International Research on Multilingualism: Breaking with the Monolingual Perspective

1. Auflage 2019
ISBN: 978-3-030-21379-4
Verlag: Springer International Publishing

Buch, Englisch, Band 35, 254 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 571 g

Reihe: Multilingual Education

This volume contributes to a better understanding of both psycho- and sociolinguistic levels of multilingualism and their interplay in development and use. The chapters stem from an international group of specialists in multilingualism with chapters from Austria, Canada, Germany, Hungary, Israel, Italy, Slovakia, South Africa, Spain and the United States. The chapters provide an update on research on third language acquisition and multilingualism, and pay particular attention to new research concepts and the exploration of contact phenomena such as transfer and language learning strategies in diverse language contact scenarios. Concepts covered include dominant language constellations, mother tongue, germination factors and communicative competence in national contexts. Multilingual use as described and applied in the volume aims at demonstrating and identifying current and future challenges for research on third language acquisition and multilingualism. The third languages in focusinclude widely and less widely used official, minority and migrant languages in instructed and/or natural contexts, including Albanian, Arabic, Basque, English, French, German, Hungarian, Italian, Romanian, Spanish, Punjabi, Russian, Turkish, and Vietnamese, thereby mapping a high variety of language constellations.

Zielgruppe

Research

Autoren/Hrsg.

Jessner, Ulrike

Vetter, Eva

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachpolitik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Introduction: Advances in the Study of Third Language Acquisition and Multilingualism; Eva Vetter, Ulrike Jessner.- PART I: CONCEPTS.- Dominant Language Constellation as a Method of Research; Larissa Aronin.- Business as Usual? (Re)conceptualizations and the Multilingual Turn in Education. The Case of Mother Tongue; Sílvia Melo-Pfeifer.- ‘Germination’ Factors of Destination Language Learning; Aloysius N. Conduah.- Communicative Competence in the Context of Increasing Diversity in South Tyrolean Schools; Maria Stopfner, Dana Engel.- PART II: TRANSFER PHENOMENA.- Differences in the Acquisition and Production of English as a Foreign Language: a Study of Bilingual and Monolingual Students in Germany; Eliane Lorenz, Peter Siemund.- Investigating Positive Lexical Transfer from English (L2) to German (L3) by Quebec Francophones; Nina Woll.- From Overhearing to Partial Immersion: L3 Acquisitionof Romanian in Three English-Hungarian-Speaking Siblings; Iulia Pittman.- How Multilingualism and Sociolinguistic Environment Influence Rear-Burden Usage in Basque: a Study on Bilingual and Trilingual University Students; Julian Maia-Larretxea, Garbiñe Bereziartua.- PART III: LANGUAGE LEARNING STRATEGIES.- Interlingual Learning of Romance Languages at Austrian Schools; Michaela Rückl.- Extending Oxford’s (1990) Taxonomy for Multilingual Learners; Violetta Dmitrenko.- Sustaining Long-Term L2 and L3 Learning Motivation in a Monolingual Environment; Csilla Sárdi.- Tense and Aspect in L3 Interlanguage. The Effect of Lexical Aspect and Discourse Grounding on the Development of Tense and Aspect Marking in L3 Italian; Zuzana Toth.