14. How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations

Metacognition in Language Learning and Teaching

“…"The L2-learner is constantly seeking to facilitate his task by making use of previous knowledge" (1987,33). This is particularly useful for receptive skills (reading and listening), as pointed out by Ringbom (2007) and elaborated and operationalised by Hufeisen and Marx (2007). However, Ringbom (2007, 118) argues that the learners' reliance on their L1 is helpful only if the two languages are related: "across totally unrelated languages .…”

The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept

“…This has led to the development of a number of models of multilingual acquisition such as Green's (1998) activation/inhibition model, Grosjean's (1998Grosjean's ( , 2001 language mode hypothesis, De Bot's (1992) bilingual model, Clyne's (2003) plurilingual processing model, Hufeisen's factor model Hufeisen & Marx, 2007) and Herdina and Jessner's (2002) Dynamic Model of Multilingualism. The third set of reasons is practical.…”

The effect of out-of-school media contact on language attitudes in multilingual adolescents: a complex psychosociolinguistic system

“…We consider that these results give an indication of emergent properties stemming from interaction between language systems which would simply not be possible in monolinguals or bilinguals. We propose that this constitutes the type of 'qualitative change' attributed to multilinguals in previous research (Herdina & Jessner, 2002;Jessner, 2006;Hufeisen & Marx, 2007;Kecskés, 2010).…”

“…Firstly, regarding the multilingual speaker, Focus on Multilingualism takes the multicompetence view (Cook, 1992), that a multilingual speaker 'cannot be compared to several monolingual speakers of different languages' (Cenoz, 2013: 80), and also the view that there are qualitative differences between monolinguals and multilinguals in addition to the more obvious quantitative differences (Hufeisen & Marx, 2007;Kecskés, 2010). Focus on Multilingualism, as Cenoz (2013: 81) explains, 'looks at multilingual speakers and proposes looking at the different types of L3 learners, attending to how bilingual speakers integrate a third language into their Multilingual speakers acquire and use their languages while engaging in language practices.…”

“…Jessner (2008a: 21-26) points out that research into third language acquisition (henceforth: TLA) and multilingualism has been greatly influenced by a number of models which, in one way or another, took a more dynamic perspective. Such models include: multilingual processing (de Bot, 1992;Clyne, 2003) which advanced Levelt's (1989) monolingual speech production model with the addition of a monitor and proposed that language choice was influenced by social and motivational factors; the activation/inhibition model (Green, 1986(Green, , 1998 which showed that a bilingual's languages are active or dormant (rather than switched on or off) and are selected to varying degrees to interact with the speech processor through the supervision of language tags which allow for the suppression of competing lemmas; the language mode hypothesis (Grosjean, 1998(Grosjean, , 2001) which posits that multilingual speech situations are subject to variation and that, contingent on a variety of factors, multilinguals will activate not only the type but also the amount of languages they require in a given situation and therefore put themselves in mono-, bi-, or multilingual 'mode'; the factor model (Hufeisen, 1998;Hufeisen & Marx, 2007) which explains the controlling or influential factors in multiple language acquisition (neuropysiological, external, affective, cognitive, and linguistic) and posits that TLA is qualitatively different to SLA because in the latter prior language learning experience (foreign language specific factors) is not present; the multilingual processing model (Meißner, 2004) which proposes that learners rely on previously learned languages to build hypotheses about topologically similar new ones, creating a type of 'spontaneous grammar' which they constantly revise in order to reach the structures and lexis of the TL; and multilinguality (Aronin & Ó Laoire, 2004), an ecological model, which, instead of processes and results, focuses on the 'multilingual communicator' and their social and physiological environment. However, in the current section we will focus on perhaps the most comprehensive model relating systems theory to multilingualism and TLA, Herdina and Jessner's (2002) Dynamic Model of Multilingualism (henceforth: DMM).…”