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CLI and transversality of language skills in plurilingual individuals.
Source publication
Five countries, five languages, one aim: to show that it makes sense to learn more than just one foreign language. This idea was at the beginning of the International Symposium on Foreign Language Teaching and Learning Research, which was jointly hosted by the Goethe-Institut Tokyo and the German Academic Exchange Office (DAAD) Tokyo, and which thi...
Contexts in source publication
Context 1
... an extension or expansion of the concept of CLI became possible; in other words, plurilingualism research has allowed us to consider how language characteristics and language skills may affect each other across language boundaries. This concept is easily visualised in the form of a rather rough Venn diagram (Figure 1), in which the dark arrows represent not only how language A might affect language C but also how language C might affect languages A and B, how language B might affect languages A and C, etc. (Because the languages are displayed here on a two-dimensional plane, only three languages are considered, but conceptually, all languages are involved.) ...
Context 2
... darkershaded areas of the Venn diagram do not represent processes or movements (which are, as described above, indicated by the dark arrows denoting CLI) but rather hint at shared knowledge or skills. Some skills might only be common amongst two or three languages; others (represented as the centre of Figure 1) may be shared among many or even all languages that a learner has acquired or begun to develop. This "overlap" or intersection of languages is of greater importance than often considered since it poses the question of whether language skills are bound within the constraints of certain languages or whether some parts of knowledge, skills, or subskills are at least partially shared. ...
