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Author: Miles Turnbull Publisher: Multilingual Matters ISBN: 1847697682 Category : Language Arts & Disciplines Languages : en Pages : 220
Book Description
This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
Author: Miles Turnbull Publisher: Multilingual Matters ISBN: 1847697682 Category : Language Arts & Disciplines Languages : en Pages : 220
Book Description
This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
Author: Edward Trimnell Publisher: Beechmont Crest Pub ISBN: 9780974833019 Category : Foreign Language Study Languages : en Pages : 244
Book Description
"The first half of this book examines the commercial, social, and political implications of American monolingualism. The second half of the book explores the techniques and tools that a working professional can use to acqure functional skills in a new language."--Back cover.
Author: Evelyn Schmitz Publisher: GRIN Verlag ISBN: 3638018857 Category : Literary Collections Languages : en Pages : 29
Book Description
Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 2,3, University of Frankfurt (Main) (IEAS), course: Hauptseminar HS Applied Linguistics and Second/Foreign Language Education, language: English, abstract: 1. Introduction “[T]he major challenge of learning and using a language – whether as L1 or L2 – lies not in the area of broad syntactic prin-ciples but in the ‘nitty-gritty’ of the lexicon.” (Singleton, 1999: 4) With this statement Singleton asserts that syntax learning is comparatively sim-ple to lexical acquisition. Because “language is largely a matter of words” (Sin-gleton, 1999: 8), words are essential for “linguistic communication” (Singleton, 1999: 9). Therefore, many researches on the mental lexicon of the human first language (L1) have been published, and an increasing number of publications on second and/or foreign language (L2) acquisition – in particular L2 lexical ac-quisition – have raised interest also in this domain. A crucial basis for research on L2 lexical acquisition is the awareness that the knowledge of at least one language is already present in the situation of acqui-sition. This basis leads to the following questions: • How does first language lexical acquisition proceed? • How does L2 lexical acquisition proceed in comparison to L1 lexical proc-esses? • To what extent are L1 and L2 mental lexicons separated from or inte-grated with each other? • To what extent are L1 and L2 lexical acquisition connected to the acqui-sition of grammar? • In what way does lexical processing work and what does it imply for lexi-cal acquisition? In this paper I do not only want to focus on these questions. Moreover, I want to consider the aspect of Foreign Language Education in terms of lexical acqui-sition. I will conclude my elaborations with regard to the question, what it actu-ally means to know a word. Nevertheless, I have to define some important terms which I will use frequently throughout the paper. L1 refers to the human mother tongue which is normally acquired during infancy and within the first few years of life. But L1 can also refer to a second bilingually acquired language with a mother-tongue-competence. On the contrary, L2 can refer to any other language which has been acquired after the acquisition of the native language. This does not neces-sarily have to be the second but can also be the fourth or sixth foreign lan-guage one acquires. Whenever I am referring to language learning, I normally mean lexical acquisition in particular, as this is the main focus of this paper. Moreover, I frequently use terms such as ‘word’, ‘lexical unit’, ‘lexical item’ etc., which I do not further differentiate. I use them rather synonymously.
Author: Carmen Muñoz Publisher: Multilingual Matters ISBN: 1847699774 Category : Language Arts & Disciplines Languages : en Pages : 296
Book Description
This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.
Author: Håkan Ringbom Publisher: ISBN: Category : Foreign Language Study Languages : en Pages : 204
Book Description
This book is concerned with the foreign language learner's underlying processes. The book analyses the different ways in which the learner's knowledge of the first language and other languages affect the processes of comprehension and production.
Author: Robin MacPherson Publisher: ISBN: 9781987400601 Category : Languages : en Pages : 150
Book Description
Learning a foreign language truly is a wonderful experience that opens up doors into new worlds and enriches our lives beyond measure. Unfortunately, many people all over the world come back to their foreign language to find the door locked, because we don't talk enough about how to actually maintain language skills once we've acquired them. The good news is that the process of properly maintaining a foreign language is just a beautiful as learning one. In fact, I would argue that it can be even more enjoyable. This book is not just for people who have already learned a foreign language to a high level. It is packed full of useful tips and advice, and properly understanding this process while you are learning will help you set yourself up for a successful and sustainable, multilingual lifestyle. This book also teaches how to maintain multiple foreign languages, for aspiring polyglots. It also comes with some free, downloadable resources and an accompanying YouTube series where Robin implements all of the advice from his book.(https://goo.gl/2CgJfW) Whatever your reasons are for maintaining your foreign language(s), and whatever challenges you are facing to that end, this book will teach you a variety of simple but effective techniques and strategies for achieving your goals.
Author: Joan Kelly Hall Publisher: Routledge ISBN: 1135660751 Category : Education Languages : en Pages : 327
Book Description
This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
Author: Lourdes Ortega Publisher: Routledge ISBN: 144411705X Category : Language Arts & Disciplines Languages : en Pages : 321
Book Description
Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega.
Author: Karen Forbes Publisher: Multilingual Matters ISBN: 1788929764 Category : Language Arts & Disciplines Languages : en Pages : 274
Book Description
In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.
Author: Miles Turnbull
Author: Miles Turnbull
Author: Edward Trimnell
Author: Evelyn Schmitz
Author: Carmen Muñoz
Author: Håkan Ringbom
Author: Robin MacPherson
Author: Joan Kelly Hall
Author: William Littlewood
Author: Lourdes Ortega
Author: Karen Forbes