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Språk åpner dører Nasjonalt senter for fremmedspråk i opplæring Halden, 9.-10.11.2006 Multiple Language Learning: Recent Research Results Britta Hufeisen.

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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:

1 Språk åpner dører Nasjonalt senter for fremmedspråk i opplæring Halden, Multiple Language Learning: Recent Research Results Britta Hufeisen

2 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.

3 Britta Hufeisen Een kleine kamer

4 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

5 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

6 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

7 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).

8 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

9 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

10 Britta Hufeisen Acquisition of an L1

11 Britta Hufeisen Learning of an L2

12 Britta Hufeisen Learning of an L3

13 Britta Hufeisen Learning of an L4

14 Britta Hufeisen Multiple language acquisition

15 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

16 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

17 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

18 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)

19 Britta Hufeisen Elements of a Common Curriculum

20 Britta Hufeisen Possible consequences for teacher education 1 Example Norway:  joint course(s) in multilingualism research, didactics and pedagogy offered to all languages students

21 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

22 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)

23 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

24 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

25 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

26 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

27 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?

28 Britta Hufeisen Open Questions for Discussion 2  Why does English have a different status than other fremmedspråk?  Why is there no fordypning i fremmedspråk?

29 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?

30 Britta Hufeisen Open questions for discussion 4  Is it possible to start with another fremmedspråk besides English?

31 Britta Hufeisen Links  (general information on L3 and multilingualism, bibliography, conferences)

32 Britta Hufeisen Links  Fifth International Conference on Third Language Acquisition and Multilingualism September 2007 University of Stirling, Scotland, UK 

33 Britta Hufeisen Contact  


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