos Cernadas Carrera and Laura Torrado Mariñas are currently
working at the Universidade de Vigo (Spain) and at the Universidade
Federal do Pará (Brasil). With their present proposal, they aim to
satisfy the existing demand for bringing theory and practice together
in the field of language teaching. With this aim in mind, linguistic
theory will be directly applied to a specific philosophy and
methodology to provide a plurilingual approach to the teaching of
French, Spanish and Portuguese to English-speaking students in order
to maximise their potential.<br /><br />Following the CEFR’s
expected learning outcomes, common challenges for the students’
performance in the target languages will be identified in order to
implement a theoretical approach that will be complemented with
practical orientation. Essentially, the main focus is to infer that it
is of paramount importance to consider the linguistic structures
shared by the three curricular Romance languages and English, to
promote the transfer of a cognitive/academic competence. With this key
motivation, this monograph claims that an active development of
plurilingual sensitivity is needed for students so they can benefit
more effectively from foreign language instruction.</p><br
/><b>Temática:</b> Sociolingüística<br /><br /><b>Índice</b><br
/><p>Preface<br /><br />1 Introduction<br /><br />1.1 An approach to
interdisciplinary and significant learning <br />1.2 Why
Plurilingualism? <br />1.3 Towards a creative model regarding
plurilingual education <br />1.4 Fostering linguistic sensitivity in
the classroom through language creativity and significant learning <br
/><br />2 Beginning plurilingual training<br />2.1 English and Romance
Languages in Contrast: Levels A1+ A2 <br />2.2 Noun Phrases <br
/>2.2.1 Nouns <br />2.2.2 Determinants <br />2.2.3 Pronouns <br
/>2.2.4 Adjectives and Adverbs <br />2.3 Verb Phrases <br />2.3.1 The
Verbal Paradigm <br />2.3.2 Verb Tenses <br />2.3.3 The Verb To Be <br
/>2.3.4 Pronominal Verbs <br />2.3.5 Other Particularities Regarding
Verbs <br />2.4 Basic Clauses <br />2.4.1 Agreement at Phrase and
Clause Levels <br />2.4.2 Negative and Interrogative Clauses <br
/>2.4.3 Comparative and Superlative Clauses <br />2.5 The Plurilingual
Corner <br /><br />3 Developing plurilingual instruction: Levels B1+
B2 <br />3.1 English and Romance Languages in Contrast: Levels B1+ B2
<br />3.2 Elements within Clauses <br />3.2.1 Pronominalisation <br
/>3.2.2 Relative Pronouns and Clauses <br />3.2.3 Prepositional
Phrases <br />3.3 Verbal Nuances <br />3.3.1 Indicative vs.
Subjunctive <br />3.3.2 Modal Verbs <br />3.3.3 Conditionals <br
/>3.3.4 Verbal Periphrases <br />3.3.5 The Passive Voice <br />3.4
Sentence-to-Sentence Connections <br />3.4.1 Impersonal Constructions
<br />3.4.2 Reported Speech <br />3.4.3 Expressing Causal
Relationships <br />3.5 The Plurilingual Corner <br /><br />4
Stabilising plurilingual sensitivity: Levels C1+ C2 <br />4.1 Some
Final Grammatical and Verbal Subtleties <br />4.1.1 Further Issues on
Negation <br />4.1.2 Non-Finite Forms <br />4.2 Idiomatic Expressions
<br />4.3 Speech Acts <br />4.3.1 Politeness and Mitigation <br
/>4.3.2 Hedges for Specific Purposes<br />4.3.3 Extralinguistic
Elements<br />4.4 The Plurilingual Corner<br /><br />5 Conclusion<br
/><br />6 Bibliography</p><br /><b>Información en la web de
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