Nina Woll

This study aims to bridge the gap between ‘communicative’ and ‘plurilingual’ approaches, by providing a means for teachers to integrate learners’ plurilingual repertoires when teaching an additional language (Lx). We developed a model of crosslinguistic instruction embedded within the task-based language teaching approach. It consists of a 4 stages task sequence: input-based task, crosslinguistic consciousness-raising task, output-based task, and recap of the sequence. An iterative process of field testing and analysis (Harvey & Loiselle, 2009) allowed us to refine the model: researchers in-depth analysis (functional field test), implementation of the model in Lx classrooms (empirical field test) and experts assessment (second functional field test). Participant perceptions and evaluations provide an overview of their appreciation of different aspects, which lead to the current version of the model.

Our study assessed the performance of two Grammar Checkers (GCs), Grammarly and Virtual Writing Tutor, and the grammar checking function in Microsoft Word on a broad range of grammatical errors. The errors occurred in both authentic English as a Second Language (ESL) compositions and simple sentences we generated ourselves. We verified the performance in terms of (1) coverage (rates of error detection), (2) accuracy of proposed replacement forms, and (3) ‘false alarms’ (forms mistakenly flagged as incorrect). To the extent GCs provide accurate and comprehensive corrective feedback, they could relieve teachers of the time-consuming task of providing written feedback themselves. While inaccurate replacement forms and false alarms are relatively rare, we found GCs to have poor overall coverage (total error detection rates under 50%). Grammarly and Virtual Writing Tutor, however, outperform Microsoft Word. Coverage is also higher both for certain categories of error and for the sentence...

Abstract The present study examines the perceived benefits of a crosslinguistic approach to language teaching, which consists essentially of promoting interaction between all of the learner’s languages to facilitate additional language learning. Specifically, this paper reports on a pilot study that involved pre-service ESL teachers in Quebec (Canada) taking a foreign language course designed to foster crosslinguistic interaction, an approach which runs counter to the monolingual (target-language-only) bias of the Quebec Education Program. The key learning events of this crosslinguistic approach are intended to trigger reflections in pre-service teachers regarding their own perspective on language teaching. Preliminary findings suggest when given the opportunity to explore their multilingual repertoire, learners become aware of the positive impact of such practice on their understanding of target language features, which triggers a sense of success. Semi-directed interviews allowed to shed light on the future teachers’ reflective stance regarding the potential of adopting a crosslinguistic approach to second/foreign language teaching.

Of the numerous factors affecting language development, a particular role has been assigned to Metalinguistic Awareness (MLA) as a major constituent of the cognitive development of experienced language learners, while being itself a key to accelerated language learning (e.g., Jessner, 2008). The present study explores the relationship between multilingual usage and MLA in French-speaking Quebeckers (n = 66) with different language backgrounds who start to learn German after English in a formal setting. ‘Multilingual experience’ was operationalized by the frequency and the diversity of foreign language use across 10 different contexts of use. A reflexive dimension of MLA was assessed by means of the THAM-3 (Pinto & El Euch, 2015), and complemented by think-aloud protocols produced during a multilingual translation task, which reflected an applied dimension of MLA. Multiple regression analyses suggest that both frequency and diversity of non-native language use in specifically literac...

Despite the recognized usefulness of crosslinguistic interaction, additional language (LN) teachers seem to be resistant to opening this Pandora's box to more multilingual classroom practice. While the ultimate goal of the broader research project is to promote student teachers' reflective stance concerning the potential benefits of crosslinguistic pedagogy, this study examines their beliefs regarding the TL-only rule established in their respective programs. Forty student teachers from Quebec and Mexico completed a vignette-based questionnaire where they were asked to reflect on different situations focused on the use of other languages, including L1. Results suggest that while a monolingual bias is prevalent in the Quebec context, participants from Mexico appear to be more open to resorting to other languages in the classroom. However, responses from both populations suggest that this perceived usefulness is restricted to situations where L1 is used as a vehicle rather tha...

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless, learners were shown to build on knowledge of previously acquired languages, to rely on language learning experience and to develop metalinguistic awareness. This study explores the perceived usefulness of a plurilingual consciousness-raising task that aims at helping learners make and strengthen connections between the TL and other previously acquired languages. Two university-level language courses were targeted: Spanish in Quebec and French in Mexico. Two customized tasks were implemented and recorded in each course throughout the semester. Each task included an input-based (discovery) phase, a reflective (metalinguistic) phase during which participants were asked to make assumptions on underlying patterns and correspondences across languages, and a validation phase where they presented their assumptions until reaching a consensus as a group. While tasks were generally perceived as useful, analyses of post-task questionnaires also revealed mixed feelings regarding its inductive stance. However, the verbal data collected demonstrated that the collaborative and metalinguistic reflective nature of the task permitted learners to find correspondences between languages and to engage in knowledge construction. Moreover, the various reflections collected indicate that learners benefitted from the task as groups engaged in metalinguistic reflections, activated their plurilingual repertoire and were able to create accurate assumptions regarding the targeted structure.

The present study examines the perceived benefits of a crosslinguistic approach to language teaching, which consists essentially of promoting interaction between all of the learner's languages to facilitate additional language learning. Specifically, this paper reports on a pilot study that involved pre-service ESL teachers in Quebec (Canada) taking a foreign language course designed to foster crosslinguistic interaction, an approach which runs counter to the monolingual (target-language-only) bias of the Quebec Education Program. The key learning events of this crosslinguistic approach are intended to trigger reflections in pre-service teachers regarding their own perspective on language teaching. Preliminary findings suggest when given the opportunity to explore their multilingual repertoire, learners become aware of the positive impact of such practice on their understanding of target language features, which triggers a sense of success. Semi-directed interviews allowed to shed light on the future teachers' reflective stance regarding the potential of adopting a crosslinguistic approach to second/foreign language teaching.

The present study was carried out at five college-level institutions in the province of Quebec (Canada). Think-aloud protocols (TAPs) were used to investigate positive lexical transfer from English (L2) to German (L3) by Quebec Francophones (n = 66) after ve weeks of formal L3 instruction. The participants were asked to think aloud while translating unknown words in German (L3) that were presented in oral and written form into French (L1). Positive transfer was operationalized by correct translations that participants explicitly or implicitly related to an English cognate. Out of the in uential factors under investigation, metalinguistic awareness was shown to be the strongest predictor of positive transfer , followed by L2 pro ciency. Moreover, a ne-grained analysis of the TAPs revealed inter-and intra-individual variability in the conscious activation of related L2 vocabulary and the use of metalinguistic resources. Our observations point to the invaluable contribution of introspective data to complement ndings based on language-inherent characteristics of crosslinguistic in uence. They highlight individual strategies related to learner and context variables, in line with a dynamic view of multilingualism.

While metalinguistic awareness (MLA) has been shown to play a crucial role in second and third language acquisition (Cenoz, 2003), a variety of methodological approaches point to the difficulty of operationalizing the concept. The present study provides a critical analysis of MLA in relation to its measurement by means of a French-language test of metalinguistic ability. In this paper, the results on the Test d’habiletés métalinguistiques (THAM-3) (Pinto & El Euch, 2015) completed by 66 francophone college students in Québec are interpreted with reference to the notions of noticing and understanding. Nearly a third of the participants reached the highest level of metalinguistic analysis in the metasemantic section of the test, as opposed to only 5% in the metagrammatical part. An analysis of the coding procedures suggests that this tendency may be related to the fact that explicit reference to grammatical categories was required to attain maximal scores in the metagrammatical section, whereas metalinguistic terminology was not necessary to perform at this level in the metasemantic section. This critical view of the coding procedures used on the THAM-3 points to the need to re-evaluate the role of explicit knowledge of grammatical concepts and metalanguage in the measurement of MLA.

Of the numerous factors affecting language development, a particular role has been assigned to Metalinguistic Awareness (MLA) as a major constituent of the cognitive development of experienced language learners, while being itself a key to accelerated language learning (e.g., Jessner, 2008). The present study explores the relationship between multilingual usage and MLA in French-speaking Quebeckers (n = 66) with different language backgrounds who start to learn German after English in a formal setting. 'Multilingual experience' was opera-tionalized by the frequency and the diversity of foreign language use across 10 different contexts of use. A reflexive dimension of MLA was assessed by means of the THAM-3 (Pinto & El Euch, 2015), and complemented by think-aloud protocols produced during a multilingual translation task, which reflected an applied dimension of MLA. Multiple regression analyses suggest that both frequency and diversity of non-native language use in specifically literacy-based activities predicted the applied dimension of MLA.