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Sprache(n) für Europa. Mehrsprachigkeit als Chance / Language(s) for Europe. Multilingualism as a Chance

Auswahl an Beiträgen des 52. Linguistischen Kolloquiums in Erlangen (2017) / Selected Papers of the 52nd Linguistics Colloquium in Erlangen (2017)

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Edited By Jürg Strässler

Dieses Buch präsentiert eine Auswahl an Beiträgen des 52. Linguistischen Kolloquiums 2017 in Erlangen. Unter dem Konferenzthema «Sprache(n) für Europa – Mehrsprachigkeit als Chance» behandeln die 25 Beiträge in deutscher und englischer Sprache vor allem Erst- und Zweitspracherwerb, sprachdidaktische Aspekte sowie Mehrsprachigkeit in interkultureller Kommunikation. Darüber hinaus werden neben Experimenteller Linguistik, Corpus Linguistik und Medienlinguistik auch sprachhistorische, sprachpolitische und pragmatische Aspekte beleuchtet.

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Enhancing Multilingual Learning Practices in a University Context (Krastanka Bozhinova)

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Krastanka Bozhinova

Enhancing Multilingual Learning Practices in a University Context

1 Learning L3 French

Multilingual approaches to language learning today attempt to take into account the learners’ own resources, namely their multilingualism which can trigger effective strategies conducive to language development (Cenoz/Gorter 2015, Jessner 2006). On the other hand, the use of digital resources possesses a significant potential to encourage innovative multilingual approaches in the university context (Borg et al. 2016, iii).

The aim of this paper is to emphasize the value of considering language learning, in this particular case the French language, in close association with learners’ pre-acquired knowledge in other languages and their learning strategies. In the last two decades, teachers of French, at least in Bulgaria, have often regretted that students choose to learn English as a first L2 after their L1. However, we shouldn’t forget that teaching and learning French as an additional language (or L3) is also a frequent case that deserves to be examined in order to identify positive effects on the learning practices.

The paper will first examine the characteristics of the Integrated Language Didactics1, which is part of the pluralistic approaches developed in the recent decades (Candelier 2008). It will also consider some research findings in the field of Third Language Acquisition (Aronin/Hufeisen 2009) and multilingual education (Cenoz / Gorter 2015). It will then present examples from empirical studies on multilingual learning practices based on the use of digital resources, which have...

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