Trilingüismo escolar en edades tempranas. 20.000 palabras de viaje submarino.

Abstract

ResumenExiste un amplio reconocimiento de la necesidad de conocer al menos una lengua extranjera internacional, pero hoy esta realidad ha quedado obsoleta. Léonard Orban, antiguo Comisario Europeo por el Multilingüismo (2007), afirmaba ya hace tiempo: «Con el inglés ya no basta». Cada vez es más habitual encontrarnos con sistemas educativos en los que se coexisten al menos dos lenguas en el currículo escolar (Cenoz y Jessner, 2000; Lasagabaster, 1998a (Singleton, 1989, White y Genesee, 1996, ¿Qué condicionantes deberían darse para alcanzar un verdadero entorno de plurilingüismo escolar temprano? (Duverger, 1997) (Cenoz et Jessner, 2000 ; Lasagabaster, 1998a (Singleton, 1989, White et Genesee, 1996 AbstractThere is a wide recognition of the need to be fluent at least in one foreign international language, but nowadays this fact has become out-dated. Léonard Orban, former European Commissioner for Multilingualism (2007), stated already some time ago: «English isn't enough». It is increasingly habitual to find education systems in which at least two languages co-exist in the academic curriculum (Cenoz and Jessner, 200; Lasabaster, 1998a). Researches on the learning of a 3L are quite limited, but have demonstrated that the simultaneous study of three languages has become a research field itself (Cenoz, Huifesen and Jessner, 2001). Almost 40% of the Spanish population reside in regions with two official languages. This multiplicity of languages leads to the implementation of policies aimed at protecting vernaculars (Siguán, 1992 (Singleton, 1989, White andGenesee, 1996); What conditions should be present for reaching a true environment of early multilingual education? (Duverger, 1997); Is the level of the 1L indicative of the level of development of 2L and 3L? (Cummins, 2009) Is bilingual reading an essential factor for reaching the writing competency in 3L? (Bild andy Swain, 1989); What neurocognitive mechanism are used by the multilingual learner? (BCBL, 2008); Do the creative parts of the individual contribute to strengthen the learning of foreign languages more efficiently than traditional teaching? We will therefore deal with our research from a threefold perspective, overlaping three disciplinary areas: linguistics, neuroscience and didactics.