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Enhancing bilingual resources in third language acquisition: towards pedagogical translanguaging

  • Jasone Cenoz ORCID logo EMAIL logo and Durk Gorter ORCID logo
Published/Copyright: December 9, 2022
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Educational Linguistics
From the journal Educational Linguistics Volume 1 Issue 2

Abstract

Third language acquisition in educational contexts is nowadays expanding in monolingual and multilingual contexts. One reason is the mobility of the population that results in an increasing number of home languages that are different from the school languages. Another reason is the spread of the teaching of English as a third language in multilingual school contexts where two other languages are also taught. Third language acquisition is a complex phenomenon that shares many characteristics with second language acquisition but also has some specific differences related to the effect of bilingualism on third language acquisition, multilingual learners’ repertoires and the specific role of metalinguistic awareness in language learning. The aim of this paper is threefold: 1) to look at the potential advantages of bilingualism on L3 considering the great diversity of situations in which an L3 is learned in school contexts; 2) to look at the similarities and differences between second and third language acquisition and 3) to discuss how pedagogical translanguaging can enhance bilingual resources so that L3 learners can develop an optimal use of their resources.

Keywords: metalinguistic awareness; multilingual repertoire; multilingualism; third language acquisition; translanguaging
Corresponding author: Jasone Cenoz, University of the Basque Country, Donostia, Spain, E-mail:

Funding source: Agencia Estatal de Investigación 10.13039/501100011033

Award Identifier / Grant number: PID2019-105818GB-100

Funding source: Gobierno Vasco- Eusko Jaurlartiza http://dx.doi.org/10.13039/501100003086

Award Identifier / Grant number: IT-1666-22

  1. Research funding: This work was supported by the Agencia Estatal de Investigación, Spain [Grant Number PID2019-105818GB-100] and the Gobierno Vasco- Eusko Jaurlartiza [Grant Number IT-1666-22].

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Not applicable.

  5. Ethical approval: The local Institutional Review Board deemed the study exempt from review.

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Received: 2022-06-19
Accepted: 2022-11-28
Published Online: 2022-12-09
Published in Print: 2022-11-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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  2. Research Articles
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https://doi.org/10.1515/eduling-2022-0009
Keywords for this article
metalinguistic awareness; multilingual repertoire; multilingualism; third language acquisition; translanguaging

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Critical educational linguistics
  4. Being and becoming an international student: the inter-relation between language socialization and identities
  5. “We are in our country. Why do we have to resort to western ways of doing things?”: an analytic framework for knowledge application in language teachers studying abroad
  6. Illuminating language users in the discourse of linguistic diversity: toward justice-informed language education
  7. Slicing the onion: reflections and projections on language education policy in the Caribbean
  8. Enhancing bilingual resources in third language acquisition: towards pedagogical translanguaging
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