Additive trilingualism: Evidence from the Basque Country

Cenoz, Jasone; Valencia, José

doi:10.1017/s0142716400005324

Cited by 216 publications

(170 citation statements)

References 22 publications

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“…have more language experience at their disposal as L2 learners 2. are influenced by the general effects of bilingualism on cognition 3. have access to two linguistic systems when acquiring L3. (Cenoz & Valencia 1994;Cook 2001;Herdina & Jessner 2002;Jessner 1999) Throughout school, equality of access to learning should be promoted, irrespective of students' cultural or linguistic background and abilities, and every opportunity should be provided to develop their language skills. Of these language skills, the skill of writing is regarded as an important part of literacy development.…”

Section: Introductionmentioning

confidence: 99%

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

Griva

Chostelidou

2013

Read. writ.

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The present study was concerned with eliciting information about the problems that bilingual or immigrant students' encounter and the strategies that they employ whilst writing in Greek as a second language (GL2) and in English as a foreign language (EFL). The sample consisted of a total of 32 bilingual students, aged between 10 and 12 from Albanian, Russian and Georgian families. The study followed a qualitative and quantitative method of data collection and analysis: (1) a screening writing test was used for student selection and their categorisation into skilled and less skilled writers; (2) student think-aloud reports and retrospective interviews were used to collect data whilst students were writing in GL2 and EFL. The findings indicated that the skilled bilingual writers held a much broader and complex view of their own writing process and showed more strategic knowledge compared to less-skilled writers. In particular, they were more flexible in using both cognitive and metacognitive strategies and employed a wider range of more 'elaborated' strategies. In contrast, the less-skilled writers had a more limited knowledge of the writing task, and they adopted lower-level processes and strategies. However, they had adequate awareness of their own writing problems related to word level, and they employed certain compensation strategies to overcome writing weaknesses. Some suggestions are made about the creation of educational and teaching conditions for developing bilingual students' linguistic cognitive and metacognitive skills and expanding opportunities for them to become autonomous writers.

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Section: Introductionmentioning

confidence: 99%

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

Griva

Chostelidou

2013

Read. writ.

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“…Findings from other investigations (Bild & Swain, 1989;Cenoz & Valencia, 1994;Thomas, 1988) confirm this by showing that contrary to the belief that bilingualism hampers the acquisition of an additional language, it actually favors it. In the bilingual domain, some evidence proposes that the frequency effect might even be greater in the second as compared with the first language (Van Wijnendaele, & Brysbaert, 2002).…”

Section: Journal Of Language Teaching and Research 989mentioning

confidence: 61%

The Study of Learners’ Educational Level and Their Knowledge of True Cognate Words in Iran

Izadpanah

Hatemi

Asadi

2016

JLTR

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Abstract-Our purpose of the study was to determine the learners' educational level and their knowledge of true cognate words. 385 had been selected from 3,789 statistical population participated in 2014-2015 at three levels of associate, bachelor, and master of Islamic Azad University as well as teachers of English in English educational institutions in Zanjan (Iran). The participants' age was between from 18 to 52. The materials were 45 words of true cognate words from 500 words by doing CVR (content validity ratio) and CVI (content validity index) (Lawshe's table with the index of 88% and 82% respectively). ANOVA (Analysis of variance) was used for studying the effect of educational level on the rate of awareness. The results showed there is no significant difference between the awareness of Associate diploma (A.D.), Bachelor of art (B.A.), and Master of art (M.A.) levels, but there is a significant difference between the level of awareness of teachers group and the other groups in true cognate words. Our result showed that all of them were weak in recognizing true cognate words. It also suggested the mean of true cognates recognized by the students based on educational level had increased trend.

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“…Es indiscutible que para entender lo que una enseñanza trilingüe supone hay que comprender antes cuáles han sido los procesos por los que ha pasado la EB. Las primeras investigaciones (Saer, 1922;Goodenough, 1926;Thomson, 1952) sugerían que el bilingüismo tenía efectos cognitivos negativos pero estudios posteriores demuestran los beneficios cognitivos del bilingüismo y su capacidad para mejorar la conciencia metalingüística (Peal y Lambert, 1962), favorece el proceso de adquisición de una L3 (Bild y Swain, 1989;Cenoz y Valencia, 1994;Thomas, 1988;Klein, 1995) y nos prepara para el aprendizaje de una L3 (Larsen-Freeman 1980). Aproximadamente un 30% de las lenguas del mundo están presentes en África.…”

Section: Antecedentesunclassified

Trilingüismo escolar en edades tempranas. 20.000 palabras de viaje submarino.

Ferreiro¹

2016

Palabras Et Imaginarios Del Agua - Les Mots Et Les Imaginaires De L’eau

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ResumenExiste un amplio reconocimiento de la necesidad de conocer al menos una lengua extranjera internacional, pero hoy esta realidad ha quedado obsoleta. Léonard Orban, antiguo Comisario Europeo por el Multilingüismo (2007), afirmaba ya hace tiempo: «Con el inglés ya no basta». Cada vez es más habitual encontrarnos con sistemas educativos en los que se coexisten al menos dos lenguas en el currículo escolar (Cenoz y Jessner, 2000; Lasagabaster, 1998a (Singleton, 1989, White y Genesee, 1996, ¿Qué condicionantes deberían darse para alcanzar un verdadero entorno de plurilingüismo escolar temprano? (Duverger, 1997) (Cenoz et Jessner, 2000 ; Lasagabaster, 1998a (Singleton, 1989, White et Genesee, 1996 AbstractThere is a wide recognition of the need to be fluent at least in one foreign international language, but nowadays this fact has become out-dated. Léonard Orban, former European Commissioner for Multilingualism (2007), stated already some time ago: «English isn't enough». It is increasingly habitual to find education systems in which at least two languages co-exist in the academic curriculum (Cenoz and Jessner, 200; Lasabaster, 1998a). Researches on the learning of a 3L are quite limited, but have demonstrated that the simultaneous study of three languages has become a research field itself (Cenoz, Huifesen and Jessner, 2001). Almost 40% of the Spanish population reside in regions with two official languages. This multiplicity of languages leads to the implementation of policies aimed at protecting vernaculars (Siguán, 1992 (Singleton, 1989, White andGenesee, 1996); What conditions should be present for reaching a true environment of early multilingual education? (Duverger, 1997); Is the level of the 1L indicative of the level of development of 2L and 3L? (Cummins, 2009) Is bilingual reading an essential factor for reaching the writing competency in 3L? (Bild andy Swain, 1989); What neurocognitive mechanism are used by the multilingual learner? (BCBL, 2008); Do the creative parts of the individual contribute to strengthen the learning of foreign languages more efficiently than traditional teaching? We will therefore deal with our research from a threefold perspective, overlaping three disciplinary areas: linguistics, neuroscience and didactics.

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Additive trilingualism: Evidence from the Basque Country

Cited by 216 publications

References 22 publications

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

The Study of Learners’ Educational Level and Their Knowledge of True Cognate Words in Iran

Trilingüismo escolar en edades tempranas. 20.000 palabras de viaje submarino.

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