30.2821, Confs: English; Applied Linguistics/Italy

[The LINGUIST List]

LINGUIST List: Vol-30-2821. Thu Jul 18 2019. ISSN: 1069 - 4875.

Subject: 30.2821, Confs: English; Applied Linguistics/Italy

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Date: Thu, 18 Jul 2019 20:51:44
From: Andrew Wimhurst [tesolitaly.valdadige at gmail.com]
Subject: Teaching English as a Third Language

 
Teaching English as a Third Language 

Date: 29-Nov-2019 - 29-Nov-2019 
Location: Bolzano, Alto-Adige, Italy 
Contact: Andrew Wimhurst 
Contact Email: tesolitaly.valdadige at gmail.com 

Linguistic Field(s): Applied Linguistics 

Subject Language(s): English (eng)

Meeting Description: 

The symposium aims to shine fresh light on aspects related to teaching English
as a third language. The symposium features a keynote speech and a series of
talks on issues pertinent to third language acquisition and teaching English
as an L3. Holistic perspectives on additional language learning and teaching
are presented and discussed in light of new research. The focus is on
integrated multilingual approaches to language(s) learning and teaching. Key
notions such as meta- and crosslinguistic awareness and multilingual
competences are examined with a view to instructional practices in the
classroom, and directions for future developments are provided.

Learning an L3 differs from learning an L2. Based on this understanding our
keynote speaker Ulrike Jessner (Innsbruck University) introduces the Dynamic
Model of Multilingualism and speaks about the complex dynamics underlying
third language and multilingual learning. She elaborates on new, emergent
skills and abilities which multilingual learners develop as a function of
their multilingualism, and on the so-called M(ultilingualism) Factor. The
M-Factor is construed as a multi-componential construct and as comprising an
enhanced meta-and cross-linguistic awareness, a heightened monitor function
and special language learning, language management and language maintenance
skills. 

Barbara Hofer (unibz) presents new perspectives on English language teaching
and discusses multilingual competences at the primary level from a dynamic
systems theoretical perspective. She also reports on research into young
emergent multilingual learners’ linguistic and metacognitive skills in South
Tyrol.  Birgit Spechtenhauser (unibz) focuses on multilingual awareness from a
psycholinguistic perspective and presents first results from an empirical
study carried out in South Tyrol. Her research concentrates on the development
of multilingual awareness at the lower secondary level. The multilingual
repertoire and a series of non-linguistic and cognitive skills that develop in
multilingual users will be addressed. 

Elisabeth Allgäuer-Hackl (Innsbruck University) presents the Common
Plurilingual Curriculum (a whole school curriculum) as a framework for an
integrated, holistic approach to language learning in institutional settings.
Her focus is on the creation of synergies for language learning through
cross-language and cross-curricular approaches. 

Gisela Mayr (unibz) talks about Task Based Language Learning (TBLL) and the
development of crosslinguistic awareness in secondary school students. She
presents findings from a study carried out at the upper secondary level in
South Tyrol and shows how students apply translanguaging, code-switching and
code-mixing strategies and how, as a result, they gain increased
crosslinguistic awareness.  

Graham Burton’s (unibz) talk focuses on the unintentional transfer of lexis
between nonnative languages. What kind of lexis is most commonly transferred
between an L2 and L3, or vice versa? Are there circumstances that make it more
likely to occur? These questions will be discussed with reference to findings
from a study of L1 Italian secondary school children in Trentino preparing for
both German and English examinations at CEFR levels A2 or B1.
 






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LINGUIST List: Vol-30-2821	
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