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

Huang, Ting; Steinkrauss, Rasmus; Verspoor, Marjolijn

doi:10.1080/14790718.2020.1779726

Cited by 17 publications

(9 citation statements)

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“…Put plainly, this phenomenon would not have occurred if Coralie did not have a preexisting Spanish system. Indeed, this kind of variation could be a hallmark of plurilingual language learning, echoing the observation in Huang et al (2020) that L3 learners experience more variation in their L2 writing fluency than L2 writers without an L3 system. From a developmental perspective, this phenomenon could be a prerequisite for the overall plurilingual system to adapt to the growth of a new subsystem.…”

Section: Evidence Of Co-adaptationmentioning

confidence: 69%

“…Unlike the current study, most L2 research using CDST methodology has been conducted on a more macro level involving motivation (Dörnyei et al, 2015), self-concept (Mercer, 2014), and willingness to communicate (MacIntyre & Legatto, 2011), or a more micro level focusing on the emergence of L2 linguistic constructions (Ellis & Larsen-Freeman, 2009;Larsen-Freeman, 2006), L2 accuracy and complexity (Spoelman & Verspoor, 2010), variability of L2 constructions (Verspoor et al, 2008), patterns of L2 lexical and syntactic development (Verspoor et al, 2012), and L2 writing fluency measures (Baba & Nitta, 2014;Polat & Kim, 2014). Additionally, most CDST research spotlights the development of only one language system, even if their participants may possess multiple (for exceptions, see Huang et al, 2020;Lowie et al, 2014, Plat et al, 2018, and Yang & Sun, 2015.…”

Section: Language As a Complex Dynamic Systemmentioning

confidence: 99%

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Applying Complex Dynamic Systems Theory to Identify Dynamic Properties of Plurilingual Repertoires

Stotz¹

2022

TESL Canada

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Language repertoires have been traditionally construed as a set of chronologically determined compartments (first language, second language, etc.), a scheme which upholds several validity and ethical issues when operationalized in research and education (Ortega, 2019). Complex dynamic systems theory (also complexity theory, here CDST) has been hailed as one solution moving forward, but its applicability to plurilingual settings requires further testing. This exploratory study contributes by examining whether inherent properties of complex dynamic systems manifest in the perceptions that plurilinguals have as their language systems change over time. Using retrodictive qualitative modelling (Dörnyei, 2014), this study discerned the developmental trajectory of changing language systems by working backwards through data collected during an observation window. Over a 3-month period, three plurilingual individuals assessed their language systems through weekly surveys and participated in open-ended interviews. A three-stage phenomenological analysis evaluated the data against CDST’s theoretical prism to identify five CDST properties (attractor states, phase shifts, co-adaptation, self-organization, and emergence) in the participants’ perceptions of their changing repertoires. Results indicate that plurilingual repertoires exhibit the aforementioned dynamics, although evidence for emergence was less certain. Importantly, this study shows that CDST dynamics are discernible in an individual’s perception of their language development over time. Les répertoires langagiers se comprennent traditionnellement comme un ensemble de compartiments déterminés chronologiquement (première langue, deuxième langue, etc.), un mécanisme qui maintient plusieurs problèmes de validité et d’éthique quand il est opérationnalisé dans la recherche et l’enseignement (Ortega, 2019). La théorie des systèmes dynamiques complexes (également appelée théorie de la complexité, ici TSDC) a été acclamée comme une solution pour avancer, mais son applicabilité à des contextes plurilingues devra être testée davantage. L’étude exploratoire suivante apporte sa contribution en examinant le fait de savoir si les propriétés inhérentes aux systèmes dynamiques complexes se manifestent dans les perceptions que les plurilingues ont de leurs systèmes au fur et à mesure que leurs systèmes de langue changent avec le temps. En se servant de la modélisation de la rétrodiction qualitative (Dörnyei, 2014), cette étude discerne la trajectoire de développement de systèmes langagiers changeants en travaillant à l’envers par le biais de données recueillies pendant une fenêtre d’observation. Pendant une période de trois mois, trois personnes plurilingues ont évalué leurs systèmes langagiers au moyen de sondages hebdomadaires et ont participé à des entrevues ouvertes. Une analyse phénoménologique en trois étapes a évalué les données par rapport au prisme théorique de la TSDC afin d’identifier cinq propriétés de la TSDC (l’état d’attractivité, les changements de phases, la co-adaptation, l’auto-organisation et l’émergence) dans la perception que les participants avaient de leurs répertoires changeants. Les résultats indiquent que les répertoires plurilingues démontrent les dynamiques susmentionnées, bien que les preuves de l’émergence soient moins certaines. De façon importante, cette étude montre que les dynamiques de la TSDC sont discernables dans la perception que chaque personne se fait du développement de leur langue avec le temps.

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Section: Evidence Of Co-adaptationmentioning

confidence: 69%

Section: Language As a Complex Dynamic Systemmentioning

confidence: 99%

Applying Complex Dynamic Systems Theory to Identify Dynamic Properties of Plurilingual Repertoires

Stotz¹

2022

TESL Canada

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“…Waldorf education assumes that having only one other language (i.e., other than the language of instruction, which may or may not be the home language) has a tendency to create a binary, 'mother-other' perspective, whilst learning three languages (first language and two others) triangulates different perspectives. There is considerable evidence (summarized in Huang, Steinkrauss & Verspoor, 2020;Sanz, 2000) that learning more than one language at the same time is beneficial, though the reasons given in Waldorf education are based on the notion of multiple perspectives. Learning other languages, especially using a strong emphasis on orality, teaching in the target language and having a strong cultural focus are important methods with the purpose of enabling the learners to think, feel and act in the mood of or out of a feeling for the language, thus supporting multilingual skills.…”

Section: Sense Of Languagementioning

confidence: 99%

L2 teaching and learning in Waldorf schools – why performative?

Rawson

2022

scenario

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This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.

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“…For multilingual students, the pressure to perform well on high-stakes tests can result in an increased disability identification (Huang et al, 2020). According to Lina, thinking about Natalia's success in preschool, she did not agree that Natalia had a learning disability.…”

Section: Los Cuentos: Mothers Sharing Their Oral Histories (Case Iii)mentioning

confidence: 99%

(Re)Framing the Discourse of Parent Involvement: Calling on the Knowledge of Latinx Mothers

Osieja¹

2022

Proceedings of the 2022 AERA Annual Meeting

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As early as 1954, families of children who had been segregated into separate spaces fought and succeeded in having their concerns heard in the landmark Supreme Court case, Brown v. Board of Education. In 1975, P.L. 94-142, Education for the Handicapped Children Act (EAHCA) was important because it exposed the history of family-school relations, addressing the multiple forms of inequity, particularly the exclusion of children with dis/abilities from U.S. public schools . Although EAHCA legislation was created to provide solutions to the problems of special education, it appeared to have provided an unequal environment in which the families with the most economic resources could advocate for their children and obtain access to better educational opportunities (Ong-Dean, 2009). Goodwin, Cheruvu, and Genishi (2008) described these policies as based on the "culturally deprived paradigm that compares racially, culturally, linguistically, and socioeconomically diverse peoples to a White, middle-class standard" (p. 4). In this manner, these educational legislative policies are problematic as they have defined parent involvement as meaning families of culturally and linguistically different backgrounds are expected to act or interact with school professionals in particular ways. Moreover, these conceptualizations of parent involvement continue to privilege and perpetuate professional viewpoints based on a Eurocentric middle-class standard (Sleeter, 2001).Bakhtinian theories of language are used to understand how families describe their experiences as they encounter the deficit discourse of parent involvement used by school professionals. This is important because professional jargon or "stratified language" presents a danger in that it is replete with value judgments and beliefs (Bakhtin, 1981, p. 293), assuming power that then comes to inform the ways families understand their experiences and their selves in school contexts. This tells us that it is imperative to know how families of children with dis/abilities experience their communication with school professionals as there is a danger that the discourse of parent involvement will continue to perpetuate particular definitions of family participation that disqualify family knowledge by silencing the potential strengths and contributions of minoritized families (Lareau & Munoz, 2012). Moreover, the way minoritized families experience school professionals and how this is connected to how they come to be involved in their child's education is not clear. This study, conducted just before and during the coronavirus pandemic, drew from Disability Studies (DS), disability critical race studies (DisCrit), and Intersectionality theories. It examined family-school communication being fully inclusive of all the ways families engage in the education of their children with dis/abilities at the crossroads of race, ethnicity, dis/ability, class, language, and culture (Hernández-Saca et al., 2018;Annamma et al., 2013). To rethink traditional notions of what counts as knowledge, plática...

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

Cited by 17 publications

References 50 publications

Applying Complex Dynamic Systems Theory to Identify Dynamic Properties of Plurilingual Repertoires

Applying Complex Dynamic Systems Theory to Identify Dynamic Properties of Plurilingual Repertoires

L2 teaching and learning in Waldorf schools – why performative?

(Re)Framing the Discourse of Parent Involvement: Calling on the Knowledge of Latinx Mothers

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