Abstract
Dr. Jasone Cenoz is Professor of Applied Linguistics in the Department of Research Methods at the University of the Basque Country. Her research interests include multilingual education, the acquisition of English as a third language, language learning in school contexts and minority languages. The interview published in this issue was conducted in the autumn of 2015 as part of the meetings held with regard to the author’s doctoral thesis and research interests during a brief stay in Donostia (Spain).
Highlights
Dr Jasone Cenoz is Professor of Applied Linguistics in the Department of Research Methods at the University of the Basque Country
Her work has been published in different scientific journals, including The Modern Language Journal, TESOL Quarterly, Language Teaching, Applied Linguistics, Language Culture and Curriculum, The International Journal of Bilingual Education and Bilingualism, and The International Journal of Multilingualism, which she founded along with Dr Ulrike Jessner and which she edited for eight years
She has edited a number of books, such as the recently published Multilingual Education: Between Language Learning and Translanguaging (Cambridge University Press, 2015) together with Dr Durk Gorter
Summary
There are important factors that suggest that we have to go for multilingual education instead of teaching a language for two or three hours per week. The same is possible in the case of computer games and different online apps, so apart from having good attitudes, which is very important, families can help a lot when it comes to encouraging their children to get more practice with a second or a foreign language outside school. Interviewer: Speaking about community languages, do you think multilingual education could be detrimental to the promotion and revitalisation of minority languages?
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