Acquisition of L3 French: The impact of (non-)correspondence of word order in previously acquired languages

The current study investigates the acquisition of finite verb placement in L3 French in L1 Norwegian L2 English speakers at university level. We investigate how the (non-)correspondence in surface structure in speakers’ previously acquired languages affects the acquisition of verb placement in specific structures in the L3. Previous research has found that learners performed better with non-subject-initial main clauses (where their L2 English had a corresponding structure) than with subject-initial main clauses with adverbs (where their L1 Norwegian displayed corresponding surface structure) (Listhaug et al., 2021). In the current study, we investigate these same structures, in addition to relative clauses with adverbs, where neither Norwegian nor English surface structure corresponds to French. We expected learners to perform worse on this structure due to two factors: 1) non-correspondence in surface structure in both previously acquired languages, and 2) costliness of verb movement.  Participants completed an acceptability judgment task in English and French. Our results show that learners performed better with non-subject-initial main clauses than with the other two structures, where they accepted target and non-target word order to the same degree. No preference for non-movement of the verb in relative clauses emerged. Our results indicate that English acts as the main transfer source in this particular language combination. We propose that our results are best accounted for by property-by-property models, and we argue that decisive factors are typological similarity between the L2 and L3, as well as cognitive economy in terms of verb movement

Sproglig opmærksomhed og flersprogethedsdidaktik: Det danske sprogcurriculum ved overgangen fra grundskolen til de gymnasiale uddannelser

Artiklen undersøger, hvordan sproglig opmærksomhed og flersprogethedsdidaktikken indgår i det danske sprogcurriculum i grundskolens 9. klasse og ved overgangen til det tværsproglige forløb Almen Sprogforståelse (AP) på de gymnasiale uddannelser. Datagrundlaget er gældende curriculære dokumenter for grundskolens obligatoriske og fakultative sprogfag og AP-forløbet. Artiklens indholdsanalyse (Mayring, 2014) tager udgangspunkt i to modeller, der er udviklet i rammen af PE-LAL-projektet (Daryai-Hansen et al., 2022): (1) en operationalisering, der med afsæt i van Lier (1998, 2004) skelner mellem en praktisk (PSO), metasproglig (MSO) og kritisk (KSO) sproglig opmærksomhed, der kan rettes mod alle sproglige niveauer (Daryai-Hansen et al., 2019), herunder et transversalt sproglæringsniveau, og (2) en operationalisering af flersprogethedsdidaktikken, der fremhæver hjemmesprog ud over dansk, og er baseret på Candelier et al. (2010), der skelner mellem tre pluralistiske tilgange til sprog (den integrerede sprogdidaktik, interkomprehensionsdidaktikken samt den sproglige opmærksomheds- og anerkendelses-didaktik). Analysen peger på et potentiale i det danske sprogcurriculum, især i AP, dog med tydelige begrænsninger, især i grundskolens store sprogfag dansk og engelsk. Kort sagt manifesterer der sig i grundskolens sprogfag en nogenlunde ligevægt mellem PSO og MSO, mens MSO i 2020 stadig tydeligt prioriteres i AP. KSO er fraværende. I grundskolen ligger fokus på tekstniveauet, det sociolingvistisk/ pragmatiske niveau og sproglæringsniveauet, mens de fleste sproglige niveauer til en vis grad vægtes i AP-forløbet. Den integrerede sprogdidaktik inkluderes i grundskolen til dels og tydeligt i AP, mens de andre pluralistiske tilgange og elevernes hjemmesprog er mere eller mindre fraværende eller begrænses til en integration af de skandinaviske sprog (i dansk) samt latin/græsk (i AP)

Review Article: Quality and Workplace Innovation

The article reviews three books by David Hutchins (Hutchins 2006, 2019, 2023)

Recalibrating the Language Classroom for Deeper Learning: Nurturing Creative, Responsible Global Citizenship Through Pluriliteracies

In Beyond CLIL: Pluriliteracies Teaching for Deeper Learning (Coyle & Meyer, 2021), the traditional role of language teaching and learning is brought into question. We propose an alternative paradigm that places the language teacher as a disciplinary specialist who contributes significantly to the development of learners’ pluriliteracies repertoire. In this article, we suggest ways in which language teachers can reconceptualise their "subject" as one that is of central importance and value in our post-truth world. We posit that this requires not only an epistemic repositioning of the language classroom but, crucially, a profound and deliberate recalibration of the component parts of language-as-discipline. This involves connecting languages, cultures and literatures in ways that foster textual and epistemic fluency leading to deeper understanding and empathy. From this perspective, the "language-as-discipline classroom" has the potential to become an inclusive space for deeper learning whilst developing creative, responsible global citizenship.&nbsp

Students’ content learning in Science in CLIL vs non-CLIL classes in Greece

The recent introduction of CLIL instruction in some Greek state schools has given rise to concerns voiced by parents – and sometimes educators as well – regarding students’ ability to learn content in or through an L2. The fear is that students’ low proficiency in L2 will inhibit full understanding of the content and eventually will impact negatively on subject competence. Although there are several studies in the impact of various types of bilingual education programs on students’ L2 development, research in their impact on content learning is scarce (see Murphy et al., 2020). Our study aims to contribute to this research by examining 3rd grade students’ performance in Science when this is taught through English as L2. The main objective is to assess if students learning Science through the L2 (English) will outperform their peers studying the same content in Greek (L1) as regards content acquision. The participants of this study are 90 pupils in grade 3 – 46 CLIL students and 44 non CLIL students. Two Science tests are used to assess students’ performance and the two cohorts are compared on the basis of their scores in those tests. The main finding is quite encouraging for parents and educators alike, as the two cohorts’ performance is very similar in both tests; this indicates that CLIL instruction does not impact negatively on students’ content acquisition and that CLIL programs can support not only L2 instruction but also content knowledge.&nbsp

Exploring teaching practices to stimulate meaningful language use in the Frisian trilingual primary school

In Frisian trilingual primary schools, Dutch, Frisian and English are taught through content and language integrated learning (CLIL). CLIL is often characterized as an umbrella term, which can be carried out in various ways, and including regional and/or minority languages which are used to different extents in the out-of-school context (Cenoz et al., 2014). Through the planning of meaning-focused communicative tasks (Ellis, 2009a), using different formats (Llinares & Dalton-Puffer, 2015), the students’ language use can be stimulated by co-construction of knowledge. However, little is known about how CLIL is implemented in the Frisian trilingual primary schools and how these practices are related to development in the three languages.  This paper addresses the following research question: Which meaning-focused teaching practices to stimulate target language use can be observed in the three target language lessons (Dutch, Frisian and English) at the end of the Frisian trilingual primary school (students aged 10 - 12 years), and how are these related to student language development in these languages? Data were collected by event sampling observations of 51 content-lessons in the three target languages in seven trilingual primary schools (n = 165 students), and for which an observation instrument was developed (Tjepkema, 2021) focusing on the CLIL teaching practices. Student language development in the three target languages was assessed using vocabulary and reading comprehension test. Taking a dynamic systems perspective (De Bot et al. 2007), quantitative analysis included the relation between the teaching practices to stimulate meaningful language use in the three languages and student language development in these languages. Results show that higher occurrences of the stimulation of meaningful language use are significantly related only to Frisian language development in terms of vocabulary and reading comprehension. Furthermore, there is evidence for a relation between the stimulation of meaningful language use in the Dutch lessons and Dutch reading comprehension development. However, no relation was found between meaningful use of English in English CLIL lessons and the students’ development of English.  Implications of our results for CLIL and bilingual education are related to the importance of developing teacher competences to stimulate meaningful language in content-based minority language education. Other implications for future research and policy making in multilingual education systems are discussed.  &nbsp

Book Review Science meets Philosophy: What makes Science divided but still significant?

Recent book by Hans Christian Garmann Johnsen

The Norwegian Cooperation Model as a Framework for Innovation in an Industrial Company

Based on a case study in a major Norwegian industrial company, this article explores the role of skilled workers in innovation. The framework for this case is the Norwegian cooperation model of established cooperation at the company level between managers and employees and their representatives. This form of cooperation, together with broad participation from all levels of employees, has proven to be important for innovation work, and this case explores why and how. The article is based on data material that was also used in Hilsen and colleagues (2022). The case study is based on 6 first-time interviews in spring 2020, and 5 second-time interviews in spring 2021 with managers, union leaders, operators and apprentices, a total of 11 interviews. The interviews lasted approximately 45 – 60 minutes each. The taped interviews were transcribed, and it is this material that forms the basis for our analyses. Through the systematic involvement of all levels of the company, two examples of process innovation were developed. Through the interviews, it became clear that this form of participation in improvement work and innovation rests on three conditions: that there is a structure for improvement work with meeting places and working methods, that the company has developed a culture for innovation with trust between the parties and open communication, and that both formal and informal cooperation on development has been established

Organisational ambidexterity across multiple levels of analysis – The importance of routinization for promoting innovation

The concept of organizational ambidexterity, balancing act between the conflicting demands of exploit and explore, has been a part of the discussion in innovation research for a long time. Managers ability to balance tensions is a crucial capacity for organisations to be able to promote and support innovation. However, there is still a lack of research which takes multiple levels of analysis into account, how organisations can become ambidextrous, and which focuses on a single organisation. The study is a qualitative case study which investigates the balancing of tensions in a Swedish municipality and the connections between the organisational and individual levels of contextual ambidexterity. The article identifies a low ambidextrous environment, how this is affected by the interplay between the two levels of analysis where the organsational mechanism enforce routines which contributes to a lack of ability to balance tensions amongst individuals and at a group level. Further, in low ambidextrous environments, behaviors amongst individuals does not appear to be enough to promote organisational ambidexterity. The article finds the routinization of innovation to be an important step for organisations which wish to improve the environment for ambidexterity. The article contributes to the understanding of ambidexterity by the need to focus on both mechanisms and behaviors, as well as the aggregated group level, to further develop the understanding of how public sector organisations promote and support innovation