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Teaching and Learning in Multilingual Contexts
  • Language: en
  • Pages: 260

Teaching and Learning in Multilingual Contexts

It is clearly illogical to search for one good, universal solution for multilingual education when educational contexts differ so widely due to demographic and social factors. The situation is further complicated by the motivations of learners and teachers, and by attitudes towards multilingualism and ‘otherness’. The studies in this volume seek to investigate not only whether certain solutions and practices are ‘good’, but also when and for whom they make sense. The book covers a wide range of Western multilingual contexts, and uncovers common themes and practices, shared aims and preoccupations, and often similar solutions, within seemingly diverse contexts. In addition to chapters based on empirical data, this book offers theoretical contributions in the shape of a discussion of the appropriateness of L1-Ln terminology when discussing complex multilingual realities, and looks at how the age factor works in classroom settings.

Cognate Vocabulary in Language Acquisition and Use
  • Language: en
  • Pages: 300

Cognate Vocabulary in Language Acquisition and Use

This book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It discusses extensive qualitative and quantitative data on Polish-English cognates and their use by learners/users of English to show the importance of cognates in language acquisition and learning.

The Affective Dimension in Second Language Acquisition
  • Language: en
  • Pages: 313

The Affective Dimension in Second Language Acquisition

This volume presents a series of empirical studies which focus on affectivity in relation to both individual learner differences, and language learning experiences, motivation and attitudes. The volume also elaborates on affectivity in various contexts of FL use and in different educational settings such as CLIL or e-learning.

New Trends in Crosslinguistic Influence and Multilingualism Research
  • Language: en
  • Pages: 145

New Trends in Crosslinguistic Influence and Multilingualism Research

This book presents the latest developments in crosslinguistic influence (CLI) and multilingualism research. The contributors, both veteran researchers and relative newcomers to the field, situate their research in current debates in terms of theory and data analysis and they present it in an accessible way. The chapters investigate how and when native and non-native language knowledge is used in language production. They focus on lexis, syntax, tense-aspect, phonology of multilingual production and link it to a range of concepts such as redundancy, affordances, metalinguistic awareness and L2 status. The empirical data have been collected from participants with a wide combination of languages: besides English, German, French and Spanish, there is Finnish, Swedish, Polish, Chinese and Catalan.

Modulators of Cross-Language Influences in Learning and Processing
  • Language: en
  • Pages: 282
Policy and Practice for Multilingual Educational Settings
  • Language: en
  • Pages: 202

Policy and Practice for Multilingual Educational Settings

Exploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the facets of multilingualism that, on the one hand, conform across contexts, and on the other, diverge context-specifically. The chapters range from contributions with a focus on national/state planning for the development of sustainable multilingual and intercultural educational policies, to chapters that deal with multilingual practices and identities of students and student teachers as well as the consequences for language practices, strategies and policies in diversifying societies. This cross-contextual, comparative and interdisciplinary exploration of multilingualism will be of great interest to researchers, administrators, practitioners and students within the fields of multilingual education, sociolinguistics, youth culture and identity studies. The book is open access under a CC BY NC ND licence.

Multilingualism and third language acquisition
  • Language: en
  • Pages: 226

Multilingualism and third language acquisition

The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching. A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field. The authors focus on the heterogeneity and complexity that characterize third langu...

Mutual Intelligibility Between Closely Related Languages
  • Language: en
  • Pages: 276

Mutual Intelligibility Between Closely Related Languages

This book provides a detailed overview of research on mutual intelligibility between closely related languages. The book is organized around three sections which explore different facets of mutual intelligibility research. The first section outlines how to measure levels of intelligibility and its linguistic and extra-linguistic determinants. The second part grapples with questions and issues which arise once the measuring tools are established. A final section reflects on the practical and theoretical value of studying mutual intelligibility, including issues related to language planning and policy, such as cultural, communicative, educational, and economical matters.

Writing to Learn Academic Words
  • Language: en
  • Pages: 277

Writing to Learn Academic Words

This book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers.

Neurolinguistic and Psycholinguistic Perspectives on SLA
  • Language: en
  • Pages: 205

Neurolinguistic and Psycholinguistic Perspectives on SLA

Neurolinguistic and Psycholinguistic Perspectives on SLA is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. The first part outlines the neurobiological processes which assist formation of additional language in the brain, while the second part offers psycholinguistic modelling of a number of components of second language competence.