CONCEPTUAL MAP: Teaching third languages: Findings, trends and challenges

Guillermo Fernandez Chiva
Mind Map by Guillermo Fernandez Chiva, updated more than 1 year ago
Guillermo Fernandez Chiva
Created by Guillermo Fernandez Chiva almost 3 years ago
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Filología Mind Map on CONCEPTUAL MAP: Teaching third languages: Findings, trends and challenges, created by Guillermo Fernandez Chiva on 10/30/2017.

Resource summary

CONCEPTUAL MAP: Teaching third languages: Findings, trends and challenges
1 Researching multilingualism: history, definitions, conceptual framework
1.1 Historical development
1.2 Definitions and terminological challenges
1.3 Conceptual framework
1.3.1 Complexity and diversity of TLA
1.3.2 L3 learners and users
1.3.3 Current models of TLA
1.3.3.1 Bilingual and multilingual production models (De Bot 1992, 2004; Clyne 2003a)
1.3.3.2 The activation/inhibition model (Green 1986, 1998)
1.3.3.3 The language mode hypothesis (Grosjean 1998, 2001)
1.3.3.4 The factor model (Hufeisen 1998; Hufeisen & Marx 2007b)
1.3.3.5 The multilingual processing model (Meißner 2004)
1.3.3.6 A dynamic systems theory model of multilingualism (Herdina & Jessner 2002)
1.3.3.7 The model of multilinguality (Aronin & O Laoire 2004)
2 Sociolinguistic aspects of third language learning
2.1 Multilingualism in European countries
2.2 Language prestige and attitudes towards multilingualism
3 Psycholinguistic aspects of third language learning
3.1 Psycholinguistic aspects of third language learning
3.1.1 Multilingual learning strategies
3.2 Crosslinguistic influence
4 Educational aspects of third language learning
4.1 The complexity of multilingual education
4.2 Multilingual schooling: some examples
4.2.1 European minority language contexts: The Basque Country and Ladin Valleys
4.2.2 European schools
4.2.3 International schools: the example of Vienna International School
4.3 Multilingual teaching projects in Europe
4.3.1 EuroCom
4.3.2 Projects funded by the European Centre of Modern Languages
5 Emerging trends in teaching third languages
5.1 Focus on the multilingual learner
5.2 Focus on the multilingual teache
5.3 Focus on multilingual didactics
5.3.1 The special role of English
5.3.2 Common curriculum and multilingual didactics
6 Challenges for the future
6.1 bridging the languages
6.2 the need to disclose the linguistic background
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