Presentation on theme: "Språk åpner dører Nasjonalt senter for fremmedspråk i opplæring Halden, 9.-10.11.2006 Multiple Language Learning: Recent Research Results Britta Hufeisen."— Presentation transcript:
Språk åpner dører Nasjonalt senter for fremmedspråk i opplæring Halden, Multiple Language Learning: Recent Research Results Britta Hufeisen
Een kleine kamer Eva heeft een leuke kleine kamer. Wat zien we er? Er is een venster en voor het venster staat een groot bureau met een rode stoel.
Britta Hufeisen Een kleine kamer
Britta Hufeisen Contents 1 Paradigm shift in SLA research Models of multiple language acquisition New issues resulting from recent studies Consequences for multilingual education in Norway
Britta Hufeisen Contents 2 Elements of a common curriculum Possible consequences for teacher education Possible consequences for in- service training EuroComGerm – useful for Norway? Open questions for discussion
Britta Hufeisen Terminology L1(s) – first language(s) L2 – first foreign language L3 – second foreign language L4 – third fourth language second language vs. foreign language implicit vs. explicit
Britta Hufeisen Paradigm shift in SLA research From models of two languages (L1 + L2), e.g. Contrastive Hypothesis, L1=L2 Hypothesis, Interlanguage Hypothesis to models which include more than two languages - also dialects or other variants - (L1, L2 and Lx).
Britta Hufeisen Models of multiple language acquisition ResearchersModel Sarah Williams/ Björn HammarbergLanguage Switches Model Larissa Aronin/ Muiris Ó LaoireBiotic Model of Multilinguality Philip Herdina/ Ulrike JessnerDynamic Model of Multilingualism Maria GrosevaForeign Language Acquisition Model Franz-Joseph MeißnerMultilingual Processing Model Britta HufeisenFactor Model
Britta Hufeisen New issues from recent studies L1 Learning traditions and cultures: e.g. oral traditions in Burkina Faso Multiple semilingualism: in multilingual societies, such as Malaysia Interlingual sensitisation: e.g. comparisons, transfer, inference EuroComGerm: intercomprehension between related languages
Britta Hufeisen Acquisition of an L1
Britta Hufeisen Learning of an L2
Britta Hufeisen Learning of an L3
Britta Hufeisen Learning of an L4
Britta Hufeisen Multiple language acquisition
Britta Hufeisen Possible consequences for multilingual education in Norway 1 No need to start from scratch with each new language ( p. 101 ). Try to achieve fordypning i fremmedspr å k instead. Awareness-raising of existing potential for competencies in other languages
Britta Hufeisen Possible consequences for multilingual education in Norway 2 Usage of previous foreign language learning experiences and strategies Development of competencies to compare, transfer and refer back interlingually
Britta Hufeisen Possible consequences for multilingual education in Norway 3 Instruction and learning materials: 1.refer to/include other languages 2.develop regional versions 3.structure in modules
Britta Hufeisen Possible consequences for multilingual education in Norway 4 Curriculum: development of a common curriculum with all languages including the L1 (and all other subjects as well)
Britta Hufeisen Elements of a Common Curriculum
Britta Hufeisen Possible consequences for teacher education 1 Example Norway: joint course(s) in multilingualism research, didactics and pedagogy offered to all languages students
Britta Hufeisen Possible consequences for teacher education 2 course(s) in norsk som 2. språk to all student teachers course(s) in CLIL to all student teachers
Britta Hufeisen Possible consequences for teacher education 3 Introduction of norsk som 2. språk and CLIL for all student teachers in their curriculum: 1.in general modules (studium generale) 2.in their own subject(s)
Britta Hufeisen Possible consequences for in-service training 1 course(s) in multilingualism research, didactics and pedagogy course(s) in norsk som 2. Språk Course(s) in CLIL
Britta Hufeisen Possible consequences for in-service training 2 additional programs (Master?): 1.Multilingual education in school 2.Norsk som 2. språk 3.CLIL module(s)/course(s) 1.Multilingual education in school 2.Norsk som 2. språk 3.CLIL
Britta Hufeisen EuroComGerm – useful for Norway? 1 European intercomprehension Specific techniques to quickly acquire reading comprehension in more than one related language at same time and very quickly
Britta Hufeisen EuroComGerm – useful for Norway? 2 Method to promote the learning of more than just 1 foreign language Bridge language(s) required EuroComRom well-developed, EuroComGerm pending
Britta Hufeisen Open Questions for Discussion 1 Why is language not mentioned in the general section of the læreplanverk? Why is there no norsk som 2. språk?
Britta Hufeisen Open Questions for Discussion 2 Why does English have a different status than other fremmedspråk? Why is there no fordypning i fremmedspråk?
Britta Hufeisen Open questions for discussion 3 Which initiatives exist to improve the status/value of LOTE fremmedspråk? Why is there no section on heritage languages?
Britta Hufeisen Open questions for discussion 4 Is it possible to start with another fremmedspråk besides English?
Britta Hufeisen Links (general information on L3 and multilingualism, bibliography, conferences)
Britta Hufeisen Links Fifth International Conference on Third Language Acquisition and Multilingualism September 2007 University of Stirling, Scotland, UK