TEACHING THIRD LANGUAGES. Ulrike Jessner

1. GOAL OF EDUCATION
   1. CONSIDER MULTILINGUALISM, A GLOBAL CHALLENGE
2. DEVELOPE linguistic awareness
   1. TEACHERS experts in MULTILINGUALISM who learn from linguistic experiences brought by STUDENTS
      1. 4
   2. 3
3. BRIDGE LANGUAGES to disclose linguistic background of students and teachers
   1. TLA: not only necessary for multilingual education but also for language teaching in general
      1. 1
   2. 2

1. PSYCHOLINGUISTICS
   1. EDUCATIONAL
      1. MULTILINGUAL PROJECTS
         1. EUROPEAN CENTRE OF MODERN LANGUAGES PROJECT

            Anotações:

            • Languages awareness. Learning/Teaching in all languages
         2. EUROCOM

            Anotações:

            • 1. RECEPTIVE SKILLS 2. Transfer: between familiar languages (same origin) 3. Solid linguistic BASIS
      2. MULTILINGUAL SCHOOLING
         1. Minority language contexts

            Anotações:

            • L1, L2 and L3, instructed them all in different grade.
         2. European schools

            Anotações:

            • 1st GRADE : L2 2nd GRADE: L3 3rd GRADE: foreign pupils' languages 4t GRADE L4
         3. International schools

            Anotações:

            • L2 ENGLISH 1st GRADE: L3 IN ALL GRADES foreign language lessons
   2. Benefits of bilingualism in language learning
   3. Multilinguals strategies
      1. reestructurate representations
      2. active learning approach
      3. productive and receptive strategies
   4. Crosslinguistic influence: depending on the distance between languages
      1. L1-L2, L2-L3, L1-L3
         1. METALINGUISTIC THINKING PROCESSES
2. Multilingual society
   1. 1st. Lots of monolingual speakers
   2. 2nd. Bilingual and multilingual speakers
   3. LANGUAGE PRESTIGE
      1. ENGLISH INTERNATIONAL
         1. AWARENESS of richness in linguistic and cultural diversity
            1. START HAVING more favorable attitudes towards minority languages

Anotações:

• INFORMATION STORES: -conceptualizer - formulator - articulator

1. TRENDS IN TLA
   1. A. USING congruence, correspondence and contrast as strategies
      1. B. CONSIDERING as IDEAL MULTILINGUAL TEACHER non-native ones, learners from linguistic experiences
         1. C. REDUCING the imperial role of ENGLISH
            1. D. INTEGRATING all language subjects
               1. E. INCLUDING intercultural EDUCATION
                  1. F. TAKING the social constructivist framework ON ACCOUNT
2. 2. Activation/inhibition model

   Anotações:

   • Levels of activation: -ACTIVE: language selected - DORMANT: language stored in longterm memory
   1. 3. Language mode hypothesis

      Anotações:

      • Speech variability depends on: participants, degree of formality, socio-economic status, message's form, mode of interaction...
      1. 4. Factor model

         Anotações:

         • Factors: neuropsychological, sociocultural, emotional, cognitive, linguistic, ESPECIFIC FACTOR (unique in each speaker)
         1. 5. Multicultural processing model

            Anotações:

            • Previously learned languages used as BRIDGE LANGUAGE. Spontaneous grammar with corresponding features between the languages. METACOGNITIVE STRATEGIES
            1. 6. Model of multilingualism

               Anotações:

               • TLA-Multilingualism-Multilinguality (influenced by social environment)
               1. 7. Dynamic systems theory (DST)

                  Anotações:

                  • Different multilingual systems commanded by the same speaker. MULTILINGUAL PROFICIENCY

1. 1937- BALANCED PROFICIENCY in 2 or 3 languages
   1. 1963- FAMILIARITY with more than 2
      1. 1987- BILINGUALISM establish the basis to ensure the outperformance of TLA
         1. 1988- NEVERTHELESS...SEPARATION of languages in a multilingual learner and classroom