Raising awareness about heritage language learners in the L2 Spanish classroom: teacher beliefs and attitudes

Abstract

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country.

Advertising linguistic framework: An instrument for teaching grammar in EFL university classrooms

“…Thus, among other studies, Bušljeta (2013) and Silva (2017) discuss audiovisual-cum-auditory materials and oral influences in phrases; while Martínez and De Zarobe (2017), and Liendo and Massi (2017) explore the metacognitive reading strategy and a didactic academic literacy, genre and competence models for EFL candidates. As George and Salgado-Robles (2018) and Kapranov (2018) consider teachersʼ beliefs and attitudes, and studentsʼ awareness of grammatical forms; so also Liddicoat (2019) and Alcaraz-Mármol (2019) examine intercultural appreciation and oral skill linguistic meditation as good teaching strategies. The proposals of Aliasin and Abbasi (2020) and Cancino (2020) focus on metacognitive emotional intelligence as well as language eliciting as modalities of enhancing EFL learnersʼ participation.…”