5. From Bilingualism to Multilingualism: Basque, Spanish and English in Higher Education

Cenoz, Jasone; Etxague, Xabier

doi:10.21832/9781783090716-009

Cited by 8 publications

(4 citation statements)

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“…Flexible language policies have been adopted by some teachers at the University of the Basque Country (UPV/EHU) in Spain where the current study was carried out. Cenoz and Etxague (2013) remarked that 'the idea of using other languages is seen as a way to avoid difficulties considering the students' limited proficiency in English' (p. 22). They observed an EMI course where students were allowed to use their L1 and they reported that students felt relieved when facing the challenge of having English as the language of instruction.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing translanguaging pedagogies in an English medium instruction course

Muguruza

Cenoz

Gorter

2020

International Journal of Multilingualism

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English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque-Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the use of three languages in the class. The aim of this study is to analyse the languages used by the teacher and the students and the students' reactions towards the use of three languages. The instruments used were a background questionnaire, classroom observations, focus group discussions and students' journals. The results indicate that there are important differences between the language used by the teacher and the students and also that most students responded positively to the flexible language use.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing translanguaging pedagogies in an English medium instruction course

Muguruza

Cenoz

Gorter

2020

International Journal of Multilingualism

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“…On the one hand, authors such as H. Baetens [5, 1986] argue that the term bilingualism can be used to refer to situations in which more than two languages are spoken, since there is no evidence that the fundamental principles that affect the use languages are different when it comes to two, three or more languages. On the other hand, other authors speak of trilingualism as a special case of bilingualism (M. Mollins [30, 2002], and authors such as J. Cenoz and F. Genessi [12, 1998] argue that mastering several languages is is a complex phenomenon because…”

Section: -Yil 2-son 139mentioning

confidence: 99%

Impact of Bilingualism on Third Language Acquisition and Bilingual Teaching.

Shahnoza

2023

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Bilingualism has been found to have a positive effect on the acquisition of a third language. This article explores the different theories of third language acquisition, including the Cumulative Enhancement Model and the Linguistic Coding Differences Hypothesis, and how bilingualism can facilitate the learning of a third language. In addition, the article discusses the various elements of bilingual teaching, such as immersion and transitional bilingual programs, and how they can be used to promote bilingualism and biliteracy. The article concludes by highlighting the importance of bilingualism and bilingual teaching in promoting language learning and cultural understanding in our increasingly globalized world.

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“…This research could contribute to pave the way for CLIL development for university teachers focused on their specific methodological needs, whilst sufficiently differentiating them from the methodological needs of secondary school teachers and other educational levels (Cenoz & Etxague, 2013).…”

Section: Introductionmentioning

confidence: 99%