Teaching english in primary school: A project to introduce a third anguage to eight year olds

Cenoz, Jasone; Lindsay, Diana

doi:10.1080/09500789409541391

Cited by 11 publications

(8 citation statements)

References 7 publications

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“…Cenoz and Lindsay 1994;Lasagabaster 2000;Joaristi et al 2009) confirm that high levels of competence in L1 and L2 produce high levels of competence in L3 since the Spanish-Basque bilingual pupils performed significantly better than their monolingual peers when it came to learning an additional language, the contention that has been further supported by Muñoz's Catalan research (cf. Bearing in mind a number of multilingual studies, it can be concluded that bilinguals may indeed have certain advantages with respect to general language proficiency and therefore they may be able to acquire a third language more easily than a monolingual learns a second language.…”

Section: Studies On Educational Aspects Of Multilingualismmentioning

confidence: 85%

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

Szubko-Sitarek

2015

Second Language Learning and Teaching

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The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.More information about this series at

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Section: Studies On Educational Aspects Of Multilingualismmentioning

confidence: 85%

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

Szubko-Sitarek

2015

Second Language Learning and Teaching

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“…Within the Spanish State six Autonomous Communities share the teaching of three languages, for apart from Spanish and the own language of each of them, they also have at least one foreign language taught at school. These communities are the Balearic Islands, Catalonia (Bernaus, 1996), Galicia, Navarre, Valencia, and The Basque Country (Cenoz & Lindsay, 1994;Valencia & Cenoz, 1992).…”

mentioning

confidence: 99%

The Threshold Hypothesis Applied to Three Languages in Contact at School

Lasagabaster¹

1998

International Journal of Bilingual Education and Bilingualism

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This study was designed to investigate whether the threshold level hypothesis (Cummins, 1976(Cummins, , 1979 could be applied to a three-language-in-contact school situation. The learning of three languages at school is becoming more and more commonplace throughout the world, some cases in Europe being reviewed. One of these three-language-in-contact school situations is that of the Basque Country, a bilingual community wherein both Basque and Spanish are official languages, and therefore taught at school. English is taught as a foreign language. The sample was made up of 252 students; 126 of them enrolled in Grade 5 (10-11-year-olds) and who were in their second year of learning English at school, and 126 enrolled in Grade 8 (13-14-year-olds) and who were in their third year of learning English at school. The participants completed Basque, English, and Spanish tests, as well as a background questionnaire and Raven's Progressive Matrices Test. The dependant variable was measured via a test of metalinguistic abilities. The threshold hypothesis could be applied either by establishing a third threshold or by maintaining the two original ones. The results showed that the maintenance of the original parameters on which the threshold hypothesis is based was more adequate than the proposal of establishing three thresholds.

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“…Le rôle prépondérant que joue la langue anglaise en Europe a suscité un intérêt croissant pour son apprentissage et une forte demande pour développer et améliorer son enseignement à l'école. Pour permettre d'atteindre un niveau de compétence élevé, plusieurs pays européens ont introduit l'anglais dès la maternelle ou l'école primaire (Cenoz & Lindsay, 1994). En Espagne, la réforme du système éducatif s'est particulièrement préoccupée du rôle des langues étrangères et a pris des dispositions pour les introduire dans le cursus dès la troisième année du primaire, à l'âge de 8 ans, soit trois années plus tôt qu'avant.…”

Section: Note De L'éditeurunclassified

Teaching english in primary school: A project to introduce a third anguage to eight year olds

Cited by 11 publications

References 7 publications

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

The Threshold Hypothesis Applied to Three Languages in Contact at School

Facteurs déterminant l’acquisition d’une L3 : Age, développement cognitif et milieu

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