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Exploring the Learning Experiences of Study Abroad Participants
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Capitalism, migration, and adult education. Toward a critical project in the second language learning class ...
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A Literature Review of the Use of the Term Extensive Reading in Second Language Literature: Who Was the First to Use It? ...
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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
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In: 2021, 188 S. (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Capitalism, migration, and adult education. Toward a critical project in the second language learning class
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In: European journal for Research on the Education and Learning of Adults 12 (2021) 1, S. 65-79 (2021)
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Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Does input modality matter when learning vocabulary in English as a foreign language?
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Continuity and change. Migrants' experiences of adult language education in Sweden ...
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Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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Teaching through stories. Renewing the Scottish storyline approach in teacher education
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In: Münster ; New York : Waxmann 2020, 444 S. (2020)
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Percepciones de alumnos y profesores sobre el uso de la lengua franca en aulas de ELE de adolescentes plurilingües
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Abstract:
Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera del "Centro Universitario Internacional de Barcelona (UNIBA)" Adscrit a la Universitat de Barcelona. Curs: 2018-2020, Tutora: Núria Sánchez-Quintana ; El perfil del aprendiente de lenguas del siglo XXI ha migrado de monolingüe a plurilingüe, entre otras causas, producto de la globalización y de las nuevas tecnologías. A pesar de que el estudio del español en el mundo está en crecimiento, su adquisición como L3/LE2 es un área que aún no ha sido suficientemente estudiada. Esta investigación intenta suplir esa carencia y se centra en la percepción de alumnos adolescentes plurilingües y de sus profesores sobre el uso de otras lenguas en aulas multilingües de español L3/LE2 dentro de la educación reglada. A través de un cuestionario anónimo administrado en línea, participaron 249 alumnos y 10 profesores de institutos internacionales de educación secundaria (ESO y Bachillerato) cuyas lenguas de escolarización (LDE) eran el inglés o el francés. Adicionalmente, los datos se complementaron con entrevistas a profesores y alumnos, lo que permitió tener una visión holística del tema. Entre los principales hallazgos encontramos que alumnos y profesores coinciden en que la LDE actúa como principal lengua franca (LF) en aulas de español: mientras que los profesores se sirven de ella principalmente para explicar el funcionamiento de la lengua meta, los alumnos la utilizan para facilitar la comunicación. Desde el punto de vista de los interlocutores, los alumnos son quienes más recurren a la LF, sobre todo cuando interactúan con sus compañeros. Sin embargo, su uso disminuye a medida que aumenta el nivel de competencia del aprendiente en español y es más utilizada en contextos de no inmersión que en contextos de inmersión. ; The profile of the 21st century language learner has migrated from monolingual to multilingual, amongst other things, as a result of globalization and new technologies. Despite the fact that the study of Spanish is increasing worldwide, its acquisition as a Third Language (L3) or as a Second Foreign Language (LE2) is an area that has not yet been sufficiently studied. This research aims to fill this gap and focuses on the perception of teenage students and teachers that speak multiple languages about the use of other languages in multilingual Spanish L3 / LE2 classrooms in formal education. Using an anonymous online questionnaire, 249 students and 10 teachers from International Schools (Middle and High school) whose languages of instruction (LDE) are English or French, participated in the study. Furthermore, this data was paired with interviews made to teachers and students in order to provide a holistic view of the subject. Among the main learnings, we found that students and teachers agree that LDE acts as the main lingua franca (LF) in Spanish classrooms and teachers use it predominantly to explain the usage of the target language while students use it to facilitate communication. From a speaker’s point of view, students are the ones who use it the most, especially when interacting with their classmates. However, the use of the LF decreases as the learner's level of proficiency in Spanish increases and is more commonly used in non-immersion contexts rather than in immersion contexts.
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Keyword:
Adquisició d'una segona llengua; Castellà (Llengua); Educació secundària; Ensenyament de llengües estrangeres; Foreign language teaching; Lingua franca; Lingua francas; Master's thesis; Multilingualism; Multilingüisme; Second language acquisition; Secondary education; Spanish language; Treballs de fi de màster
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URL: http://hdl.handle.net/2445/173379
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Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive
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Investigating the Construct of Topical Knowledge in a Scenario-Based Assessment Designed to Simulate Real-Life Second Language Use
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Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
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Difficulties encountered using English as a second language in online interaction ...
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Dramapädagogik-Tage 2018. Conference proceedings of the 4th annual conference on performative language teaching and learning ... : Drama in education days 2018 ...
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