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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.