Models of multilingual competence
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Britta Hufeisen
Abstract
In this article, I will discuss the notions of first language(s) L1, first foreign language L2 and second foreign language L3, also including further foreign language(s) Lx or Ln and the question of what multilanguage competency means in terms of ‘using’ or even ‘mastering’ a language. A level of C2 in all skills does not appear to be a prerequisite. I will present some of the older models, and some more recent models that reflect social and individual plurilingualism, multiple language learning, and plurilingual speech production. The models have been drawn from a very wide range of research disciplines, including psycholinguistics, sociolinguistics, applied linguistics, teaching-learning research and foreign language teaching methodology. In their respective fields, they serve as theoretical bases and are evaluated during the conduct of pertinent studies. I will use a model to demonstrate the interaction between model formation and the results of data-led research, which are included in the further development of the model.
Abstract
In this article, I will discuss the notions of first language(s) L1, first foreign language L2 and second foreign language L3, also including further foreign language(s) Lx or Ln and the question of what multilanguage competency means in terms of ‘using’ or even ‘mastering’ a language. A level of C2 in all skills does not appear to be a prerequisite. I will present some of the older models, and some more recent models that reflect social and individual plurilingualism, multiple language learning, and plurilingual speech production. The models have been drawn from a very wide range of research disciplines, including psycholinguistics, sociolinguistics, applied linguistics, teaching-learning research and foreign language teaching methodology. In their respective fields, they serve as theoretical bases and are evaluated during the conduct of pertinent studies. I will use a model to demonstrate the interaction between model formation and the results of data-led research, which are included in the further development of the model.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
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Part I. Policy perspectives
- Language education in and for a multilingual Europe 33
- Multilingualism and education in sub-Saharan Africa 57
- Language policy, language study, and heritage language education in the U.S. 77
- Globalization, national identity, and multiculturalism and multilingualism 99
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Part II. Theoretical perspectives
- L3, the tertiary language 127
- Plurilingual identities 151
- Models of multilingual competence 173
- The multilingual turn in foreign language education 191
- Linguistic landscaping 213
- Identity and investment in multilingual classrooms 237
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Part III. Empirical perspectives
- The acquisition of English as an L3 from a sociocultural point of view 255
- Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms 281
- L1 effects in the early L3 acquisition of vocabulary and grammar 305
- “One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English 331
- English as a lingua franca at the multilingual university 359
- Learning English demonstrative pronouns on bilingual substrate 381
- Contributors 407
- Subject index 419
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part I. Policy perspectives
- Language education in and for a multilingual Europe 33
- Multilingualism and education in sub-Saharan Africa 57
- Language policy, language study, and heritage language education in the U.S. 77
- Globalization, national identity, and multiculturalism and multilingualism 99
-
Part II. Theoretical perspectives
- L3, the tertiary language 127
- Plurilingual identities 151
- Models of multilingual competence 173
- The multilingual turn in foreign language education 191
- Linguistic landscaping 213
- Identity and investment in multilingual classrooms 237
-
Part III. Empirical perspectives
- The acquisition of English as an L3 from a sociocultural point of view 255
- Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms 281
- L1 effects in the early L3 acquisition of vocabulary and grammar 305
- “One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English 331
- English as a lingua franca at the multilingual university 359
- Learning English demonstrative pronouns on bilingual substrate 381
- Contributors 407
- Subject index 419
