Sprk pner drer

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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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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.

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Een kleine kamer
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Contents 1

• Paradigm shift in SLA research
• Models of multiple language acquisition
• New issues resulting from recent studies
• Consequences for multilingual education in Norway
  

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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

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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

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Paradigm shift in SLA research

• From models of two languages (L1 L2), e.g.
  Contrastive Hypothesis, L1L2 Hypothesis,
  Interlanguage Hypothesis
• to models which include more than two languages -
  also dialects or other variants - (L1, L2 and Lx).

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Models ofmultiple language acquisition
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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

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Acquisition of an L1
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Learning of an L2
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Learning of an L3
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Learning of an L4
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Multiple language acquisition
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Possible consequences formultilingual education
in Norway 1

• No need to start from scratch with each new
  language (p. 101). Try to achieve fordypning i
  fremmedspråk instead.
• Awareness-raising of existing potential for
  competencies in other languages

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Possible consequences formultilingual education
in Norway 2

• Usage of previous foreign language learning
  experiences and strategies
• Development of competencies to compare, transfer
  and refer back interlingually

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Possible consequences formultilingual education
in Norway 3

• Instruction and learning materials
• refer to/include other languages
• develop regional versions
• structure in modules

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Possible consequences formultilingual education
in Norway 4

• Curriculum development of a common curriculum
  with all languages including the L1 (and all
  other subjects as well)

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Elements of a Common Curriculum
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Possible consequences for teacher education 1

• Example Norway
• joint course(s) in multilingualism research,
  didactics and pedagogy offered to all languages
  students

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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

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Possible consequences for teacher education 3

• Introduction of norsk som 2. språk and CLIL for
  all student teachers in their curriculum
• in general modules (studium generale)
• in their own subject(s)

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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

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Possible consequences for in-service training 2

• additional programs (Master?)
• Multilingual education in school
• Norsk som 2. språk
• CLIL
• module(s)/course(s)
• Multilingual education in school
• Norsk som 2. språk
• CLIL

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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

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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

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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?

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Open Questions for Discussion 2

• Why does English have a different status than
  other fremmedspråk?
• Why is there no fordypning i fremmedspråk?

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Open questions for discussion 3

• Which initiatives exist to improve the
  status/value of LOTE fremmedspråk?
• Why is there no section on heritage languages?

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Open questions for discussion 4

• Is it possible to start with another fremmedspråk
  besides English?

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Links

• www.spz.tu-darmstadt.de/projekt_L3
• (general information on L3 and multilingualism,
  bibliography, conferences)

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Links

• Fifth International Conference on Third Language
  Acquisition and Multilingualism
• 3 - 5 September 2007
• University of Stirling, Scotland, UK
• www.spz.tu-darmstadt.de/projekt_L3

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Contact

• Hufeisen_at_spz.tu-darmstadt.de
• www.spz.tu-darmstadt.de