Formulaic Utterances in the Multilingual Context

Spöttl, Carol; McCarthy, Michael

doi:10.1007/978-0-306-48367-7_10

Cited by 7 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In some other studies where multilingual learners were the centre of interest, the status of the languages within the multilingual repertoire was not always clear. Spöttl & McCarthy 2003). In another set of studies the focus has been on multilingual learners with different L1s and/or L2s learning an L3 (e.g.…”

Section: Crosslinguistic Influencementioning

confidence: 99%

See 1 more Smart Citation

Teaching third languages: Findings, trends and challenges

Jessner¹

2008

Lang. Teach.

255

197

View full text Add to dashboard Cite

The last decade has witnessed a rapid increase in interest in multilingualism. Whereas a number of scholars in language acquisition research still base their work on the monolingual native speaker norm, others have developed more realistic viewpoints. This article provides an overview of international research on third language learning and teaching, including examples mainly from a European background. It describes sociolinguistic, psycholinguistic and educational aspects of multilingual teaching and emphasizes current research trends in this fairly young area of language teaching. The challenging ways which have been suggested to achieve multilingualism for all necessarily have to address learners, teachers, educators and policy makers. It will be argued that multilingual education can only be successful if language teaching in general is restructured and oriented towards multilingual norms.

show abstract

Section: Crosslinguistic Influencementioning

confidence: 99%

“…Hufeisen 1991; Herwig 2001; Hufeisen & Gibson 2003; Lindqvist 2006) or multilingual learning techniques (e.g. Spöttl & McCarthy 2003).…”

Section: Psycholinguistic Aspects Of Third Language Learningmentioning

confidence: 99%

Teaching third languages: Findings, trends and challenges

Jessner¹

2008

Lang. Teach.

255

197

View full text Add to dashboard Cite

show abstract

“…For example, some authors (Hufeisen, 2005;Krumm, 2005) warn about the negative motivational influence of English for the learning of additional languages, and argue that once learners can communicate effectively in English, they find it less appealing to invest time and effort in learning a second foreign language. However, other authors such as Jessner (2008) consider that English learning should be organised in a way compatible with multilingualism, maybe by introducing the other foreign languages at an early stage of the acquisition of English, or by establishing some integrative approaches to language teaching where the different foreign languages could be taught almost simultaneously in the same classroom (e.g., Candelier et al, 2012;Spöttl & Hinger, 2001).…”

Section: The Role Of English In a Multilingual Europementioning

confidence: 99%

“…Section (2) was intended to explore L3 teachers' beliefs about the usefulness of other languages in the target language classroom. This section resulted from the review of studies and recommendations in L3 teaching to include the students' other languages as a valuable tool to facilitate the learning and teaching of an L3 (Aronin & Ó Laoire, 2003;Cook, 2007Cook, , 2010Cummins, 2001Cummins, , 2007Hall & Cook, 2013;Herdina & Jessner, 2002;Hinger et al, 2005;Jessner, 1999Jessner, , 2006Jessner, , 2008Neuner, 2004;Spöttl & Hinger, 2001;Van Gelderen et al, 2003;Widdowson, 2003) and to help students not only learn the L3 but also become effective multilingual communicators (Hélot, 2006;Hinger et al, 2005;Jessner, 2008;Moore, 2006;Neuner, 2004). For a detailed discussion on the importance of each of these elements within L3 teaching, see 3.2.3 above.…”

Section: Instrumentmentioning

confidence: 99%

L3 teachers’ beliefs about multilingualism in Europe

Eugenio¹

2018

View full text Add to dashboard Cite

Multilingualism has recently come to the forefront of language education in Europe.Research on multilingualism has focused mainly on how third or additional languages (L3s) are learnt, how they should be taught, and what the profile of the L3 teacher should be.However, L3 programmes and teacher training courses do not seem to have echoed these findings yet.This study sets out to investigate the current mismatch between how L3s are being learnt (i.e., as L3s) and how they are being taught (i.e., as second languages or L2s). Based on the premise that teachers' beliefs are the strongest predictors of teachers' practices, this study aims to assess the beliefs that L3 teachers in Europe hold about multilingualism (i.e., about L3 learning, L3 teaching and the L3 teacher). In order to suggest measures which could help reduce the current mismatch, this study also aims to identify any background variables which may be associated with differences in these beliefs.Data was collected through an online questionnaire which received responses from 984 teachers of Spanish, French and German, the three most popular L3s in Europe (European Commission, 2012a, 2012b, working in 34 European countries. Results confirm the mismatch identified at the beginning, with L3 teachers showing only partial awareness of how L3 learning, L3 teaching and the profile of the L3 teacher differ from those in L2 education. The results also suggest that teachers who are more multilingual, have formal qualifications in other languages, and have experience teaching languages other than the L3 generally have more accurate beliefs about multilingualism.In light of these results, training programmes and recruitment policies should be reconsidered to ensure that active and prospective L3 teachers have more adequate beliefs about multilingualism. In turn, this will lead to L3 teaching practices that are more suitable to address the needs of L3 learners, helping reduce the extent of the current mismatch.

show abstract

Idiom Acquisition and Processing by Second/Foreign Language Learners

Cieślicka

2015

Bilingual Figurative Language Processing

View full text Add to dashboard Cite

Formulaic Utterances in the Multilingual Context

Cited by 7 publications

References 0 publications

Teaching third languages: Findings, trends and challenges

Teaching third languages: Findings, trends and challenges

L3 teachers’ beliefs about multilingualism in Europe

Idiom Acquisition and Processing by Second/Foreign Language Learners

Contact Info

Product

Resources

About