TEACHING THIRD LANGUAGES. Ulrike Jessner

TEACHING THIRD LANGUAGES. Ulrike Jessner

1. THIRD LANGUAGE ACQUISITION

   • AIM- TO CLARIFY 4 IDEAS
     • • GOAL OF EDUCATION
         • CONSIDER MULTILINGUALISM, A GLOBAL CHALLENGE
       • DEVELOPE linguistic awareness
         • TEACHERS experts in MULTILINGUALISM who learn from linguistic experiences brought by STUDENTS
           • 4
         • 3
       • BRIDGE LANGUAGES to disclose linguistic background of students and teachers
         • TLA: not only necessary for multilingual education but also for language teaching in general
           • 1
         • 2
   • ASPECTS OF TLA
     • SOCIOLINGUISTICS
       • PSYCHOLINGUISTICS
         • EDUCATIONAL
           • MULTILINGUAL PROJECTS
             • EUROPEAN CENTRE OF MODERN LANGUAGES PROJECT
               • Languages awareness. Learning/Teaching in all languages
             • EUROCOM
               • 1. RECEPTIVE SKILLS 2. Transfer: between familiar languages (same origin) 3. Solid linguistic BASIS
           • MULTILINGUAL SCHOOLING
             • Minority language contexts
               • L1, L2 and L3, instructed them all in different grade.
             • European schools
               • 1st GRADE : L2 2nd GRADE: L3 3rd GRADE: foreign pupils' languages 4t GRADE L4
             • International schools
               • L2 ENGLISH 1st GRADE: L3 IN ALL GRADES foreign language lessons
         • Benefits of bilingualism in language learning
         • Multilinguals strategies
           • reestructurate representations
           • active learning approach
           • productive and receptive strategies
         • Crosslinguistic influence: depending on the distance between languages
           • L1-L2, L2-L3, L1-L3
             • METALINGUISTIC THINKING PROCESSES
       • Multilingual society
         • 1st. Lots of monolingual speakers
         • 2nd. Bilingual and multilingual speakers
         • LANGUAGE PRESTIGE
           • ENGLISH INTERNATIONAL
             • AWARENESS of richness in linguistic and cultural diversity
               • START HAVING more favorable attitudes towards minority languages
   • MODELS OF TLA
     • 1. Bilingual and multilingual production models
       • INFORMATION STORES: -conceptualizer - formulator - articulator
       • TRENDS IN TLA
         • A. USING congruence, correspondence and contrast as strategies
           • B. CONSIDERING as IDEAL MULTILINGUAL TEACHER non-native ones, learners from linguistic experiences
             • C. REDUCING the imperial role of ENGLISH
               • D. INTEGRATING all language subjects
                 • E. INCLUDING intercultural EDUCATION
                   • F. TAKING the social constructivist framework ON ACCOUNT
       • 2. Activation/inhibition model
         • Levels of activation: -ACTIVE: language selected - DORMANT: language stored in longterm memory
         • 3. Language mode hypothesis
           • Speech variability depends on: participants, degree of formality, socio-economic status, message's form, mode of interaction...
           • 4. Factor model
             • Factors: neuropsychological, sociocultural, emotional, cognitive, linguistic, ESPECIFIC FACTOR (unique in each speaker)
             • 5. Multicultural processing model
               • Previously learned languages used as BRIDGE LANGUAGE. Spontaneous grammar with corresponding features between the languages. METACOGNITIVE STRATEGIES
               • 6. Model of multilingualism
                 • TLA-Multilingualism-Multilinguality (influenced by social environment)
                 • 7. Dynamic systems theory (DST)
                   • Different multilingual systems commanded by the same speaker. MULTILINGUAL PROFICIENCY

2. THAT MEANS...

   • MULTILINGUALISM!
     • EVOLUTION OF THE CONCEPT
       • 1937- BALANCED PROFICIENCY in 2 or 3 languages
         • 1963- FAMILIARITY with more than 2
           • 1987- BILINGUALISM establish the basis to ensure the outperformance of TLA
             • 1988- NEVERTHELESS...SEPARATION of languages in a multilingual learner and classroom