Universitetet i Agder: UiA Journal System
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Acquisition of L3 French: The impact of (non-)correspondence of word order in previously acquired languages
No full textThe 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
Redeveloping interactional practices in foreign language classrooms: Teachers collaborating with L1 students in higher education
No full textDeveloping collaborative skills can help foreign language (FL) teachers to provide diverse and meaningful learning opportunities that reflect today’s increasingly complex and changing communicative situations. This study examined how language teachers collaborated with L1 students to expand meaning-making practices in FL learning in higher education. Individual interviews were conducted with ten Language Centre teachers from three universities, two in Finland and one in the Czech Republic. The qualitative content analysis of the data showed that the teachers involved the L1 students actively across different levels of courses and activities to bring their knowledge, views, and experiences in the classroom. The result was an increase in interactional variety and a positive effect on student participation, particularly when the teachers gave space to learning opportunities afforded by the interactions. However, while collaborating with the L1P’s led the teachers to better understand the students’ needs and interests regarding the quickly evolving subject matter, their role in managing the more complex and shifting classroom situations grew more important. Therefore, creating authentic FL learning experiences with the L1 students requires teachers to combine efficient management skills with flexibility and a willingness to learn.
Keywords: foreign language learning, classroom interaction, relational expertise, mediation, affordance, higher educatio
Teaching strategies and materials in foreign language teaching in Finland
No full textThe purpose of this study was to investigate what teaching strategies and teaching materials are used in foreign language teaching in Finland. The data were collected with an online questionnaire that was answered by 550 language teachers from primary school to adult education. Descriptive statistics and two-way ANOVA were used to analyse the dataset. The results showed that printed textbooks, mechanical exercises, communicative tasks, and comprehension exercises were widely used in foreign language teaching, while fiction, non-fiction, and national and international collaboration were rarely implemented into teaching. Major differences in the use of teaching strategies and materials were detected across educational levels. The results imply that training for teachers and student teachers is required, and greater attention should be given to diversifying foreign language teaching materials. Providing ready-made materials for teachers and considering the effect of the matriculation examination on teaching strategies and materials are also essential implications of this study
Students’ content learning in Science in CLIL vs non-CLIL classes in Greece
No full textThe 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. 
Nachhaltigkeit als Lernziel – fächerübergreifendes Lernen in einem deutsch-dänischen Begegnungsprojekt
No full textEin nachhaltiger Umgang mit natürlichen Ressourcen geht uns alle an und ist ein Thema, mit dem sich junge Menschen heutzutage ganz selbstverständlich auseinandersetzen. Warum also nicht das Thema auch in den (Fremd)Sprachenunterricht holen und sich mit Gleichaltrigen darüber austauschen?
Im deutsch-dänischen Interreg-Projekt Kurskultur 2.0 haben sich Schulklassen der Sek. I auf beiden Seiten der Grenze mit Plastikproduktion und –vermeidung, Plastik im Meer und in der Umwelt sowie mit Recycling und Upcycling auseinandergesetzt. In Zusammenarbeit zwischen Sprach- und Fachlehrkräften in Biologie, Physik und Chemie wurden Lerninhalte erarbeitet, die die Lernenden dazu befähigten, sich mit der Partnerklasse jenseits der Grenze auszutauschen und im Austausch miteinander an einem gemeinsamen Thema zu arbeiten.
Virtuelle Begegnungen zu Beginn und während der Projektphase dienten sowohl dem gegenseitigen Kennenlernen als auch der gemeinsamen Planung und Vorbereitung der beiden physischen Treffen, bei denen die Lernenden unter anderem durch einen gemeinsamen Museumsbesuch ihr Wissen überprüfen und erweitern konnten.
Im Projekt gingen sprachliches und inhaltliches Lernen Hand in Hand. Anfängliche Sprechhemmungen und gegenseitige Vorurteile wurden durch die Begegnungen abgebaut. Die zielsprachige Kommunikation erfuhr ihre Relevanz durch das gemeinsame Ziel, das die Partnerklassen verfolgten. So wurde beispielsweise ein Brettspiel zu den oben genannten Themen entwickelt sowie Upcyclingprodukte gemeinsam hergestellt.
Im Beitrag werden Herausforderungen und Chancen des CLIL-Projekts aufgezeigt, ausgewählte Aktivitäten beschrieben und auf im Projekt entwickelte Materialien verwiesen, die in digitaler Form frei zugänglich sind und direkt für eigene Begegnungsprojekte oder als Inspirationsquellen genutzt werden können
Playing with languages through languages
No full textThis paper presents and discusses multilingual workshops developed and tested in the project Tværsproglighed ilæreruddannelsen (Plurilingual Approaches to Teacher Education) focused on the development of plurilingual approaches in teacher education in Denmark. We discuss the guiding principles underlying the joint teaching of English and French in teacher education. Our aim was to involve all our students and to ensure the development of a genuine plurilingual gaze and for them to take an additive approach (Holmen 2019) by not only teaching the students together, but also organisingthem in a manner which necessitated interdisciplinary collaboration. Furthermore, we consider the implications of a plurilingual approach to language learning with undergraduate students in teacher education, Danish lower secondary pupils, and their teachers. We exemplify how the inclusion of artefacts such as LEGO inspired by playful learning (Händel et al. 2021) in the development of multilingual activities promoted a willingness for undergraduate students and lower secondary pupils to participate. Our choice of LEGO had two main purposes: to inspire students to design their own activities for a given target group, focusing on a playful approach to learning, and to get students to focus less on themselves and to engage their entire linguistic repertoire.  
Plurilingual Education across Educational Levels – Conceptualization, Curriculum Analysis, and Recommendations for Further Development
No full textArtiklen zoomer ind på flersprogethedsdidaktik i en dansk uddannelseskontekst med afsæt i fund fra forsknings- og udviklingsprojektet Plurilingual Education – Minority and Majority Students’ Language Awareness across Educational Levels (PE-LAL), der i perioden 2020-2023 har undersøgt elevers sproglige opmærksomhed på tværs af uddannelsesniveauer i rammen af en flersprogethedsdidaktik i grundskolens sprogfag (dansk, dansk som andetsprog, engelsk, fransk, tysk) og i overgangen til Almen Sprogforståelse i gymnasiet. Artiklen præsenterer PE-LAL-projektets konceptualisering af flersprogethedsdidaktik, der er udviklet via en abduktiv tilgang, og som skelner mellem tre flersprogethedsdidaktiske tilgange samt en transversal dimension, der samlet udgør et kontinuum for flersprogethedsdidaktik. Med afsæt i konceptualiseringen fremlægger artiklen efterfølgende fund fra PE-LAL-projektets læreplansstudie, der viser, at flersprogethedsdidaktik er integreret i alle grundskolens sprogfag samt i Almen Sprogforståelse men på forskellige måder og med forskellige formål, hvilket efterlader det danske sprogcurriculum med et stort flersprogethedsdidaktisk udviklingspotentiale. På baggrund heraf samt øvrige forskningsresultater fra PE-LAL-projektet, giver artiklen afslutningsvis en introduktion til projektets afsluttende Anbefalinger til en styrket flersprogethedsdidaktik i grundskolens sprogfag og i Almen Sprogforståelse i gymnasiet. De i alt 18 anbefalinger retter sig mod både makroniveau (læreplaner, lærerens grund- og efteruddannelse) samt meso- og mikroniveau (skolen, læreren, undervisningsmaterialer, undervisningspraksis), og er et samlet ønskescenarie for, hvordan flersprogethedsdidaktik kan styrkes på forskellige niveauer vertikalt og horisontalt i den danske uddannelseskontekst. Hver anbefaling udgør et centralt bidrag i sig selv for en styrket flersprogethedsdidaktik.
Artiklen zoomer ind på flersprogethedsdidaktik i en dansk uddannelseskontekst med afsæt i fund fra forsknings- og udviklingsprojektet Plurilingual Education – Minority and Majority Students’ Language Awareness across Educational Levels (PE-LAL), der i perioden 2020-2023 har undersøgt elevers sproglige opmærksomhed på tværs af uddannelsesniveauer i rammen af en flersprogethedsdidaktik i grundskolens sprogfag (dansk, dansk som andetsprog, engelsk, fransk, tysk) og i overgangen til Almen Sprogforståelse i gymnasiet. Artiklen præsenterer PE-LAL-projektets konceptualisering af flersprogethedsdidaktik, der er udviklet via en abduktiv tilgang. Konceptualiseringen skelner mellem tre flersprogethedsdidaktiske tilgange samt en transversal dimension, der samlet udgør et kontinuum for flersprogethedsdidaktik. Med afsæt i konceptualiseringen fremlægger artiklen efterfølgende fund fra PE-LAL-projektets læreplansstudie, der viser, at flersprogethedsdidaktik er integreret i alle grundskolens sprogfag samt i Almen Sprogforståelse men på forskellige måder og med forskellige formål, hvilket efterlader det danske sprogcurriculum med et stort flersprogethedsdidaktisk udviklingspotentiale. På baggrund heraf samt øvrige forskningsresultater fra PE-LAL-projektet giver artiklen afslutningsvis en introduktion til projektets afsluttende Anbefalinger til en styrket flersprogethedsdidaktik i grundskolens sprogfag og i Almen Sprogforståelse i gymnasiet. De i alt 18 anbefalinger retter sig mod både makroniveau (læreplaner, lærerens grund- og efteruddannelse) samt meso- og mikroniveau (skolen, læreren, undervisningsmaterialer, undervisningspraksis) og er et samlet ønskescenarie for, hvordan flersprogethedsdidaktik kan styrkes på forskellige niveauer vertikalt og horisontalt i den danske uddannelseskontekst. Hver anbefaling udgør et centralt bidrag i sig selv for en styrket flersprogethedsdidaktik.In the period 2020-2023, the research and development project Plurilingual Education – Minority and Majority Students' Language Awareness across Educational Levels (PE-LAL) investigated students' language awareness across educational levels in the context of plurilingual education in the mandatory language subjects in primary and lower secondary school (Danish, Danish as a second language, English, French, German) and in Almen Sprogforståelse in upper secondary school. Based on findings from the PE-LAL project, the article focuses on plurilingual education in a Danish educational context. First, the article presents the project's conceptualization of plurilingual education developed through an abductive approach. The conceptualization forms a continuum consisting of three pluralistic approaches and a transversal dimension. Then, based on the conceptualization, the article presents findings from the project's curriculum study showing that plurilingual education is integrated in all language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school – albert in different ways and with different objectives – leaving the Danish language curriculum with great development potential for plurilingual education. Finally, by drawing on the curriculum findings and other research results from the project, the article concludes with an introduction to the project's Recommendations to strengthen plurilingual education in language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school in Denmark. The 18 recommendations represent an ideal scenario for how plurilingual education can be strengthened at different levels vertically and horizontally in the Danish educational context, which is why the recommendations address both the macro level (curriculum and teacher education) as well as the meso and micro levels (school, teacher, teaching materials, teaching practice). Each single recommendation is an important contribution to strengthen plurilingual education
Le matériel didactique dans le projet MEMO : développer les compétences plurilingues dans et pour l’apprentissage du français
No full textLa didactique du plurilinguisme permet un apprentissage approfondi des langues et offre de nombreuses possibilités de soutenir non seulement le développement des répertoires linguistiques et culturels individuels des apprenant·e·s, mais aussi de les utiliser de façon effective et systématique pour l’apprentissage d’une nouvelle langue. Dans notre contribution, il s’agit de présenter des matériaux de didactique du plurilinguisme développés pour le niveau A1 débutant du français en tant que deuxième langue étrangère après l’anglais pour les niveaux primaire, secondaire I et secondaire II. Ce matériel est le fruit d’une collaboration entre des partenaires de quatre pays germanophones dans le cadre d’un projet Erasmus+ intitulé « Modules pour promouvoir le plurilinguisme dans l’enseignement des langues étrangères (MEMO) – Exemples pour un enseignement initial du français sensible aux langues et cultures ». Par-delà les extraits de matériaux didactiques, nous exposerons les idées de base du projet ainsi que la méthodologie pour le développement des modules. Le projet s’inscrit dans la perspective ouverte par les approches plurielles des langues et des cultures et tire profit des descripteurs du CARAP (Cadre de Référence pour les approches plurielles des langues et des cultures) pour définir les compétences visées par les matériaux
ConBaT+: Possibilities and challenges in preparing student teachers in English for plurilingual education
No full textIn this short article, I highlight some of the possibilities and challenges I have experienced as a teacher educator for English in employing ConBaT+, which is an approach that combines content-based teaching and plurilingual pedagogy. The approach aspires to promote interdisciplinary teaching, deep learning, and multilingualism as a resource by exploring a subject matter/content from different linguistic and cultural perspectives learners bring into the classroom. ConBaT+ is an innovative approach in the sense that it moves away from the monolingual ideology that content-based teaching strives for and has predominated English classrooms in Norway. One of the challenges I highlight in engaging student teachers in plurilingual pedagogy further calls for rethinking on how future English teachers should be prepared to successfully support a multilingual classroom for the benefit of language learning. 
Editorial: Editorial for EJWI 8.2
No full textEditorial: Introduction, Scientific Articles, Discussion Foru