Linguistic Awareness in Multilinguals

Linguistic Awareness in Multilinguals: English as a Third Language

Ulrike Jessner
Copyright Date: 2006
Pages: 192
https://www.jstor.org/stable/10.3366/j.ctt1r27nr
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  • Book Info
    Linguistic Awareness in Multilinguals
    Book Description:

    This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca this study will contribute to the current discussion of multilingualism with English in Europe and beyond, as well as the understanding of multilingual speech processing. The author supports a dynamic view of multilingualism by stressing the cognitive advantages that the contact with more languages can offer and uses this approach as the basis for future language teaching and learning. Chapters cover topics such as performing in a third language, metalinguistic awareness in multilinguals and in multilingual education, and English as a third language in Europe.Features:*The first study of the important role metalinguistic awareness plays in multilingual proficiency*Includes a unique comparison of both second and third language acquisition*Useful for students and scholars of applied linguistics, language education, language planning, psycholinguistics, cognitive linguistics and the study of the English language.

    eISBN: 978-0-7486-2654-0
    Subjects: Linguistics

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. List of figures and tables
    (pp. vii-vii)
  4. List of abbreviations
    (pp. viii-ix)
  5. Acknowledgements
    (pp. x-x)
  6. Introductory remarks
    (pp. xi-xiv)
  7. CHAPTER 1 Multilingualism with English
    (pp. 1-12)

    Multilingualism is a growing phenomenon and certainly not an aberration – as many, in particular monolingual speakers, may still think – but a normal necessity for the world’s majority. Such a monolingual perspective, or ‘linguistic myopia’, is often part of those speaking a powerful language of wider communication and is frequently accompanied by a narrow cultural awareness reinforced by state policies which in many cases elevate only one language to official status (Edwards 1994: 1). Among the different reasons leading to multilingual settings one could say three are dominant, that is (1) the increasing mobility resulting in migratory movements, (2)...

  8. CHAPTER 2 Learning and using a third language
    (pp. 13-35)

    In this chapter the psycholinguistic aspects of the acquisition and use of a third language will be discussed. For a long time linguists have treated third language learning as a by-product of research on second language learning and acquisition. But nowadays it is known that learning a second language differs in many respects from learning a third language.

    This chapter will focus on the development of research on multilingualism, in particular on current approaches taken in studies which have concentrated on the detection of differences between second and third language acquisition (SLA and TLA henceforth). The main areas of research...

  9. CHAPTER 3 On the nature of linguistic awareness
    (pp. 36-71)

    Ever since the seminal work of Peal and Lambert (1962), who found that bilingual children showed cognitive advantages over their monolingual counterparts and attributed this result to the metalinguistic abilities of their informants, interest in metalinguistic tasks, metalinguistic awareness and metalinguistic skills in connection with bi- and multilingualism has increased over the years. The latest studies by Bialystok and her collaborators, which have raised public interest world-wide, showed that the cognitive advantages of bilingualism also persist in elderly adults (Bialystok et al. 2004).

    A look at the history of research so far makes clear though that to date interest in...

  10. CHAPTER 4 Exploring linguistic awareness in third language use
    (pp. 72-119)

    The aim of this chapter is to provide evidence of linguistic awareness as an essential component of multilingual proficiency. The major part of the discussion is based on introspective data taken from bilingual (Italian-German) students of English at university level in the Tyrol study. To explore the multilingual informants’ use of certain problem-solving behaviours, think-aloud protocols were used during the process of academic writing. The kind of compensatory strategies that the students chose to overcome the lexical deficits in their third language will be analyzed to find out about other language use and how this use interacts with metalinguistic awareness....

  11. CHAPTER 5 Crystallizing linguistic awareness in multilingual education
    (pp. 120-139)

    In this chapter various applications of research on linguistic awareness to multilingual education will be presented. It is suggested that one of the main goals in future language teaching should be to foster linguistic awareness, one of the key factors of multilingual proficiency, in the classroom. How synergies and new qualities in language learning can be created in both multilingual learners and teachers respectively will be the focus of the main part of the discussion. In relation to this, some recent European projects on multilingual learning and teaching will be presented. Since English language teaching forms part of more or...

  12. CHAPTER 6 Envoi
    (pp. 140-142)

    The discussion in this book is intended to contribute to the identification of linguistic awareness both as an essential product and a necessary prerequisite of multilingual proficiency. It has made evident that both the definition and the scope of how awareness of language has been viewed according to common approaches inevitably need to be restructured or expanded in order to find appropriate ways of acknowledging the role of linguistic awareness in multilinguals.

    The interplay between declarative and procedural knowledge, the boundaries between implicit and explicit knowledge, and also the fundamental discussions of such classifications, will, among other issues, be of...

  13. References
    (pp. 143-164)
  14. Index
    (pp. 165-170)