Learning English and Learning Through English: Insights from Secondary Education

Juan-Garau, María; Salazar-Noguera, Joana

doi:10.1007/978-3-319-11496-5_7

Cited by 15 publications

(5 citation statements)

References 29 publications

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“…Finally, in the Balearic Islands, both Spanish and Catalan are official languages. However, Catalan has been used as the language of instruction for nearly three decades, while English is also acquiring great importance (Juan-Garau and Salazar-Noguera, 2015). Two CLIL models are developed since 2009: (i) one with at least five weekly hours of Spanish, Catalan, and English in Primary and at least six in Secondary; and (ii) another, also implemented in Higher Education, where at least 1 hour must be devoted to the teaching of any subject in an FL, except for those that must be taught in Catalan.…”

Section: Bilingual Educationmentioning

confidence: 99%

Spanish bilingual and language education: A historical view of language policies from EFL to CLIL

Palacios-Hidalgo

Parra

Abril

2022

Policy Futures in Education

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The profound evolution that Spanish language education has experienced since the passing of the first modern educational law in 1970 has led to improved students’ proficiency. In this sense, traditional foreign language teaching has been gradually substituted by Bilingual Education in the country to promote language learning, intercultural competence, and mobility; however, reviews in the field have not examined language education in all the Spanish regions but rather they have only considered isolated regions or compared some of them. This paper provides a historical analysis of Spanish language education, reviewing its evolution since 1970, and comparing the country’s bilingual and monolingual regions. Findings show that differences among territories mainly concern the areas and number of hours devoted to foreign language teaching and teacher linguistic requirements. Content and Language Integrated Learning is the main approach to Bilingual Education followed, whereas English is the main language of instruction in all regions.

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Section: Bilingual Educationmentioning

confidence: 99%

Spanish bilingual and language education: A historical view of language policies from EFL to CLIL

Palacios-Hidalgo

Parra

Abril

2022

Policy Futures in Education

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“…Many researchers have pointed out that the number of languages already known to learners matters for subsequent non-native language learning, as more languages generally entail more knowledge that can be drawn upon in the acquisition process (Festman, 2021; Sanz, 2000). A larger repertoire of languages provides a wider basis for facilitative transfer, especially when previously learned languages are typologically related to the target language (Hammarberg, 2001; Jarvis, 2015; Witney and Dewaele, 2018). Identification of a multilingual advantage in subsequent language learning has broader implications for teachers, teacher trainers, and learners themselves.…”

Section: Introductionmentioning

confidence: 99%

“…Klein, 1995), with the latter being largely understudied. According to Jarvis (2015: 69), ‘[t]he more languages a learner knows, the more successful she will be in learning the current target language, and her success will be further enhanced if the target language is closely related to one or more of the languages she has previously learned’. Therefore, the advantage afforded for L3/Ln learners appears to be the biggest when the languages are typologically related and comprise overlapping properties.…”

Section: Introductionmentioning

confidence: 99%

Processing gender agreement in an additional language: The more languages the better?

Długosz

2022

Second Language Research

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Although previous research has observed a facilitative influence of the first language (L1) on the acquisition and processing of gender agreement in a second language (L2), particularly in language pairs with similar gender agreement marking, the question of whether knowledge of two languages with gender can confer an additional advantage for L3/Ln (third or additional language) learners has not yet been addressed. The present study aimed to fill this research gap by examining the processing of gender agreement in intermediate and advanced L3/Ln Swedish among two groups of Polish native speakers: 30 L2 English / L3 Swedish learners, and 30 L2 English / L3 German / L4 Swedish learners. Participants were tested by means of a speeded grammaticality judgment task, in which they judged the correctness of indefinite noun phrases that either agreed or did not agree in gender. They also completed an untimed gender assignment task to control for their lexical knowledge of gender. Accuracy and response time data were submitted to Generalized Linear Models. The analysis shows that L4 Swedish learners process noun phrases faster than L3 Swedish learners, but only at the intermediate proficiency level; however, the groups do not differ in their judgment accuracy. This advantage is interpreted in terms of a surface transfer of similar gender agreement marking, which helps the learners automatize gender agreement processes earlier, but does not increase their sensitivity to gender-agreement violations. Moreover, the results accord with previous L2 studies in showing that learners of Swedish as L3/Ln develop sensitivity to ungrammaticality with advancing proficiency and benefit substantially from their gender assignment knowledge in processing gender agreement. Crucially, the present study provides preliminary evidence of a multilingual advantage in processing morphosyntactic features in L3/Ln.

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“… 2 Our hypotheses emphasize the beneficial effects of similarity. However, similarity can also hamper performance, e.g., through interference (Jarvis, 2015; Jarvis & Pavlenko, 2008), particularly when learning new sounds (Best, 1995). Also, the bilingual advantage effect, if it exists, is not expected to disappear for very distinct languages (Tao et al, 2011).…”

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confidence: 99%

Linguistic dissimilarity increases age-related decline in adult language learning

Schepens

Hout

Slik

2022

Stud Second Lang Acquis

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We investigated age-related decline in adult learning of Dutch as an additional language (Ln) in speaking, writing, listening, and reading proficiency test scores for 56,024 adult immigrants with 50 L1s who came to the Netherlands for study or work. Performance for all four language skills turned out to decline monotonically after an age of arrival of about 25 years, similar to developmental trajectories observed in earlier aging research on additional language learning and in aging research on cognitive abilities. Also, linguistic dissimilarity increased age-related decline across all four language skills, but speaking in particular. We measured linguistic dissimilarity between first languages (L1s = 50) and Dutch (Ln) for morphology, vocabulary, and phonology. Our conclusion is that the L1 language background influences the effects of age-related decline in adult language learning, and that the constraints involved reflect both biological (language learning ability) and experience-based (acquired L1 proficiency) cognitive resources.

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Learning English and Learning Through English: Insights from Secondary Education

Cited by 15 publications

References 29 publications

Spanish bilingual and language education: A historical view of language policies from EFL to CLIL

Spanish bilingual and language education: A historical view of language policies from EFL to CLIL

Processing gender agreement in an additional language: The more languages the better?

Linguistic dissimilarity increases age-related decline in adult language learning

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