Dynamic Model Of Multilingualism Research Articles

L7 mastered to nativelike proficiency in adulthood – a case study of simultaneous multiple language acquisition processes challenging Lenneberg’s (1967) critical period hypothesis

ABSTRACT This paper seeks to present the case of successful nativelike proficiency in L7, achieved in adulthood. As a case study of multiple language acquisition processes acquired, both in childhood and adulthood, this study operates in the fields of multilingualism and language acquisition. The author presents her experiences of language acquisition and command of the languages: Mauritian Creole Kreol, French, English, Arabic, Urdu, Italian, and Turkish. The paper is shaped into a narrative as it is stipulated that autobiography can be used as data in linguistics research [Pavlenko (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–188]. Simultaneous acquisition of five languages, in early childhood, is a phenomenon of success in light of Lenneberg’s theory of Critical Period Hypothesis (CPH) (1967). However, Lenneberg’s CPH is challenged when Turkish is analysed as a chronological L7, acquired successfully in adulthood to nativelike proficiency. This is assessed using an eclectic theoretical framework comprising: the theory of Muñoz on the age of learning languages [(2008). Age-related differences in foreign language learning. Revisiting the empirical evidence. IRAL, International Review of Applied Linguistics in Language Teaching, 46(3), 197]; the Dynamic Model of Multilingualism by Philip Herdina and Ulrike Jessner [(2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics (Vol. 121). Multilingual Matters]; the Factor Model [Hufeisen (2000). A European perspective: Tertiary languages with a focus on German as L3. In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 209–229). Routledge], Hammarberg’s [(2017). Becoming multilingual: The macro and the micro time perspective. International Review of Applied Linguistics in Language Teaching, 55(1), 3–22] theory on time perspectives. While justifying the shift of status of Turkish to second language, the author discusses the processes to multilingual success in communicative competence [Hymes (1972) On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Selected readings (pp. 269–293). Penguin] in the discussed languages.

Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning

Abstract This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.

Forschungsmethodische Herausforderungen in der Mehrsprachigkeitsforschung: am Beispiel eines longitudinalen Verbundprojekts mit bilingualen Jugendlichen

This article presents a research project that focuses on the holistic assessment of linguistic competences of bilingual adolescents – both in their heritage language (Russian or Polish) and in German, the language of the environment – and also takes into account foreign languages learned at school. In addition to extensive surveys of language proficiency, the perceptions of the young people, their parents and teachers, on language use in the family, bilingual education, attitudes towards multilingualism and teaching in the heritage language were collected in guided interviews. In line with the dynamic model of multilingualism (Herdina/Jessner 2002), the study was carried out in a joint project as a longitudinal investigation over a period of four years at three different locations (Berlin, Hamburg, Leipzig). The paper discusses the time-consuming and resource-intensive multilingual study design with different test administrators for the languages studied as well as the development of special survey instruments for multilinguals.

Review of Herdina & Jessner (2002): A dynamic model of multilingualism:perspectives of change in psycholinguistics

Review of Herdina & Jessner (2002): A dynamic model of multilingualism:perspectives of change in psycholinguistics

Multilingual awareness and metacognition in multilingually diverse classrooms

Research interest in multilingual development and multilingual awareness (MLA) has been growing over the last years, and MLA has been defined as a key component of multilingual learning and multiple language use. The first part of the article focuses on the development of MLA in learners as a subcomponent of metacognition and a key factor of emergent properties in multilinguals as presented from a dynamic systems and complexity theory perspective in the Dynamic Model of Multilingualism (DMM) (Herdina and Jessner, 2002). The second part describes a DMM-based language teaching and learning approach, the Five Building Blocks of Holistic Language Education/Learning, which visualises the relationship between linguistic and cognitive processes and enables teachers and learners to reflect on language acquisition and use in order to develop MLA.

Communicative language teaching: is there a place for L1 in L2 learning?

For decades, Second Language Acquisition (SLA)1 has been studied through different approaches and after several obsolete models such as the grammar-based or audio-lingual, a communication-based model was developed, becoming the current main approach used across the globe today, the Communicative Language Teaching (CLT). While it has been considerably successful, it is heterogeneous in principle and has had innovative approaches derived from it (CLIL, task-based, etc.). On the other hand, multilingual models (e.g. DMM [Dynamic Model of Multilingualism]) and plurilingual approaches have started to be considered; however, they are still seen in juxtaposition to CLT, where the language learner “is not explicitly taken into account as a plurilingual subject (able, for example, to call on the resources of his mother tongue(s) or of another foreign language of which he already has some knowledge)” (Coste et al. 2009: 9). In this paper we explore how L1 could be included in the CLT approach and we will propose a new model, which we tested in a pilot test as part of a broader study. The evidence obtained in our study suggests that L1 has an important role in language learning and that, using CLT guidelines, it can be included in a communicative approach.

Assessing components of multi-(lingual) competence in young learners

Over the past decades, the concept of multi-(lingual) competence1 has been the focus of significant academic interest. Ever since Cook introduced the notion of multi-competence in the 1990s, the concept has attracted a lot of attention and has been discussed extensively at the theoretical level. At the practical level, however, multi-competence has not been investigated much, if at all. In fact, there is a very distinct lack of empirical research, especially into what constitutes multi-(lingual) competence in young learners and into assessment of multi-(lingual) competencies in these learners. With this paper we hope to contribute to reducing the gap between the wealth of scholarly debates and theorizations on the one hand and the concomitant dearth of practical applications on the other. The paper discusses multi-(lingual) competences in young learners at the primary level and proposes a special assessment tool, which allows for components of young learners’ multi-(lingual) competence to be measured in a systematic way. Potential advantages of instantiating multilingual pedagogies and multilingual benchmarks for assessment are examined and suggestions for holistic testing paradigms are provided. In developing our arguments in favour of a multi-competence approach to learning and performance evaluation, we adopt a holistic DMM (Dynamic Model of Multilingualism)-informed perspective.

The impact of language attrition on language teaching: the dynamics of linguistic knowledge retention and maintenance in multilingualism

Language attrition has become a vibrant theme as it has implications for theoretical linguistics, including, for example, the organization of linguistic information in the brain and language processing. Insights from this area also have impact on the study of second language (L2) development and can feed the area of language teaching. Once language attrition may be of value for the study of language retention and maintenance, it can contribute to language teaching with long lasting results, more effective planning and syllabus design. In this perspective, as studies exploring L2 attrition are still limited, this article provides a synthesis of research on the area. By drawing from the Dynamic Model of Multilingualism and from the Threshold Hypothesis, it also explores the implications L2 attrition research has for language teaching with a view to establishing more informed language practices and policies.

<b>Acesso lexical de bilíngues e multilíngues

This paper presents studies on the lexical access of bilinguals with the aim of extending the assumptions of the bilingual lexicon to the study with multilinguals. For that, studies that investigated the Revised Hierarchical Model (RHM), the Bilingual Interactive Activation (BIA+) model and the models of speech production, on the serial and interactive views, are presented. Two models specifically designed for multilinguals are also presented in this paper: the Multilingual Processing Model and the Dynamic Model of Multilingualism. Based on this review of literature, research questions are raised to the investigation of the models presented with multilinguals.

Foreign language anxiety in Turkey: the role of multilingualism

As part of a larger study on individual differences and language learning in Turkey, this study explores the relationship between foreign language anxiety and two operationalisations of multilingualism: any experience with a third language and Perceived Positive Language Interaction; it also illuminates connections among the aforementioned constructs and tolerance of ambiguity. This study addresses the anxiety profiles of 156 English as a Foreign Language (EFL) learners in Turkey, an under-studied context. Using the data from the Turkish version of the Foreign Language Classroom Anxiety Scale, an exploratory factor analysis (Maximum Likelihood with a Direct Oblimin rotation) and subsequent one-way analyses of variance indicate significant group differences in both operationalisations of multilingualism. Influenced by the Dynamic Model of Multilingualism, the analysis indicates that a participant's multilingual profile is constantly changing as a result of the interconnected elements in the linguistic systems. As such, this paper offers a fresh approach to operationalising multilingualism, as well as the connection of multilingualism to foreign language anxiety. The discussion also offers an analysis of the use of factor analysis itself and the implications thereof.

Towards a plurilingual development paradigm: from spontaneous to informed use of translation in additional language learning

This paper explores the role played by translation in additional language learning (ALL) as a particular example of translation in other learning contexts (TOLC), i.e. translation as used in educational contexts other than translation studies. The project presented in this paper draws on research and good practice in translation studies, pedagogy, educational psychology and language acquisition and is framed within a plurilingual development paradigm. The theoretical framework questions a monolingual approach to ALL and considers educational objectives, learning strategies, translation competence, multi-competence, the Dynamic Model of Multilingualism, plurilingualism and the Interdependence Hypothesis to favour the connected development of linguistic and mediation skills. The pedagogy adopts a humanistic approach to teaching, teaching for transfer and (socio)constructivism. The paper reports on the second of an ongoing three-stage study involving 45 undergraduate students. In the first stage, the spontaneous use of translation was recorded to identify critical instances of its use in ALL. In the second, data regarding the teacher’s and students’ perceptions and uses of translation were gathered. Following on from the findings of this research, learning material is currently being designed with a view to including translation in additional language learning in an explicit way.

<i>Linguistic awareness in multilinguals: English as a third language</i> (review)

Reviewed by: Linguistic awareness in multilinguals: English as a third language by Ulrike Jessner Patricia Bayona Ulrike Jessner. Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press. 2006. Pp. xiii + 170. £16.99 (softcover). In this volume, Jessner offers a meticulous compilation of the most relevant studies in Third Language Acquisition (TLA), while focusing on the interactions between cross-linguistic influences and linguistic awareness. [End Page 319] The author starts by examining a series of characteristics of English as a lingua franca in Europe, which has generated multilingualism both at the individual and societal levels. Jessner points out that the complexity of TLA involves a considerable number of combinations of circumstances under which an individual may acquire an L3, as well as other psychosocial factors like complete or partial attrition. She includes a complete overview of the main research areas in TLA, such as cross-linguistic influences and early trilingualism, as well as a summary of the newer and most salient models to approach multilingualism. In order to make reference to the various expressions of multilingualism, at the end of the second chapter (p. 34), the reader is introduced to the highly functional globalizing concept of “cross-linguisitc interaction (CLIN)” (see also Herdina and Jessner 2002). The term CLIN includes transfer and interference phenomena, as well as code switching and borrowing. In this way, it creates a liaison between two major currents of linguistic studies, language acquisition and sociolinguistics, with regards to the examination of linguistic performance in individuals who have (at least some) competence in more than one language. Even more interesting in this chapter is the introduction to the reader of a debate that the author will develop gradually throughout the book. Jessner maintains that the study of TLA requires the development of a “cumulative-enhanced model” (p. 27) that, unlike the generative perspective, offers an interpretation of the facts beyond a simple amalgamation of TLA with Second Language Acquisition (see Herdina and Jessner 2002 for an earlier less-elaborated version of this point). Although apparently unaware of it, Jessner seems to have reached the same conclusion as Leung (2005) who, in spite of having followed a generative framework in her analysis, similarly found that the L2, rather than the L1, was the main source of transfer for L3 acquisition, and that the Full Transfer-Full Access model would not be applicable to TLA (see also Bayona 2005, Ringbom 2005, among others). Currently, this is one of the most critical debates facing the language acquisition community, the resolution of which will hopefully shed a clearer light on the distinctive features of bilingualism and multilingualism. Chapter 3 includes a section on developmental and educational psycholinguistics, and a summary of relevant research regarding metalinguistic awareness in bilinguals and multi-linguals. According to Jessner, metalinguistic awareness in multilinguals cannot be studied in isolation: it needs to be related to the qualitative changes in the learning process that transcend L2 learning. The core idea of Jessner’s proposal seems to be summarised in the conclusion of the chapter, where she states that “According to the DMM [Dynamic Model of Multilingualism; see Herdina and Jessner 2002] the heightened level of metalinguistic awareness is dependent on the multilingual’s perceived communicative needs often expressed by language mixing, and explicit knowledge and cross-linguistic awareness as expressed in reflections on their language use. [. . . ] Thus, processes of transfer across languages also affect metalinguistic skills and [in] this way metalinguistic awareness becomes evident in both language use and language acquisition” (p. 71). Chapter 4 features an extensive analysis of the Tyrol Study, whose aim was to examine multilingual compensatory strategies such as cross-linguistic interactions and metalinguistic awareness. The study examined the text production in L3 English of 17 students from South-Tyrol who had been in contact with both German and Italian from an early age. Through a qualitative analysis of Thinking-aloud Protocols (TAPs) the researchers found that “German was preferably activated after the retrieval of the target language item [. . . while] Italian was preferably used as confirmer or safety measure” (pp. 100–101). As previous studies have shown (Cenoz et al. 2001, 2003), the Tyrol study also found that [End Page...

Theoretical Perspectives of Trilingual Education

The aim of this paper is to discuss different aspects of trilingualism and multilingualism as related to sociolinguistics. The paper highlights the importance of multilingualism in modern society and the interdisciplinarity of its study as related to sociolinguistics, applied linguistics, and psycholinguistics. The paper, which adopts a sociolinguistic perspective, goes on to distinguish different chronological stages in the study of language use and behavior and their relationship with different social conditions. It identifies three stages, multilingualism being the most recent stage. The paper also discusses the distinctive features of tri-multilingualism as different from bilingualism and summarizes some recent explanatory models of multilingualism: the language switches model, the factor model and the dynamic model of multilingualism. The last section discusses the multilingualism as related to identity and education and highlights the role of trilingual education in modern society.

Review: A Dynamic Model of Multilingualism

1University of Arizona A Dynamic Model of Multilingualism Philip Herdina Ulrike Jessner Multilingual Matters 2002

Metalinguistic Awareness in Multilinguals: Cognitive Aspects of Third Language Learning

The development of competence in two or more languages can result in higher levels of metalinguistic awareness. These facilitate the acquisition of language by exploiting the cognitive mechanisms underlying these processes of transfer and enhancement. In this paper, the role of metalinguistic awareness in multilinguals is discussed within the framework of a systems-theoretic approach to multilingual proficiency as taken in the Dynamic Model of Multilingualism. Selective data from trilingual adults (bilingual Italian/German learners of English) on their use of certain problem-solving behaviour in think-aloud protocols during the process of academic writing are shown to provide evidence of certain processes taking place while performing in a third language. At the same time, this study of metalinguistic thinking isused to point to applied perspectives of research on third language acquisition, going beyond second language research. It is argued that prior language knowledge should be reactivated in the language classroom and that consequently multilingual education should also focus on the similarities between languages in order to increase metalinguistic awareness in both teachers and students.