Diverse multilingual researchers contribute language acquisition components to an integrated model of education  

Oleh:

Hobbs, Robert Dean

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Multilingualism (Full Text) vol. 9 no. 3 (2012), page 204-234.
Topik: ESOL; L1; L2; L3; Ln; neurolinguistics; psycholinguistics; sociolinguistics; motivation; school language programmes; third language acquisition; immigrant languages; language development; mental lexicon
Fulltext: 09_03_Hobbs.pdf (1.09MB)

Isi artikel

Evidence-based outcomes in the literature have caused adjustments in neuropsycholinguistic and sociolinguistic perspectives that indicate a need for a current model of education. Implications from research suggest the new model of education should use a multilingual framework: L3 enhances and reinforces L2 and L1, if L2 and L1 are supported. The purpose of the current study was to assess potential component models of education based on the input of multilingual researchers to enhance language acquisition by investigating the contextual factors of how and when to incorporate L2 and L3 into the curriculum. The stratified systematic grounded theory qualitative study explored the multilingual perspectives of neurolinguists, psycholinguists, sociolinguists and interdisciplinary researchers to construct an integrated model of education that complements the continua of multilingual education model of Cenoz.

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