1,185
Views
59
CrossRef citations to date
0
Altmetric
Articles

Does multilingualism influence plurilingual awareness of Polish teachers of English?

Pages 97-119 | Received 04 Jun 2012, Accepted 19 Jun 2013, Published online: 24 Jul 2013

References

  • Andrews, S. (1999). Why do L2 teachers need to ‘Know About Language’? Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161–177. doi:10.1080/09500789908666766
  • Andrews, S. J. (2007). Researching and developing teacher language awareness: Developments and future directions. In J. Cummins & Ch. Davison (Eds.), International handbook of English language teaching (pp. 945–959). New York, NY: Springer.
  • Aronin, L., & Singleton, D. (2008). Multilingualism as a new linguistic dispensation. International Journal of Multilingualism, 5(1), 1–16. doi:10.2167/ijm072.0
  • Aronin, L., & Ó Laoire, M. (2003). Multilingual students' awareness of their language teacher's other languages. Language Awareness, 12(3–4), 204–219. doi:10.1080/09658410308667077
  • Banasiak, P. (2010). Investigating language teachers' plurilingual awareness in the context of Polish upper-secondary school ( Unpublished MA dissertation). Institute of English Studies, University of Warsaw.
  • Beacco, J.-C., & Byram, M. (2002). Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. Strasbourg: Council of Europe.
  • Beacco, J.-C., & Byram, M. (2007). Data and methods for the development of language education policies. Part 2 of the guide for the development of language education policies in Europe. Strasbourg: Council of Europe, Language Policy Division.
  • Bernaus, M., Andrade, A. I., Kervran, M., Murkowska, A., & Saez, F. T. (2007). Plurilingual and pluricultural awareness in language teacher education. Strasbourg: ECML, Council of Europe.
  • Berthele, R. (2011). On abduction in receptive multilingualism. Evidence from cognate guessing tasks. Applied Linguistics Review, 2, 191–220. doi:10.1515/9783110239331.191
  • Cook, V. (2007). The goals of ELT: Reproducing native-speakers or promoting multicompetence among second language users? In J. Cummins & Ch. Davison (Eds.), International handbook of English language teaching (pp. 237–248). New York, NY: Springer.
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, MA: Cambridge University Press.
  • De Angelis, G. (2007). Third or additional language acquisition. Clevedon: Multilingual Matters.
  • De Angelis, G. (2011). Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234. doi:10.1080/14790718.2011.560669
  • De Angelis, G., & Selinker, L. (2001). Interlanguage transfer and competing linguistic systems. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Crosslinguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 42–58). Clevedon: Multilingual Matters.
  • Dewaele, J.-M. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4. International Review of Applied Linguistics in Language Teaching, 48(2–3), 105–129. doi:10.1515/iral.2010.006
  • Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 589–630). Oxford: Blackwell.
  • Dufva, H. (1994). Language awareness and cultural awareness for language learners. Hungarologishe Beiträge, 2, 19–32. Retrieved from http://www.epa.hu/01300/01368/00006/pdf/1994_019–032.pdf
  • EURYDICE. (2008). Key data on teaching languages at school in Europe. doi:10.2797/12061
  • Gibson, M., & Hufeisen, B. (2003). Investigating the role of prior foreign language knowledge. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), The multilingual lexicon (pp. 87–101). Dordrecht: Kluwer.
  • Graddol, D. (2006). English next. London: British Council.
  • Harmer, J. (2001). The practice of English language teaching. Harlow: Longman.
  • Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.
  • Hufeisen, B., & Marx, N. (2007). EuroComGerm – Die Sieben Siebe: Germanische Sprachen lesen lernen [EuroComGerm – The seven sieves: Learning to read Germanic languages]. Aachen: Shaker Verlag.
  • Hufeisen, B., & Neuner, G. (2004). Tertiary language learning – German after English. Strasbourg: Council of Europe.
  • Jarvis, S. (2009). Lexical transfer. In A. Pavlenko (Ed.), The bilingual mental lexicon. Interdisciplinary approaches (pp. 99–124). Bristol: Multilingual Matters.
  • Jarvis, S., & Pavlenko, A. (2007). Crosslinguistic influence in language and cognition. London: Routledge.
  • Jessner, U. (1999). Metalinguistic awareness in multilinguals: Cognitive aspects of third language learning. Language Awareness, 8(3–4), 201–209. doi:10.1080/09658419908667129
  • Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press.
  • Jessner, U. (2008a). Language awareness in multilinguals: Theoretical trends. In J. Cenoz & N. H. Hornberger (Eds.), Encyclopaedia of language and education, Knowledge about language 2nd ed., Vol. 6, (pp. 1–13). New York, NY: Springer Science + Business Media LLC.
  • Jessner, U. (2008b). Teaching third languages: Findings, trends and challenges. Language Teaching, 41(1), 15–56. doi:10.1017/S0261444807004739
  • Kellerman, E. (1977). Towards a characterization of the strategy of transfer in second language learning. International Studies Bulletin, 2, 58–145.
  • Kellerman, E. (1983). Now you see it, now you don't. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 112–134). Rowley, MA: Newbury House.
  • Kellerman, E. (1995). Crosslinguistic influence: Transfer to nowhere? Annual Review of Applied Linguistics, 15, 125–150. doi:10.1017/S0267190500002658
  • Kellerman, E., & Sharwood Smith, M. (Eds.). (1986). Crosslinguistic influence in second language acquisition. Oxford: Pergamon.
  • Kemp, Ch. (2009). Defining multilingualism. In L. Aronin & B. Hufeisen (Eds.), The exploration of multilingualism (pp. 11–26). Amsterdam/Philadelphia: John Benjamins.
  • Lasagabaster, D. (1998). The threshold hypothesis applied to three languages in contact at school. International Journal of Bilingual Education and Bilingualism, 1(2), 119–133. doi:10.1080/13670059808667678
  • Meißner, F., Meissner, C., Klein, H., & Stegmann, T. D. (2004). EuroComRom: Les sept tamis: Lire toutes les langues romanes dès le départ; avec une esquisse de la didactique de l′eurocompréhension [EuroComRom – The seven sieves: Read all romance languages as a set; with a sketch of the didactics of intercomprehension]. Aachen: Shaker Verlag, Ed. EuroCom.
  • Nation, P., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 35–53). London: Arnold.
  • Odlin, T. (1989). Language transfer. Cambridge, MA: Cambridge University Press.
  • Odlin, T. (2003). Cross-linguistic influence. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 436–486). Oxford: Balckwell.
  • Otwinowska-Kasztelanic, A. (2009). Raising awareness of cognate vocabulary as a strategy in teaching English to polish adults. Innovation in Language Learning and Teaching, 3(2), 131–147. doi:10.1080/17501220802283186
  • Otwinowska-Kasztelanic, A. (2011a). Awareness and affordances. Multilinguals versus bilinguals and their perceptions of cognates. In G. De Angelis & J.-M. Dewaele (Eds.), New trends in crosslinguistic influence and multilingualism research (pp. 1–18). Bristol: Multilingual Matters.
  • Otwinowska-Kasztelanic, A. (2011b). Awareness of cognate vocabulary and vocabulary learning strategies of polish multilingual and bilingual advanced learners of English. In J. Arabski & A. Wojtaszek (Eds.), Individual learner differences in SLA (pp. 110–126). Bristol: Multilingual Matters.
  • Recommendation R (98) 6 Linguistic diversification. (1998). Retrieved from http://www.coe.int/t/dg4/linguistic/conventions_EN.asp
  • Recommendation 1539 (2001). European year of languages. Retrieved from http://www.coe.int/t/dg4/linguistic/conventions_EN.asp
  • Recommendation of The European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
  • Ringbom, H. (1987). The role of the first language in foreign language learning. Clevedon: Multilingual Matters.
  • Ringbom, H. (2007). Cross-linguistic similarity in foreign language learning. Clevedon: Multilingual Matters.
  • Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge, MA: CUP.
  • Singleton, D. (2006). Lexical transfer: Interlexical or intralexical? In J. Arabski (Ed.), Cross-linguistic influences in the second language lexicon (pp. 130–143). Clevedon: Multilingual Matters.
  • Singleton, D., & Aronin, L. (2007). Multiple language learning in the light of the theory of affordances. Innovation in Language Learning and Teaching, 1(1), 83–96. doi:10.2167/illt44.0
  • Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40(4), 287–308. Retrieved from http://dx.doi.org/10.1017/S0261444807004491
  • Swan, M. (1997). The influence of the mother tongue on second language vocabulary acquisition and use. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 156–180). Cambridge, MA: Cambridge University Press.
  • Verity, P. D. (2003). Everyone's a native speaker! Promoting language awareness in the classroom. NUCB Journal of Language, Culture and Communication, 5(2), 133–141.
  • Thornbury, S. (1997). About language. Cambridge, MA: Cambridge University Press.
  • Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax & G. Ferguson (Eds.), Language in language teacher education (pp. 113–130). London: John Benjamin.
  • Wright, T., & Bolitho, R. (1993). Language awareness: A missing link in language teacher education? English Language Teaching Journal, 47(4), 292–304. doi:10.1093/elt/47.4.292
  • Zybatow, L., & Zybatow, G. (2002). Die Eurocom-Strategie als Weg zur europäischen Mehrsprachigkeit: EuroComSlav [The Eurocom strategy as a way to European Multilingualism: EuroComSlav]. In D. Rutke (Ed.), Europäische Mehrsprachigkeit: Analysen – Konzepte – Dokumente [European multilingualism: Analyses – Concepts – Documents] (pp. 65–96). Aachen: Shaker Verlag (Editiones Euro Com, vol. 3).

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.