Multilingual Learning: An Argument for Integrated Teaching Methods Katherine Horwinski Healy...

Multilingual Learning: An Argument for

Integrated Teaching Methods

Katherine Horwinski HealyLouisiana State University

Baton Rouge, La, USA

Multilingual Acquisition

Many people are learning two or three foreign languages simultaneously

Educational systemsEU’s policies Conferences on Multilingualism and Third

Language AcquisitionInternational Association of

Multilingualism

Problems with teaching languages separately

False ideas about keeping them separate Trouble seeing similarities between

languagesTrouble code-switchingHave to develop own learning strategiesInconsistent teaching methods and

terminologyStereotypes reflected in teaching

Multilingual Learner Profile

Develop operational metalinguistic awareness

Develop own language learning strategiesTend towards autonomous language learning

Examples from 2 projectsLuxembourg Interviews

7 multilingual learnersFollyglot Questionnaires

9 multilingual learners

All in non-integrated systems

Strategies of Multilinguals: Learning How to LearnBeyond personal preferences such as realist

vs. perfectionist, timid vs. extrovert, auditory vs. visual

borrowing, ‘foreignizing’, code-switching, making interlingual comparisons, developing specific study habits, organizing the study of each language in a set way or order (least to most competent or visa versa, easiest to hardest or visa versa, etc.), avoidance of L1 or other FLs, risk taking – using the language

Therefore …

It would be much more effective to teach the languages in conjunction with each other, providing the tools to develop and systematize these strategies.

How …?

Integrated Teaching

Use FL as medium of instruction for another subject (Math, History, etc.) ‘dual-focused education’

Use a single coherent system for all FL teaching

‘full’ or ‘complete integration’

The exciting news – THEY ALL WORK!

Full IntegrationPros: it’s effective!Cons: difficult to institute at a national

level due to materialsteacher qualifications differing needs and uses for each languagevarying levels of competence in learners, etc.

Conclusion

Integration and coordination of language teaching efforts improves the learning experience.

Autonomy and learning skills can be made explicit and incorporated into the learning environment.

Further projects on a larger scale would be profitable.