Becoming multilingual. Language learning and language policy between attitudes and identity

Many studies on language attitudes have been based on an approach in which languages are examined as an isolated unit; in other words, in these studies the participants are asked about their attitudes towards each of the languages in contact independently, by using what we will label in this chapter as monolingual biased questionnaires. The objective of this paper revolves around the analysis of language attitudes towards trilingualism by means of a holistic questionnaire in two multilingual contexts (the Basque Country and Malta). Our results reveal that the holistic questionnaire can be a useful tool to complement traditional questionnaires and it could lead to further knowledge on languages as a whole, rather than treating them separately. Furthermore, in can be a useful tool in order to enhance language awareness and enable language teachers to reflect both on their own language skills and competence as well as those of their students.peer-reviewe

Los errores lingüísticos en un contexto universitario de enseñanza en inglés: ¿cómo los afronta el profesorado de lengua versus el de contenido?

Since attention to content usually prevails over language matters in Englishmedium classes at university level, there are relatively few studies dealing with the content teachers’ position on language issues. This is why the present study intends to (i) compare the content and language teacher’s position regarding errors in students’ written work; (ii) identify the most frequent errors in the students’ essays; and (iii) determine whether there is a correlation between the mark assigned by the content teacher and the number/ type of errors the language teacher comes across. In order to address these issues, we analysed 20 essays produced by students who were taking “World economic history” at the University of the Basque Country and compared the corrections made by the content and the language teachers. The results confirmed that the content teacher’s and the language teachers’ position with respect to language differs significantly, that grammar errors are the most frequent errors, and that there is no correlation between the number of errors and mark awarded for the essays. We believe that comparing language and content teachers’ approaches to error correction may shed light on how we can improve students’ writing skills.En las clases en inglés del ámbito universitario el contenido prima claramente sobre la lengua, lo que ha podido motivar que sean relativamente escasos los estudios sobre la atención que presta el profesorado de contenido a la cuestión lingüística. Ante este vacío este estudio pretende (i) comparar la actitud del profesorado de contenido y de lengua ante los errores cometidos en trabajos escritos; (ii) identificar los tipos de errores de lengua más frecuentes en dichos trabajos y (iii) determinar si existe una correlación entre la nota dada por el profesor de contenido y el número/tipo de errores de las composiciones. Para dar respuesta a las cuestiones planteadas se analizaron 20 composiciones de alumnos del curso de “World economic history” de la Universidad del País Vasco y se compararon las correcciones del profesorado de contenido y el de lengua. Los resultados confirmaron que la postura con respecto a la lengua del profesorado de contenido y de lengua difiere de manera significativa, que los errores más comunes son los de gramática y que no existe una correlación entre el número de errores y la nota de los trabajos escritos. Este trabajo contribuirá a la mejora de la competencia escrita de los alumnos

Why do students choose EMI courses? An analysis of their motivational drives

Motivation has historically been an issue of great interest to scholars in the area of education and language teaching. The influence of motivation in the learning process is widely acknowledged, since it plays a key role in any learning context. However, as educational realities change, researchers are assailed by new questions that must be resolved. The present study aims to discover the motivations that lead university students to enrol in EMI (English-medium Instruction) courses instead of choosing courses in their L1, BMI (Basque-medium Instruction) or SMI (Spanish-medium Instruction). To this end, a total of 455 EMI students from the University of the Basque Country UPV/EHU completed a questionnaire in which they were asked about their motivations towards EMI, taking Dörnyei’s (2005, 2009) L2 Motivational Self System (L2MSS) as theoretical framework. The statistical analysis revealed that the majority of students showed motivations related to the Ideal L2 Self and to personal preferences, while they did not feel pressured by their tutors or by the university itself for studying in English (the Ought-to L2 Self). The innovative nature of this study lies in the fact that students’ choices included both a minority language (Basque) and a majority one (Spanish), which has allowed us to identify the reasons underlying students´ motivations for choosing EMI over BMI or SMI in a multilingual university context in which three different languages are used as medium of instruction.Históricamente, la motivación ha sido un tema de gran interés para los estudiosos del área de la educación y la enseñanza de lenguas. La gran influencia de la motivación en el proceso de aprendizaje ha sido ampliamente reconocida en numerosos estudios, ya que juega un papel fundamental en cualquier contexto de aprendizaje. Sin embargo, a medida que las realidades educativas van cambiando, nos encontramos con nuevas preguntas que deben ser resueltas. A través de esta investigación pretendemos conocer las motivaciones que llevan a los estudiantes universitarios a matricularse en cursos EMI (English-medium Instruction) en lugar de elegir cursos en su L1, BMI (Basque-medium Instruction) o SMI (Spanish-medium Instruction). Para ello, un total de 455 estudiantes de EMI de la Universidad del País Vasco UPV/EHU cumplimentaron un cuestionario en el que se les preguntó acerca de sus motivaciones hacia EMI, tomando como marco teórico el L2 Motivational Self System (L2MSS) de Dörnyei (2005, 2009). El análisis estadístico reveló que la mayoría de los estudiantes mostraron motivaciones relacionadas con el Yo ideal y con las preferencias personales, mientras que no se sentían presionados por sus tutores ni por la propia universidad (el Yo deóntico) para estudiar en inglés. El carácter innovador de este estudio radica en que la mayoría de estudiantes que han participado en esta investigación tienen como L1 el euskera (lengua minoritaria) y/o el castellano (lengua mayoritaria). Esto ha permitido identificar las motivaciones de los estudiantes para elegir EMI frente a BMI o SMI en una universidad multilingüe.PID2020-117882GB-I00 (Spanish Ministry of Science and Innovation

El efecto del tipo de enfoque (AICLE versus ELE) y de metodología (libro de texto versus trabajo por proyectos) en la motivación

This study analyses the effect of type of approach and methodology on different types of motivation: intrinsic, extrinsic, instrumental and integrative motivation; interest in other cultures and learning environment are also considered. The two types of approaches under scrutiny are CLIL (Content and Language Integrated Learning) and non-CLIL or EFL (English as a foreign language), and the two types of methodology are based on either the textbook or project work (PW). Previous studies have examined the effect of PW and/or CLIL on secondary education (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), but the novelty of the present research lies in the fact that it is focused on primary education students. The data were collected through a questionnaire filled in by three groups of participants: a non-CLIL and book-based group taught conventionally, a CLIL and book-based methodology group, and a CLIL and PW group. The results bore out that CLIL is beneficial for some motivational clusters even at an early age, whereas the impact of PW was not as positive as expected.En este estudio se examina el efecto del tipo de enfoque y de la metodología en diferentes tipos de motivación: intrínseca, extrínseca, motivación instrumental e integradora, al tiempo que también se presta atención al interés en otras culturas y al ambiente de aprendizaje. Los dos tipos de enfoque bajo estudio son AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y no-AICLE o enseñanza tradicional del inglés como asignatura de lengua, y los dos tipos de metodología se basan o bien en el libro de texto o bien en el trabajo por proyectos. Mientras estudios anteriores han analizado el efecto del TP y/o AICLE en educación secundaria (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), la principal novedad del presente estudio radica en que se centra en estudiantes de educación primaria. El instrumento utilizado fue un cuestionario cumplimentado por tres grupos de participantes: un grupo no-AICLE que aprendía inglés como asignatura basándose en el libro de texto, un grupo AICLE que seguía una metodología centrada en el libro de texto, y un grupo AICLE que trabajaba por proyectos. Los resultados confirman que AICLE afecta positivamente distintos aspectos motivacionales incluso a edades tempranas, mientras que el efecto del TP no resultó tan beneficioso como se esperaba.The results presented in this paper are part of the following research projects: FFI2012- 34214 (Spanish Ministry of Economy and Competitiveness) and IT311-10 (Basque Government)

Enhancing L2 Motivation and English Proficiency through Technology

[Abstract] Balancing and mastering the linguistic and academic demands of English teaching in higher education can become a difficult hurdle to surpass. Since curricula that integrates technology appears to provide an array of opportunities that promote engagement and language skills, it is worth examining how and whether L2 motivation, self-regulation and learning can be heightened through digital technologies. This paper describes a 6-week intervention programme conducted on 205 international students enrolled on an English for Academic Purposes course at a British university. Based on L2 imagery techniques and ePortfolios, the intervention proved to be of benefit to learner engagement and language acquisition

ACTITUDES DEL ALUMNADO ANTE EL APRENDIZAJE DE LA PRONUNCIACIÓN DE LA LENGUA INGLESA Y SUS VARIEDADES EN LA CLASE DE INGLÉS

In the last decades English has gained undeniable relevance and status to the extent that it has become essential both in the professional and personal spheres in many parts of the world. However, its pronunciation is still regarded as the “Cinderella” among the areas of language due to its neglect in the foreign language classroom. This study sought to investigate 55 secondary school students’ attitudes in the Basque Autonomous Community (Spain) towards English pronunciation, General American English (AE), Standard Southern British English (BE) and English as a Lingua Franca (ELF), as well as Native and Non-Native English Speaker Teachers (NESTs and NNESTs). Additionally, students’ responses were statistically compared in terms of gender. Data was collected through a questionnaire, the verbal-guise technique (VGT) and three open-ended questions. Results suggested that, although students believed in the importance of pronunciation instruction, English instructors should address its relevance more specifically. Native English varieties were prioritized, as well as NESTs. Statistically significant gender differences were also found. Conclusions and pedagogical implications are provided.Durante las últimas décadas, la lengua inglesa ha ganado cierta relevancia posicionándose como una lengua esencial tanto en el ámbito profesional como en el personal a escala internacional. Sin embargo, su pronunciación todavía se considera la “Cenicienta” de las destrezas lingüísticas debido a su abandono en la clase de inglés como lengua extranjera. Este estudio investiga las percepciones de 55 estudiantes de secundaria en la Comunidad Autónoma del País Vasco (CAPV) hacia la pronunciación del inglés, el inglés estadounidense, el británico y el inglés como lengua franca, y hacia los profesores nativos y no nativos de inglés. Asimismo, este estudio analiza las diferencias de género de los estudiantes en sus actitudes. Los datos se recogieron mediante un cuestionario, la técnica verbal-guise y tres preguntas abiertas. Los resultados sugieren que, aunque se confiere importancia a la enseñanza de la pronunciación, su relevancia debe abordarse más específicamente en la clase de inglés. También indican preferencia hacia las variedades nativas del inglés, así como hacia los profesores nativos. Los resultados también muestran diferencias de género estadísticamente significativas. Se facilitan conclusiones e implicaciones pedagógicas.In the last decades English has gained undeniable relevance and status to the extent that it has become essential both in the professional and personal spheres in many parts of the world. However, its pronunciation is still regarded as the “Cinderella” among the areas of language due to its neglect in the foreign language classroom. This study sought to investigate 55 secondary school students’ attitudes in the Basque Autonomous Community (Spain) towards English pronunciation, General American English (AE), Standard Southern British English (BE) and English as a Lingua Franca (ELF), as well as Native and Non-Native English Speaker Teachers (NESTs and NNESTs). Additionally, students’ responses were statistically compared in terms of gender. Data was collected through a questionnaire, the verbal-guise technique (VGT) and three open-ended questions. Results suggested that, although students believed in the importance of pronunciation instruction, English instructors should address its relevance more specifically. Native English varieties were prioritized, as well as NESTs. Statistically significant gender differences were also found. Conclusions and pedagogical implications are provided

¿Por qué eligen los estudiantes matricularse en EMI? Análisis de sus motivaciones

The great influence of motivation in the learning process is widely acknowledged since it plays a key role in any learning context. However, as educational realities change, researchers are assailed by new questions that must be resolved. Through this research we intended to know the motivations that lead university students to enrol in EMI (English-medium Instruction) courses instead of choosing courses in their L1, BMI (Basque-medium Instruction) or SMI (Spanish-medium Instruction). A total of 455 students from the University of the Basque Country UPV/EHU completed a questionnaire in which they were asked about their motivations towards EMI, taking Dörnyei’s (2005) L2MSS as theoretical framework. The statistical analysis revealed that the majority of students showed motivations related to the Ideal L2 Self and to personal preferences, while they did not feel pressured by their tutors or by the university itself for studying in English (the Ought-to L2 Self). The innovative nature of this study lies in the fact that students’ choices included both a minority language (Basque) and a majority one (Spanish), which has allowed us to identify students´ motivations to choose EMI over BMI  or SMI in a multilingual university context in which three different languages are used as MOI.Históricamente, la motivación ha sido un tema de gran interés para los estudiosos del área de la educación y la enseñanza de lenguas. Sin embargo, a medida que las realidades educativas van cambiando, nos encontramos con nuevas preguntas que deben ser resueltas.  En este estudio pretendemos conocer las motivaciones que llevan a los estudiantes universitarios a matricularse en EMI (English-medium Instruction) en lugar de elegir  su L1 BMI (Basque-medium Instruction) o SMI (Spanish-medium Instruction). 455 estudiantes de la Universidad del País Vasco UPV/EHU cumplimentaron un cuestionario en el que se les preguntó acerca de sus motivaciones hacia EMI, tomando como marco teórico el L2MSS de Dörnyei (2005). El análisis estadístico reveló que la mayoría de estudiantes mostraron motivaciones relacionadas con el Yo ideal y con las preferencias personales, mientras que no se sentían presionados por sus tutores ni por la propia universidad (Yo deóntico) para estudiar en inglés. El carácter innovador de este estudio radica en que la mayoría de estudiantes que han participado en esta investigación tienen como L1 el euskera (lengua minoritaria) y/o el castellano (lengua mayoritaria). Esto ha permitido identificar las motivaciones de los estudiantes para elegir EMI frente a BMI o SMI en una universidad multilingüe