453
Views
2
CrossRef citations to date
0
Altmetric
Articles

Romance languages and EFL: friends or foes? A study on the effects of romance intercomprehension training on plurilingual competence and EFL reading skills in young learners

ORCID Icon, ORCID Icon & ORCID Icon
Pages 189-208 | Received 13 Feb 2020, Accepted 13 Dec 2021, Published online: 30 Dec 2021

References

  • Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109–137. https://doi.org/10.1146/annurev.anthro.30.1.109
  • Alvarez, D., Chardenet, P., & Tost, M. (2011). L’intercompréhension et les nouveaux défis pour les langues romanes. Union Latine, Agence universitaire de la Francophonie.
  • Bonvino, E., Fiorenza, E., & Cortés Velásquez, D. (2018, July). Observing strategies in intercomprehension reading. Some clues for assessment in plurilingual settings. Frontiers in Communication, 3, 29. https://doi.org/10.3389/fcomm.2018.00029
  • Bright, J., & McGregor, G. (1970). Teaching English as a second language: Theory and techniques for the secondary stage. Longman.
  • Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
  • Candelier, M. (2010). Le cadre de référence pour les approches plurielles des langues et des cultures (CARAP) – un outil pour la prise en compte de la diversité a l’école. In M. Candelier (Ed.), Politiques et pratiques de l’enseignement de la diversité socioculturelle – diversité et inclusion: enjeux pour la formation des enseignants (pp. 85–93). Centre Européen pour les Langues Vivantes / Conseil de l’Europe. https://carap.ecml.at/
  • Canu, S. (2016). Intercomprensione nella scuola primaria: cominciamo dall’oralità. In E. Bonvino & M. Jamet (Eds.), Intercomprensione: lingue, processi e percorsi (pp. 113–128). Ca’Foscari – Digital publishing.
  • Capucho, F. (2011). Intercomprensione fra lingue appartenenti a diverse famiglie linguistiche. In M. de Carlo (Ed.), Intercomprensione e educazione al plurilinguismo (pp. 223–241). Wizarts Editore.
  • Carrasco Perea, E., & de Carlo, M. (2016). Évaluer en intercompréhension ou oser le paradigme plurilingue. In E. Bonvino & M. C. Jamet (Eds.), Intercomprensione: lingue, processi e percorsi (pp. 183–204). EL.LE, Ca’ Foscari.
  • Carrasco Perea, E., & Melo-Pfeifer, S. (2018). La integración curricular de la IC en los centros educativos: ¿Proyecto futurible y sostenible? Un estudio comparativo Catalunã-Hamburgo. In S. Melo-Pfeifer & C. Helmchen (Eds.), Plurilingual literacy practices in school and teacher education (pp. 163–197). Peter Lang.
  • Cenoz, J., & Gorter, D. (2013). Toward plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591–599. https://doi.org/10.1002/tesq.121
  • Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26.
  • Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 25–43). Longman.
  • Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence: Studies towards a common European framework of reference for language learning and teaching. Council of Europe Publishing. http://www.coe.int/t/dg4/linguistic/source/framework.en.pdf.
  • Council of Europe. (2001). Common European framework of reference for languages. Council of Europe Publishing. https://www.coe.int/en/web/language-policy
  • Council of Europe. (2007). Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. Council of Europe Publishing. https://www.coe.int/en/web/language-policy
  • Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume with new descriptors. Council of Europe Publishing. https://www.coe.int/en/web/language-policy
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. https://doi.org/10.3102/00346543049002222
  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual class-rooms. Journal of Applied Linguistics, 10(2), 221–240.
  • De Carlo, M.(Ed.). (2015). Deux référentiels de compétences en intercompréhension. Miriadi; Centre de Recherche en Terminologie et Traduction, Université Lyon 2. https://frama.link/REFIC-REFDIC
  • European Centre for Modern Languages. (2012). Frepa: A framework of reference for pluralistic approaches to languages and cultures: Competences and resources. https://carap.ecml.at/
  • Ferretti, R. P., & Butterfield, E. C. (1992). Intelligence-related differences in the learning, maintenance, and transfer of problem-solving strategies. Intelligence, 16(2), 207–223. https://doi.org/10.1016/0160-2896(92)90005-C
  • Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520. https://doi.org/10.1002/tesq.114
  • García, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. https://doi.org/10.1080/13670050.2019.1598932
  • Giordan, A. (1994). Le modèle allostérique et les théories contemporaines sur l’apprentissage. In A. Giordan, Y. Girault, & P. Clément (Eds.), Conceptions et connaissance (pp. 1–21). Peter Lang.
  • Giordan, A., & De Vecchi, G. (1987). Les origines du savoir. Des conceptions des apprenants aux concepts scientifiques. Delachaux Niestle.
  • Gough, P. (1972). One second of reading. In J. Kavanagh & I. Mattingly (Eds.), Language by ear and by eye (pp. 331–358). MIT Press.
  • Grzega, J. (2005). The role of English in learning and teaching european intercomprehension skills. Journal for EuroLinguistix, 2(1), 1–18.
  • Hemming, E., Klein, H. G., & Reissner, C. (2011). English - the bridge to the romance languages. Shaker Verlag.
  • Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The ci perspective. Discourse Processes, 39(2-3), 125–128. https://doi.org/10.1080/0163853X.2005.9651676
  • Kubota, R. (2014). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494. https://doi.org/10.1093/applin/amu045
  • Lantolf, J., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 201–224). Lawrence Erlbaum.
  • Marshall, S., & Moore, D. (2016). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19–34. https://doi.org/10.1080/14790718.2016.1253699
  • Meier, G., & Wood, A. (2021). Multilingual socialisation in education (m-soc): Educator engagement and potential for collective action. International Journal of Multilingualism, 18(4), 619–633. https://doi.org/10.1080/14790718.2021.1951275
  • Melo-Pfeifer, S. (2014). Intercomprehension between romance languages and the role of english: A study of multilingual chat rooms. International Journal of Multilingualism, 11(1), 120–137. https://doi.org/10.1080/14790718.2012.679276
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Newbury House.
  • Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600–614. https://doi.org/10.1002/tesq.110
  • Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41–51. https://doi.org/10.2307/3586011
  • Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Domic (Ed.), Attention and performance VI (pp. 573–603). Erlbaum.
  • Smith, F. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. Holt, Rinehart & Winston.
  • Steil, K. R. (2018). Plurilingual approach to teaching English as a foreign language to primary students: An exploratory study in a Catalan school (unpublished Master’s thesis). Universitat de Barcelona.
  • Stern, H. H. (1975). What can we learn from the good language learner? The Canadian Modern Language Review, 31(4), 304–319. https://doi.org/10.3138/cmlr.31.4.304
  • van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163–186). Equinox.
  • Vetter, E. (2011). Exploiting receptive multilingualism in institutional language learning: The case of Italian in the Austrian secondary school system. International Journal of Bilingualism, 16(3), 348–365. https://doi.org/10.1177/1367006911426385
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1–19.

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.