The Role of Previously Learned Languages in the Thought Processes of Multilingual Writers at the Deutsche Schule Barcelona
In recent years, scholars have voiced the need for research which focuses on the ability of multilinguals to write across multiple languages rather than on the limitations that they face when composing in a non-native language. In order to better understand multilingual writers as resourceful and cr...
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| Veröffentlicht in: | Research in the teaching of English 2013-05, Vol.47 (4), p.420-441 |
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| creator | Tullock, Brandon D. Fernández-Villanueva, Marta |
| description | In recent years, scholars have voiced the need for research which focuses on the ability of multilinguals to write across multiple languages rather than on the limitations that they face when composing in a non-native language. In order to better understand multilingual writers as resourceful and creative problem-solvers, the current study aims to investigate how German/Spanish/Catalan multilinguals draw on the full extent of their linguistic repertoires to solve lexical problems while writing in their fourth language, English. Think-aloud data were collected from 10 informants (8 female, 2 male; ages 16-17) in a German immersion secondary school in Barcelona, Spain. Analysis of the participants' protocols revealed that the activation of lexical items across several languages was a common approach to tackling lexical problems. The writers' resourcefulness and creativity were apparent in the activation of cognate forms and their willingness to experiment with language. In their metacomments, they expressed awareness of their strategic behavior as well as their degree of satisfaction with their solutions. It is argued that more research into the strategic behavior of multilingual writers is necessary in order to inform multilingual pedagogy. |
| doi_str_mv | 10.58680/rte201323633 |
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In order to better understand multilingual writers as resourceful and creative problem-solvers, the current study aims to investigate how German/Spanish/Catalan multilinguals draw on the full extent of their linguistic repertoires to solve lexical problems while writing in their fourth language, English. Think-aloud data were collected from 10 informants (8 female, 2 male; ages 16-17) in a German immersion secondary school in Barcelona, Spain. Analysis of the participants' protocols revealed that the activation of lexical items across several languages was a common approach to tackling lexical problems. The writers' resourcefulness and creativity were apparent in the activation of cognate forms and their willingness to experiment with language. In their metacomments, they expressed awareness of their strategic behavior as well as their degree of satisfaction with their solutions. 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| ispartof | Research in the teaching of English, 2013-05, Vol.47 (4), p.420-441 |
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| subjects | Bilingual education Bilingual Students Catalan language Creativity English (Second Language) English language Foreign Countries Foreign language learning German German language High School Students Language Language Acquisition Language Proficiency Learning Strategies Lexicon Linguistics Metacognition Multilingualism Nonnative languages Problem Solving Protocol Analysis Questionnaires Respondents Romance Languages Second Language Instruction Second Language Learning Second Languages Secondary schools Spain (Barcelona) Spanish Spanish language Student Attitudes Transfer of Training Words Writers Writing Writing (Composition) Writing processes Writing Strategies Written composition |
| title | The Role of Previously Learned Languages in the Thought Processes of Multilingual Writers at the Deutsche Schule Barcelona |
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