Språk åpner dører Nasjonalt senter for fremmedspråk i opplæring Halden, 9.-10.11.2006 Multiple...
-
Upload
noemi-herbertson -
Category
Documents
-
view
220 -
download
3
Transcript of Språk åpner dører Nasjonalt senter for fremmedspråk i opplæring Halden, 9.-10.11.2006 Multiple...
Språk åpner dører
Nasjonalt senter for fremmedspråk i opplæringHalden, 9.-10.11.2006
Multiple Language Learning: Recent Research Results
Britta Hufeisen
Britta Hufeisen
Een kleine kamer
Eva heeft een leuke kleine kamer.Wat zien we er?Er is een venster en voor het venster staat een groot bureau met een rode stoel.
Britta Hufeisen
Een kleine kamer
Britta Hufeisen
Contents 1
Paradigm shift in SLA research Models of multiple language
acquisition New issues resulting from recent
studies Consequences for multilingual
education in Norway
Britta Hufeisen
Contents 2 Elements of a common curriculum Possible consequences for teacher
education Possible consequences for in-
service training EuroComGerm – useful for
Norway? Open questions for discussion
Britta Hufeisen
Terminology
L1(s) – first language(s) L2 – first foreign language L3 – second foreign language L4 – third fourth language second language vs. foreign language implicit vs. explicit
Britta Hufeisen
Paradigm shift in SLA research
From models of two languages (L1 + L2), e.g. Contrastive Hypothesis, L1=L2 Hypothesis, Interlanguage Hypothesis
to models which include more than two languages - also dialects or other variants - (L1, L2 and Lx).
Britta Hufeisen
Models ofmultiple language acquisition
Researchers Model
Sarah Williams/ Björn Hammarberg Language Switches Model
Larissa Aronin/ Muiris Ó Laoire Biotic Model of Multilinguality
Philip Herdina/ Ulrike Jessner Dynamic Model of Multilingualism
Maria Groseva Foreign Language Acquisition Model
Franz-Joseph Meißner Multilingual Processing Model
Britta Hufeisen Factor Model
Britta Hufeisen
New issues from recent studies
L1 Learning traditions and cultures: e.g. oral traditions in Burkina Faso
Multiple semilingualism: in multilingual societies, such as Malaysia
Interlingual sensitisation: e.g. comparisons, transfer, inference
EuroComGerm: intercomprehension between related languages
Britta Hufeisen
Acquisition of an L1Neurophysiological Factors: General language acquisition capability, age, ...
Learner External Factors: Learning environment(s), type and amount of input, ...
L1
Britta Hufeisen
Learning of an L2
Neurophysiological Factors: General language acquisition capability, age, ...
Learner External Factors: Learning environment(s), type and amount of input, L1 learning traditions, ....
Affective Factors: Motivation, anxiety, assessment of own language proficiency, perceived closeness/distance between the languages, attitudes, individual life experiences, …
Cognitive Factors: Language awareness, metalinguistic awareness, learning awareness, learner type awareness, learning strategies, individual learning experiences, ...
Linguistic Factors: L1
L2
Britta Hufeisen
Learning of an L3
Neurophysiological Factors: General language acquisition capability, age, ...
Learner External Factors: Learning environment(s), type and amount of input, L1 learning traditions, ...
Affective Factors: Motivation, anxiety, assessment of own language proficiency, perceived closeness/distance between the languages, attitude(s), individual life experiences,...
Cognitive Factors: Language awareness, metalinguistic awareness, learning awareness, learner type awareness, learning strategies, individual learning experiences, ...
Foreign Language Specific Factors: Individual foreign language learning experiences and strategies (ability to compare, transfer, and make interlingual connections), previous language interlanguages, interlanguage of target language, ...
Linguistic Factors: L1, L2
L3
Britta Hufeisen
Learning of an L4
Neurophysiological Factors: General language acquisition capability, age, ...
Learner External Factors: Learning environment(s), amount and type of input, L1 learning traditions, ...
Affective Factors: Motivation, anxiety, assessment of own language proficiency, felt closeness/distance between the languages, attitude(s), individual life experiences,...
Cognitive Factors: Language awareness, metalinguistic awareness, learning awareness, learner type awareness, learning strategies, individual learning experiences, ...
Foreign Language Specific Factors: Individual foreign language learning experiences and strategies (ability to compare, transfer, and make interlingual connections), previous language interlanguages, interlanguage of specific target languages,...
Linguistic Factors: L1, L2, L3
L4
Britta Hufeisen
Multiple language acquisition
Neurophysiological Factors: General language acquisition capability, age, ...
Learner External Factors: Learning environment(s), type and amount of input, L1 learning traditions, ...
Affective Factors: Motivation, (learning)anxiety, assessment of own language proficiency, perceived closeness/distance between the languages, attitude(s) towards languages, towards target cultures, towards languages learning, individual life experiences, ....
Cognitive Factors: Languages awareness, metalinguistic awareness, learning awareness, learner type awareness, learning strategies, individual learning experiences, ...
Foreign Language Specific Factors: Individual foreign language learning experiences and strategies (ability to compare, transfer, and make interlingual connections), previous language interlanguages, interlanguage of target language(s), …
Linguistic Factors: L1, L2, Lx, …
Lx (x>2)
Britta Hufeisen
Possible consequences formultilingual education in Norway 1
No need to start from scratch with each new language (p. 101). Try to achieve fordypning i fremmedspråk instead.
Awareness-raising of existing potential for competencies in other languages
Britta Hufeisen
Possible consequences formultilingual education in Norway 2
Usage of previous foreign language learning experiences and strategies
Development of competencies to compare, transfer and refer back interlingually
Britta Hufeisen
Possible consequences formultilingual education in Norway 3
Instruction and learning materials:
1. refer to/include other languages2. develop regional versions3. structure in modules
Britta Hufeisen
Possible consequences formultilingual education in Norway 4
Curriculum: development of a common curriculum with all languages including the L1 (and all other subjects as well)
Britta Hufeisen
Elements of a Common Curriculum
CLIL/Immersion
Common Languages Curriculum
Curricular Multilingualism
Content Subjects
LWC EnglishLatin
Spanish
RussianFrench
Italian
Polish
Danish
….
Mathematics
…...
Biology
Fine Arts Sports
GeographyMusic
Chemistry
Physics
Heritage Language(s)
Second Language Instruction
L1
Britta Hufeisen
Possible consequences for teacher education 1
Example Norway:
joint course(s) in multilingualism research, didactics and pedagogy offered to all languages students
Britta Hufeisen
Possible consequences for teacher education 2
course(s) in norsk som 2. språk to all student teachers
course(s) in CLIL to all student teachers
Britta Hufeisen
Possible consequences for teacher education 3
Introduction of norsk som 2. språk and CLIL for all student teachers in their curriculum:
1. in general modules (studium generale)
2. in their own subject(s)
Britta Hufeisen
Possible consequences for in-service training 1
course(s) in multilingualism research, didactics and pedagogy
course(s) in norsk som 2. Språk
Course(s) in CLIL
Britta Hufeisen
Possible consequences for in-service training 2
additional programs (Master?): 1. Multilingual education in school2. Norsk som 2. språk 3. CLIL
module(s)/course(s) 1. Multilingual education in school2. Norsk som 2. språk 3. CLIL
Britta Hufeisen
EuroComGerm – useful for Norway? 1
European intercomprehension
Specific techniques to quickly acquire reading comprehension in more than one related language at same time and very quickly
Britta Hufeisen
EuroComGerm – useful for Norway? 2
Method to promote the learning of more than just 1 foreign language
Bridge language(s) required
EuroComRom well-developed, EuroComGerm pending
Britta Hufeisen
Open Questions for Discussion 1
Why is language not mentioned in the general section of the læreplanverk?
Why is there no norsk som 2. språk?
Britta Hufeisen
Open Questions for Discussion 2
Why does English have a different status than other fremmedspråk?
Why is there no fordypning i fremmedspråk?
Britta Hufeisen
Open questions for discussion 3
Which initiatives exist to improve the status/value of LOTE fremmedspråk?
Why is there no section on heritage languages?
Britta Hufeisen
Open questions for discussion 4
Is it possible to start with another fremmedspråk besides English?
Britta Hufeisen
Links
www.spz.tu-darmstadt.de/projekt_L3(general information on L3 and multilingualism, bibliography, conferences)
Britta Hufeisen
Links
Fifth International Conference on Third Language Acquisition and Multilingualism 3 - 5 September 2007University of Stirling, Scotland, UK
www.spz.tu-darmstadt.de/projekt_L3