Educating students with heritage languages: present views and future challenges

Given the increase of mobility and migration phenomena, around 244 million people around the world are migrants. This trend has turned diversity into one of the main characteristics of contemporary societies. In this context, multilingualism has become highly valued and, consequently, language learning is amply promoted. We will specifically focus on heritage languages (HLs). A HL can be defined as a language spoken at home which, crucially, is not the dominant language of the community at large. In this article, we will basically focus on HLs in educational settings and take also into account the new languages to which migrant students are exposed to, in addition to maintenance and promotion (or lack thereof) of HLs in the host community. Additionally, we will refer to different HL teaching programmes, considering their characteristics and efficiency, and we will focus mostly on Catalan-speaking territories as well as on the connection between LHs and identity. Finally, we will mention some future challenges in these areas from a pedagogical viewpoint and provide some concluding remarks

Context and Learner Attitude in Oral L3 Development: insights from

native and non-native performance after a stay abroa

L?educació de l?alumnat amb llengües d?herència : una mirada actual i reptes de futur

Arran de l?increment de la mobilitat i els fenòmens migratoris, al voltant de 244 milions de persones al món són migrants. Aquesta tendència ha fet de la diversitat una de les principals característiques de les societats contemporànies. En aquest context el multilingüisme ha esdevingut un bé preuat i, en conseqüència, s?incentiva l?aprenentatge de llengües, entre les quals ens centrarem en les llengües d?herència (LH). Una LH és una llengua parlada a la llar que, crucialment, no és la llengua dominant de la societat en general. En aquest article ens focalitzarem fonamentalment en les LH a l?entorn escolar i, per tant, tindrem en compte les noves llengües a les quals s?exposa l?alumnat nouvingut a més del manteniment i promoció (o no) de les LH a les comunitats d?acollida. Addicionalment farem referència a diferents programes d?ensenyament de les LH tenint en compte les seves característiques i eficàcia, i ens fixarem especialment en els entorns catalanoparlants i en la vinculació entre llengües d?herència i identitat. Finalment, abordarem els reptes de futur des d?una mirada pedagògica i aportarem unes reflexions finals

CLIL Instruction and its Effects on the Development of Negotiation Strategies

The current study proposes to analyze the positive effects that Content-and¬Language-Integrated-Learning (CLIL) instruction can have on the development of negotiation strategies, which are an essential part of interaction. Thus, in order to see whether CLIL instruction furthers any linguistic development in this respect, we are going to examine which negotiation moves (e.g. clarification requests, confirmation and comprehension checks, among others) are employed both by CLIL and mainstream (or non-CLIL students) while performing an extemporaneous role-play in pairs. The results indicate that CLIL students make use of a higher number of instances and of a wider range of negotiation moves (e.g. self-repairs, reformulations, and clarification requests) while interacting than their non- CLIL counterparts

A case study exploring oral language choice between the target language and the L1s in mainstream CLIL and EFL secondary education

[EN] This case study explores the purposes for which the target language (TL) and the L1s were used orally by students (N=60) and teachers (N=3) in a mainstream CLIL secondary education context compared to EFL instruction in the Balearic Islands (Spain). Data were gathered by means of questionnaires addressed to students and teachers, oral interviews to instructors and observations of class sessions. The findings show some differences in the languages chosen to speak according to pedagogical functions ¿i.e. planned subject-based discourse¿ and real functions ¿i.e. unplanned discourse such as disciplinary or organizational matters¿ (Chavez 2003), with the TL being much more spoken in the former and with much lesser presence of the TL in the latter, especially in the case of the pupils. Moreover, specialized subject-matter terminology was almost always used in the TL by both the students and the teachers, even when speaking in the L1.Our gratitude goes to the Spanish Ministry of Science and Innovation for their generous funding (FF1 2010-21483-C02-01/02). This research has been conducted within the competitive research group ALLENCAM, funded by the Catalan Government (SGR2005-01086/2009-140). Thanks are also due to all the students and teachers from IES Son Pacs (Palma) involved in this research – especially Antònia Vidal, Catherine Cobb, Maria Cloquell and Antoni Quintana. We appreciate the feedback of anonymous peer reviewers, which contributed to improving this paper.Gené Gil, M.; Juan Garau, M.; Salazar Noguera, J. (2012). A case study exploring oral language choice between the target language and the L1s in mainstream CLIL and EFL secondary education. Revista de Lingüística y Lenguas Aplicadas. 7:133-145. doi:10.4995/rlyla.2012.1129SWORD1331457Birello, M. (2005). La alternancia de lenguas en la clase de Italiano lengua extranjera. Su uso en las interacciones en subgrupos de alumnos adultos en Cataluña. Doctoral thesis. Universitat de Barcelona.Borrull, M. N., Catrain, M., Juan Garau, M., Salazar Noguera, J. and Sánchez, R. (2008). "La enseñanza del inglés como lengua extranjera basada en contenidos. Percepciones del profesorado de Educación Secundaria en las Islas Baleares", In. Revista Electrònica d'Investigació i Innovació Educativa i Socioeducativa 1/0: 105-128, in www.in.uib.cat/pags/volumenes/vol1_num0/borull_otros/index.html [accessed: 28.11.2011].Bruton, A. (2011). "Are the Differences Between CLIL and non-CLIL Groups in Andalusia Due to CLIL? A Reply to Lorenzo, Casal and Moore (2010)", Applied Linguistics 32/2: 236-241. http://dx.doi.org/10.1093/applin/amr007Cenoz, J. (2011). "Multilingualism and Multilingual Education: From Monolingual to Multilingual Perspectives". Paper presented at 2nd Barcelona Summer School on Bilingualism and Multilingualism. Barcelona.Cenoz, J. and Gorter, D. (2011). "Focus On Multilingualism: A Study of Trilingual Writing", The Modern Language Journal 95/3: 356-369. http://dx.doi.org/10.1111/j.1540-4781.2011.01206.xCentro Virtual Cervantes (2009). Diccionario de Términos Clave de ELE. Instituto Cervantes, in http://cvc.cervantes.es/Ensenanza/Biblioteca_Ele/Diccio_Ele/Default.Htm [accessed: 29.11.2011].Chavez, M. (2003). "The Diglossic Foreign-Language Classroom: Learners' Views on L1 and L2 Functions", in C. S. Blyth (ed.) The Sociolinguistics of Foreign-Language Classrooms. Heinle: Thomson, 163-208.Costa, F. (2009). "Code-Switching in CLIL Contexts". Paper Presented at III Trobada sobre Semi-Immersió a Catalunya. I Taula Rodona Internacional sobre Programes AICLE. Bellaterra.Coyle, D., Hood, P. and Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.Dalton-Puffer, C. and Nikula, T. (2006). "Pragmatics of Content-Based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms", Applied Linguistics 27/2: 241-267. http://dx.doi.org/10.1093/applin/aml007Gearon, M. M (2011). "The Bilingual Interactions of Late Partial Immersion French Students during a History Task", International Journal of Bilingual Education and Bilingualism, 14/1: 39-48. http://dx.doi.org/10.1080/13670051003623787Gierlinger, E. M. (2007). "Modular CLIL in Lower Secondary Education: Some Insights from a Research Project in Austria", in C. Dalton-Puffer and U. Smit (eds.) Empirical Perspectives on CLIL Classroom Discourse. Frankfurt am Main: Peter Lang, 79-118.Guasch Boyé, O. and Milian Gubern, M. (1999). "De cómo hablando para escribir se aprende lengua", Textos de Didáctica de la Lengua y la Literatura 20: 50-60.Juan Garau, M. and Salazar Noguera, J. (2009). "La integración de las TIC y la enseñanza basada en contenidos en el aula de lengua inglesa", in J. Salazar Noguera and M. Juan Garau (eds.) Aprendizaje integrado de lengua inglesa y contenidos multiculturales online. Palma: Edicions UIB, 11-22.Marsh, D. and Hartiala, A.- K. (2001). "Dimensions of Content and Language Integrated Learning", in D. Marsh, A. Maljers and A.- K. Hartiala (eds.) Profiling European CLIL Classrooms. Languages Open Doors. Jyväskylä: European Platform for Dutch Education, The Netherlands & University of Jyväskylä, 15-53.Marsh, D.; Marsland, B. and Nikula, T. (1999). "CLIL: A Review of Current Thinking", in D. Marsh and B. Marsland (eds.) CLIL Initiatives for the Millennium. Report on the Ceilink Think- Tank. Jyväskylä: University of Jyväskylä, 34-45.Pastrana Izquierdo, A. (2010). "Language functions in CLIL classrooms: Students' oral production in different classroom activities", Views, Vienna English Working Papers (Current research on CLIL 3) 19/3: 72-82.Pérez Márquez, M. E. (2008). "La enseñanza del inglés. Un año después de la implantación de la enseñanza bilingüe", Aula de Innovación Educativa 168: 17-20.Pérez-Vidal, C. (2002). "Spain", in M. Grenfell (ed.) Modern Languages across the Curriculum. London and New York: Routledge/ Falmer, 114-130.Pérez-Vidal, C. and Juan Garau, M. (2010). "To CLIL or not to CLIL? From Bilingualism to Multilingualism in Catalan/Spanish Communities in Spain", in Y. Ruiz de Zarobe and D. Lasagabaster (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Cambridge: Cambridge Scholar, 115-138.Sampson, A. (in press). "Learner code-switching versus English only", to appear in ELT Journal.Wilhelmer, N. (2010). "Content and language integrated learning (CLIL) in the mathematical setting", Views, Vienna English Working Papers (Current research on CLIL 3) 19/3: 97-103

Learning context effects : study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners' language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language-more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners' linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as 'the most naturalistic' context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire