A study of third language acquisition

Hammarberg, Björn; Williams, Sarah

doi:10.3366/edinburgh/9780748635115.003.0002

Cited by 11 publications

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“…For example, Schepens et al (2016) conclude that bilingual learners had an advantage in L3 learning, no matter what their L1 was. Exploring L3 acquisition may enhance our understanding of the language acquisition processes and provides an opportunity to investigate how previous linguistic language knowledge can help with learning a new language (Hammarberg & Williams, 2009). In the same vein, Cenoz (2020) argues that L3 learning has some unique characteristics compared to L2 learning, one of those being a possible impact of the L2 on L3 learning.…”

Section: Background Literaturementioning

confidence: 99%

Learning an L2 and L3 at the same time: help or hinder?

Huang

Steinkrauss

Verspoor

2020

International Journal of Multilingualism

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There is quite a bit of evidence showing that the experience of learning an L2 will help in learning an L3, but as far as we know, very little research has investigated the possible impact of L3 learning on the already existing and still developing L2 system within the learner. According to Complex Dynamic Systems Theory (CDST), language development depends on limited resources. In simultaneous L2 and L3 (L2 + L3) learners, these resources have to be used for learning two languages, reducing the resources available for L2 learning. This might lead, firstly, to a slower L2 development in L2 + L3 learners than in L2 only learners, and secondly, to more variability in the L2 during the learning process. In the current study, we traced the L2 English writing proficiency scores (both in terms of gains and variability) of two groups of L1 Chinese learners within one academic year. One group learnt English only (L2) and the other group learnt English and Russian simultaneously. Results show that the L2 + L3 learners did not develop their L2 to a lesser extent than the L2 learners did, but they showed more variability over time in one sub-area (fluency) of L2 writing proficiency. The implications are discussed.

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Section: Background Literaturementioning

confidence: 99%

Learning an L2 and L3 at the same time: help or hinder?

Huang

Steinkrauss

Verspoor

2020

International Journal of Multilingualism

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“…Key contemporary handbooks on CALL (Chapelle & Sauro, 2017;Farr & Murray, 2016;Thomas, Reinders & Warschauer, 2013) include no relevant key terms in their tables of contents and only three in their indices. 2 That this monolingual bias is not a new phenomenon is hinted at by the fact that these concepts do not play any roleliterally do not appear at allin historical overviews of CALL (Bax, 2003;Davies, Otto & Rüschoff, 2013;Hanson-Smith, 2003;Reiser, 2001aReiser, , 2001b ).…”

Section: The Monolingual Problem Of Callmentioning

confidence: 99%

“…The most powerful critiques and concepts, therefore, do not just take into account the role of the first language (L1) or of the dominant school language, but the whole linguistic repertoire a learner brings into the classroom or to the computer. As Hammarberg (2009) points out, "The fundamental theoretical aspect of the study of L3 competence, use and acquisition is the insight that humans are potentially multilingual by nature and that multilingualism is the normal state of linguistic competence" (Hammarberg, 2009: 2; italics in the original). The move toward a perspective that both acknowledges multilingualism as a frequent and normal condition of human existence, and that views linguistic heterogeneity as an element of diversity that deserves inclusion in the classroom is referred to as "multilingual turn" (Conteh & Meier, 2014: 1 ff.…”

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confidence: 99%

“…These critiques, discussed for more than half a century, did not remain theoretical considerations only, but directly and indirectly led to a wealth of concepts and materials (e.g. within the Mehrsprachigkeitsdidaktik discourse: Hufeisen, 2011;Meissner & Reinfried, 1998; within the L'éveil aux langues discourse: Candelier, 2003; within the tertiary language learning discourse: Cenoz, Hufeisen & Jessner, 2001;Hammarberg, 2009;Hufeisen & Lindemann, 1998;Hufeisen & Neuner, 2004;Jessner, 2006; within intercomprehension discourses: Doyé, 2005;Klein, 2004; or within translanguaging discourses: Canagarajah, 2013;García & Kleyn, 2016).…”

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confidence: 99%

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The monolingual problem of computer-assisted language learning

Buendgens-Kosten¹

2020

ReCALL

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This paper sets out to discuss the monolingual problem within computer-assisted language learning (CALL) research and CALL product development, namely a lack of knowledge about how CALL products and projects can support learners in using all their linguistic resources to achieve language-learning- and language-using-related goals, and a lack of CALL products and projects that realize this potential, or that support specific plurilingual skill development. It uses an analysis of CALL-related papers to demonstrate how far CALL is impacted by a monolingual bias that it inherited from language learning pedagogy. An analysis of articles from four CALL journals across 10 years shows that although the words bilingual and multilingual appear in these journals fairly regularly, terms such as plurilingual, third language, tertiary language, L3, translanguaging, and translingual are extremely rare. Also, only eight articles could be identified that use any of these eight keywords in their title. Trends across those papers are identified. In a discussion of existing CALL products and projects that incorporate more than one language, it is argued that while commercial products often include more than one language, this is frequently in a behaviorist or grammar-translation tradition, while innovative plurilingual products and projects tend to be non-commercial and often EU/EC-funded initiatives. The article argues that CALL research and product development can not only avoid this monolingual bias, but also actively contribute to our knowledge of how all linguistic resources can be used for language learning. It makes suggestions for relevant future research areas related to multilingual computer-assisted language learning (MCALL).

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“…Thus, most researchers today agree that bi/multilinguals constitute the majority population in the world (Baker, 1995;Turnbull, 2016). Recently, individual multilingualism is being promoted by multifarious factors such as 'the linguistic super-diversity of a country, specific social, cultural, or religious attitudes (Tucker, 1998, p.4), international contacts (Hammarberg, 2010), enormous exposure of mixed languages via media (Hammarberg & Williams, 2009), and transculturation' (Brady & Shinohara, 2000). Still, many school systems have been offering strict measures and conditions for bilinguals that effectively keep out them from a meaningful education and besides, they are guaranteeing access to monolingual education by adding a separate foreign language in curriculum.…”

Section: Introductionmentioning

confidence: 99%

The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

ASLAN¹,

Kiray

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The present study aims to identify translanguaging strategies and question the effectiveness of these strategies in foreign language classrooms. To this aim, a 10th grade German class was observed during fall and spring semesters of 2017-2018 academic year, and interviews before, during and after observation process were conducted with the German language teacher of the second foreign language classroom. Based on the studies of the City University of New York, to provide half of the instruction in English while the other half in the target language through translanguaging strategies is quite beneficial and fruitful for foreign language learning. Translanguaging as an emerging application is accepted as a part of both education and language equality. By challenging the rigid separation of foreign languages in the classroom, translanguaging strategies ensure that teachers employ a 50-50 model of first foreign language and target foreign language while teaching an additional foreign language. Findings of the current research showed that the teacher frequently prefers using vocabulary and syntax-based strategies in her second foreign language classroom, and the students generally responded to the use of these strategies and used them to participate activities and raise questions. Considering specifically the interview transcriptions, it was detected that the teacher uses translanguaging strategies undeliberately, but willingly, without any planning.

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A study of third language acquisition

Cited by 11 publications

References 0 publications

Learning an L2 and L3 at the same time: help or hinder?

Learning an L2 and L3 at the same time: help or hinder?

The monolingual problem of computer-assisted language learning

The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

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