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Results of the quasi-Poisson regression analysis for the students' amount of unintentional transfer.
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Aims: Within the current multilingual paradigm shift, transfer is increasingly conceptualised not only as an unintentional mechanism of “interference”, but also as an intentional mechanism used as a learner strategy. However, very little is known from an empirical perspective about (un)intentionality in transfer. This article builds on an explorato...
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... difference was significant (p < 0.001), suggesting that the model contained at least one variable that predicts the data significantly better than the intercept model. The results of the analysis are summarised in Table 4. The first column shows the estimated regression coefficients with their standard errors in the second column. ...Similar publications
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... Raising linguistic awareness refers to activities that highlight similarities and differences between 'elements of [students'] different languages […] at different levels (phonetic, lexical, morphosyntactic, pragmatic, discursive)' (Cenoz and Gorter 2023a, 191) (see Cenoz and Gorter 2014, 248, for an example with Basque and French). As Fuster (2022) explains, the idea of 'activat [ing] […] the pre-existing knowledge that students have in their multilingual repertoire' (Cenoz and Gorter 2022, 43) is to help students find opportunities to use strategic transfer across languages, as well as to help them avoid instances of unintentional transfer (Fuster and Neuser 2021). Raising language awareness, meanwhile, refers to designing activities to make students aware of language issues in society, such as power differentials between languages. ...
This paper analyses interviews to explore translanguaging practices and views in Study Tutoring in the Mother Tongue (ST). ST is an internationally rare and under-researched support measure typically offered to newly arrived students in Swedish education. It is often referred to as ‘a space for translanguaging’ because in ST students meet a tutor proficient in their L1to discuss subject matter using the L1 in alternation with L2 Swedish.‘Translanguaging’ originally referred to a specific pedagogical strategy oflanguage alternation but can now refer to either the framework ofspontaneous translanguaging or that of pedagogical translanguaging.Spontaneous translanguaging is about encouraging in the classroom multilingual speech used in everyday communication. Pedagogical translanguaging, on the other hand, refers to various types of planned instructional strategies that alternate or compare languages to teach content and language more efficiently. This study indicates that, in ST,spontaneous and pedagogical translanguaging take place next to eachother and cannot be seen as complete dichotomies. The tutors, however,view spontaneous translanguaging as a scaffolding means that should decrease over time. The tutors also use some crosslinguistic instructional strategies, but would benefit from receiving training so as to implement pedagogical translanguaging in a more planned and varied manner.
... Raising students' (cross)linguistic awareness is the most emphasised strategy by Cenoz and Gorter and refers to planning didactic activities that 'highlight the [similarities and differences] between languages […] so as to enhance linguistic awareness' (Cenoz & Gorter, 2011, p. 360). The idea is to 'activate […] the pre-existing knowledge that students have in their multilingual repertoire' (Cenoz & Gorter, 2022a, p. 43) 'by comparing elements of their different languages […] at different levels (phonetic, lexical, morphosyntactic, pragmatic, discursive)' (Cenoz & Gorter, 2023, p. 191), helping them transfer knowledge across languages (see Fuster, 2022a;Fuster & Neuser, 2021, for discussions of the notion of transfer in pedagogical translanguaging, and Bardel, 2019, for pedagogical implications of transfer models) (see also Cenoz & Gorter, 2014, p. 248, for an example with French and Basque). ...
‘Translanguaging’ is nowadays an umbrella term referring to either the framework of ‘spontaneous translanguaging’ from the United States or that of ‘pedagogical translanguaging’ from the Basque Country. Both these frameworks propose ways of integrating languages in school, but they adopt very different perspectives on multilingualism, language education and minority languages. This article starts out with a discussion of spontaneous and pedagogical translanguaging as related to their sociolinguistic and educational contexts and a discussion of multilingualism in Sweden. This is followed by a critical review of academic publications on translanguaging published by researchers affiliated to Swedish universities between 2017 – the year in which the distinction between spontaneous and pedagogical translanguaging is featured in the literature – and 2023. The analysis shows that whereas spontaneous translanguaging is highly influential, pedagogical translanguaging generally plays a very understated role. Linked to the current discourse about multilingualism in Sweden, most researchers discuss translanguaging in relation to the social inclusion of students with a foreign background, who are referred to as ‘the multilingual students’, rather than to teaching languages to the whole student population. A central goal of the Swedish educational system, however, is to promote all students' multilingualism by teaching multiple languages, including foreign languages as well as any official or immigrant minority language a student uses at home. We call, therefore, for more attention to pedagogical translanguaging and we claim the importance of adapting translanguaging to the challenges of each society.
... There are a few studies on multilingual classrooms (see e.g., Fuster & Neuser, 2021;Gunnarsson, 2015;Källkvist et al., 2017Källkvist et al., , 2021, and it is likely that this is a burgeoning theme suffering from some lag, considering the influence of the 'multilingual turn' (May, 2013). Much research has been done on the role of the background languages in L3 learning during the period, but then mainly considering L1 Swedish and English and MLs as L2s. ...
This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.
... Raising students' (cross)linguistic awareness is the most emphasised strategy by Cenoz and Gorter and refers to planning didactic activities that 'highlight the [similarities and differences] between languages […] so as to enhance linguistic awareness' (Cenoz & Gorter, 2011, p. 360). The idea is to 'activate […] the pre-existing knowledge that students have in their multilingual repertoire' (Cenoz & Gorter, 2022a, p. 43) 'by comparing elements of their different languages […] at different levels (phonetic, lexical, morphosyntactic, pragmatic, discursive)' (Cenoz & Gorter, 2023, p. 191), helping them transfer knowledge across languages (see Fuster, 2022a;Fuster & Neuser, 2021, for discussions of the notion of transfer in pedagogical translanguaging, and Bardel, 2019, for pedagogical implications of transfer models) (see also Cenoz & Gorter, 2014, p. 248, for an example with French and Basque). ...
... Jarvis & Pavlenko, 2008;Jessner, 2006;Williams & Hammarberg, 1998). However, as Fuster and Neuser (2021) discuss in their overview of theoretical models of multilingual language organisation and activation, the mainstream view on transfer is still that it is an unintentional phenomenon that occurs as a by-product of the co-activation of languages in the mental lexicon and, impliedly, which learners should try to avoid. Therefore, from an empirical perspective very little has been explored about (un)intentionality in transfer and it is not clear how learners employ transfer with or without intention and how linguistic awareness or other potentially important variables may be related to (un)intentionality in transfer. ...
... The models of the multilingual mental lexicon, which offer a theoretical framework for transfer, describe how words in the psycholinguistic system are connected to each other based on shared characteristics (e.g. words belonging to 'English') and factors such as morphological similarity (e.g. the English 'wind', 'wild' and 'kind' will be connected to and co-activated with the Swedish 'vind' ['wind'], 'vild' ['wild'] and 'kind' ['cheek']), thus forming intraand interlinguistic networks (for an overview, see Fuster & Neuser, 2021). ...
... Herdina & Jessner, 2002;Jarvis & Pavlenko, 2008;Jessner, 2006;Williams & Hammarberg, 1998), the mainstream view is still that transfer is an automatic or unintentional by-product of the co-activation of several languages in the mind (see, e.g. De Bot, 2004;Ecke & Hall, 2014) (see also Fuster & Neuser, 2021, for an overview). Therefore, from an empirical perspective very little has been explored about the difference between how learners employ transfer intentionally as opposed to unintentionally and what variables may be related to (un)intentionality in the use of transfer. ...
‘Translanguaging’ has become the most popular term in discussions about how to use learners’ languages as resources for target language teaching/learning, but it has also become ambiguous because it is being developed in proposals adopting different perspectives on multilingualism. The first aim of this article is to offer an overview of the two main current proposals of translanguaging together: García and colleagues’ ‘spontaneous translanguaging’ and Cenoz and Gorter’s ‘pedagogical translanguaging’. ‘Spontaneous translanguaging’ argues that languages in the mind are represented as one single system and that the notion of transfer, consequently, must be rejected. This article argues that this view may not be practical because it makes it difficult for teachers to conceptualise what they are doing when raising awareness of similarities between learners’ languages. ‘Pedagogical translanguaging’, by contrast, centres around transfer. Whereas transfer is traditionally seen as unintentional ‘interference’, pedagogical translanguaging considers it a phenomenon that learners can use intentionally and creatively, and which teachers could promote by raising learners’ awareness of similarities between their languages. However, very little is known about how learners use transfer unintentionally versus intentionally. This article discusses key findings and implications from Fuster’s (2022) initial study on intentionality in lexical transfer within pedagogical translanguaging.
... A shorter version of this overview is included inFuster and Neuser (2021). ...
... A description of these variables is also included inFuster and Neuser (2021). ...
This article discusses the role of first language and second language differences in second language acquisition process of L2 learners. This small scale research focuses on finding answers to three main questions: a) what are the main reasons for transferring L1 knowledge into L2; b) what should learners do to deal with this problem; and c) when does transfer start to diminish. The participants of this study are 21 students who are studying in their eleventh grade. According to the analysis of results, (1) main reasons for language transfer are different language structures and not enough knowledge in target language (knowledge gap in the target language) these, in turn, can slow down language learning pace of learners; to deal with the problem (2) learners should devote much time to learning (analyzing speeches, listening to podcasts, reading authentic articles, communicating with native speakers) and expose to L2 as much as possible, finally, (3) the influence of their first language has diminished significantly after time passed, but it didn’t disappear fully.