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Description

Offers a portrait of multilingual education from the point of view of both teachers and learners

This book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying acquisition of a third or additional language. It presents readers with a practical guide to understanding how these languages are processed, learned and taught and addresses the cognitive, linguistic and affective factors which make multilingual learning and teaching a complex and unique phenomenon. It also emphasises the important role of teachers as knowledge generators. Through various examples of multilingual education practices, it highlights how fundamental teachers are as bridges between education and research on multilingualism. This book will appeal to postgraduate students, teacher trainers and researchers in the fields of multilingual education and cognitive linguistics.

Acknowledgements

Introduction

Chapter 1. Second vs Third Language Acquisition

Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition

Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition

Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'

Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing Trends

Conclusion

References

Index

Sujets

Disciplines

Language Arts

Teaching

Lettres et linguistique

Linguistics

Language Acquisition: A Journal of Developmental Linguistics

Study

Professional

Postgraduate education

General officer

General

Research

Postgraduate

TLA

SLA

Informations

Publié par	Channel View Publications
Date de parution	21 mars 2023
Nombre de lectures	0
EAN13	9781800413092
Langue	English

Informations légales : prix de location à la page 0,1750€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Teaching and Learning Third Languages
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Professor Simone E. Pfenninger , University of Zurich, Switzerland
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 159
Teaching and Learning Third Languages

Francesca D'Angelo
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/DANGEL3078
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: D’Angelo, Francesca, author.
Title: Teaching and Learning Third Languages/Francesca D’Angelo.
Description: Bristol; Jackson, TN: Multilingual Matters, [2023] | Series: Second Language Acquisition: 159 | Includes bibliographical references and index. | Summary: “Contributing to emerging research on third language acquisition, this book presents readers with a practical guide to understanding how these languages are processed, learned and taught. With examples from a range of learning contexts, it emphasises the role of teachers as bridges between education and research on multilingualism”— Provided by publisher.
Identifiers: LCCN 2022052094 (print) | LCCN 2022052095 (ebook) | ISBN 9781800413078 (hardback) | ISBN 9781800413085 (pdf) | ISBN 9781800413092 (epub)
Subjects: LCSH: Language acquisition. | Language and languages—Study and teaching. | Multilingualism.
Classification: LCC P118.15 .D36 2023 (print) | LCC P118.15 (ebook) | DDC 418.0071—dc23/eng/20230206
LC record available at https://lccn.loc.gov/2022052094
LC ebook record available at https://lccn.loc.gov/2022052095
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-307-8 (hbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Francesca D’Angelo.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Deanta Global Publishing Services, Chennai, India.
A mia madre e mio padre:
per avermi insegnato la più preziosa delle lingue
Contents
Acknowledgements
Introduction
1 Second vs Third Language Acquisition
1.1 Introduction
1.2 Third Language Acquisition
1.3 The Benefits of Language Learning and the Bilingual Paradox
1.4 The Holistic Approach beyond Bilingual and Monolingual Systems
1.5 SLA vs TLA: Cognitive and Linguistic Differences
1.6 Monolingual, Bilingual and Multilingual Speech Production Models
1.7 Formal Approaches to Multilingual Acquisition: Crosslinguistic Influence in Third Language Acquisition
1.8 Grosjean’s Language Mode Hypothesis
1.9 The Factor Model: L3/Ln Acquisition in Instructed Contexts
1.10 The Multilingual Processing Model
1.11 The Dynamic Model of Multilingualism
1.12 No Boundaries Approach
1.13 Interface Hypothesis
1.14 Conclusion
2 The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition
2.1 Introduction
2.2 Attitudes towards Bilingualism: A Historical Perspective
2.3 Bilingual Effects on Cognition and Language Learning: From Representation Analysis to Attentional Control
2.4 Individual Learner Differences Affecting TLA
2.5 The ‘Bilingual Advantage’ in Third Language Acquisition
2.6 Level of Bilingualism: The Role of Proficiency in L3 Learning Performance
2.7 Implicit and Explicit Language Learning and Knowledge
2.8 The Role of Literacy in Prior Languages
2.9 Early and Late Bilingualism: The Role of Age of Acquisition of Previous Languages
2.10 Conclusion
3 Metalinguistic Awareness and Third or Additional Language Acquisition
3.1 Introduction
3.2 Defining Metalinguistic Awareness
3.3 MLA and the Development of Multilingual Competence
3.4 From Metalinguistic Knowledge to Metalinguistic Awareness
3.5 Implicit and Explicit Metalinguistic Awareness and Language Learning
3.6 The Role of Language Use and Language Knowledge in Third Language Acquisition
3.7 Other Factors Affecting the Development of Metalinguistic Awareness: Schooling and Literacy
3.8 Strategies to Develop Metalinguistic Awareness
3.9 Learning Strategies and Cognitive Development
3.10 Conclusion
4 Multilingual Education and Translanguaging: A ‘Practical Theory of Languages’
4.1 Introduction
4.2 Multilingual Repertoire: Soft Boundaries between Linguistic Systems
4.3 Translanguaging and Minority Languages
4.4 The Monolingual Bias in Language Education Research
4.5 Heritage Language Education: A Focus on Identity
4.6 Translanguaging and Bilingual Education
4.7 Unitary vs Crosslinguistic Translanguaging Orientations: A Theoretical Debate
4.8 Conclusion
5 From Bilingual to Multilingual Education: Teaching, Assessing and Testing Trends
5.1 Introduction
5.2 The Monolingual and Bilingual Bias in Multilingual Testing and Assessment
5.3 Assessing Multilinguals: The Language Experience and Proficiency Questionnaire
5.4 Multilingual Teachers and Plurilingual Approaches
5.5 Training Multilingual Teachers
5.6 Teachers as ‘Knowledge Generators’: Crosslinguistic and Identity Practices
5.7 Translanguaging: The Teachers’ Perspective
5.8 Inspiring Instructional Practices
5.9 Conclusion
Conclusion
References
Index
Acknowledgements
I am grateful to all those people I encountered on my path for inspiring and encouraging me to start, persevere with and publish the work. I thank all the teachers that made me the curious and passionate language learner, teacher and researcher I am today. I am immensely grateful to Oriana Palusci for being an excellent guidance: her continuous support, singular point of view and precious advice contributed to make me grow both as an individual and as a researcher. I would like to thank Antonella Sorace for introducing me to the fascinating world of cognitive linguistics, for her invaluable inspiration and for making my stay at the University of Edinburgh the best academic and personal experience I have ever had. I thank my lovely family for bearing with my long absences and distracted presences throughout the entire venture.
Introduction
This book is intended as an introduction for language learners, teachers, postgraduate students and researchers interested in exploring the phenomenon of teaching and learning third or additional languages from a bilingualist, cross-disciplinary perspective, i.e. cognitive, linguistic, affective and educational. It aims to analyse different nuances of multilingual education, highlighting its complexity and the wide range of individual and external factors characterising and affecting the phenomenon. Firstly, the work contributes to the research area of third or additional language acquisition (TLA) by advancing the theoretical framework considering it as a different field of study from second language acquisition (SLA) with a particular focus on the unique linguistic and cognitive profile of bilingual learners. Secondly, the book transcends the dichotomous conception of monolingualism and bilingualism, by addressing various forms and degrees of bilingualism and bilingual education theories and practices. Thirdly, from an educational point of view, it propounds a holistic perspective which focuses on the whole linguistic background of bilingual learners, rather than on the target languages, to enhance and support them in the process of TLA. For clarity, the term ‘multilingual’ (‘multi’ = many) is used in the work as an umbrella term that includes ‘bilingual’ speakers and education (‘bi’ = two) and it also refers to other types of multilingual education with three or more languages (Cenoz, 2013). The European Commission’s (2007: 6) general definition of multilingualism is ‘the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-to-day lives’. In particular, when referring to two o