Naslov
Plurilingual students' participation In French (L3) classroom

Autori
Lujić, Rea

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, ostalo, ostalo

Skup
Zadarski lingvistički forum: Istraživačke metode u primijenjenoj lingvistici

Mjesto i datum
Zadar, Hrvatska, 09.06.2017. - 10.06.2017

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
bi/multilingual students ; participation ; multilingual approach ; social identity ; third language

Sažetak
This study examines the impact of two teaching approaches, the unilingual the and multilingual approach, on bi/multilingual students’ participation in the French (L3) language classroom in a bi / multilingual international primary school. The unilingual approach implies the organization of the teaching process by the use of the target language and neglecting the rest of the students’ communicative repertoire. The multilingual teaching approach, also known as translanguaging (García & Wei, 2014 ; Lujić, 2016) refers to the meaningful and structured use of students' communicative repertoires. The multilingual approach in this study is organized according to the “Preview, View, Review teaching technique” (Freeman i Freeman, 2009 ; Young & Hadaway, 2006): English is used in the introduction, French in the central part of the lesson and the students’ first language, in a written form, at the end of each lesson. This study conceives of participation as of making utterances in the third language classroom, a form of investment in second language learning (Norton-Peirce, 1995), which can lead to language learning and / or to a change in the students’ social identity. Participation, a key concept of the theoretical framework proposed in this study, allows the description of two concurrent, complex and interdependent processes: learning a language and expressing and constructing students’ social identity. This study aims to examine differences in the forms and the frequency of students’ classroom participation in two different teaching approaches. The frequency and the forms of participation will then be related to the students’ multiple and multilingual social identity. We assume that, for the purpose of teaching bi/multilingual students third languages, the multilingual approach is more appropriate than the unilingual one as the multilingual approach fosters students’ multiple and multilingual social identity. In fact, it is expected that multilingual approach will ultimately lead to students’ more positive and frequent participation in the French (L3) language classroom which will ultimately positively influence all the aspects of their social identity, especially in their identity position arising from French L3 classroom and facilitate third language learning.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

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