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Learning a third language: what learner strategies do bilingual students bring?

Learning a third language: what learner strategies do bilingual students bring?
Learning a third language: what learner strategies do bilingual students bring?
This article seeks to develop the research agenda of multilingualism and multicompetence by bringing together three research fields and their related methodologies: bilingualism, third language acquisition and language learner strategies. After a brief introduction to each area, it describes a study to explore whether bilingual adolescent students learning French in two London schools outperform their monolingual peers in reading and listening comprehension. The significant difference in bilinguals students’ listening comprehension test scores leads to in-depth analysis of qualitative data of three case study students in order to identify the differential features involved in the interaction of the languages. It appears that their greater use of oral/aural strategies is developed through the home environment; code-switching in the parental input fostering the development of the strategies. The article concludes with implications for pedagogy and for research.
0022-0272
553-575
Grenfell, Michael
3f1954ca-ee82-46df-bd31-0b6c9c390ab1
Harris, Vee
318b5ed0-3ee5-49bd-b162-f3d594f5557f
Grenfell, Michael
3f1954ca-ee82-46df-bd31-0b6c9c390ab1
Harris, Vee
318b5ed0-3ee5-49bd-b162-f3d594f5557f

Grenfell, Michael and Harris, Vee (2015) Learning a third language: what learner strategies do bilingual students bring? Journal of Curriculum Studies, 47 (4), 553-575. (doi:10.1080/00220272.2015.1033465).

Record type: Article

Abstract

This article seeks to develop the research agenda of multilingualism and multicompetence by bringing together three research fields and their related methodologies: bilingualism, third language acquisition and language learner strategies. After a brief introduction to each area, it describes a study to explore whether bilingual adolescent students learning French in two London schools outperform their monolingual peers in reading and listening comprehension. The significant difference in bilinguals students’ listening comprehension test scores leads to in-depth analysis of qualitative data of three case study students in order to identify the differential features involved in the interaction of the languages. It appears that their greater use of oral/aural strategies is developed through the home environment; code-switching in the parental input fostering the development of the strategies. The article concludes with implications for pedagogy and for research.

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e-pub ahead of print date: 22 May 2015
Published date: 2015

Identifiers

Local EPrints ID: 390687
URI: http://eprints.soton.ac.uk/id/eprint/390687
ISSN: 0022-0272
PURE UUID: 1acb0bf9-a4ab-47c7-98d6-7fb74ad6087d
ORCID for Michael Grenfell: ORCID iD orcid.org/0000-0002-2038-0317

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Date deposited: 06 Apr 2016 13:24
Last modified: 15 Mar 2024 02:42

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Contributors

Author: Michael Grenfell ORCID iD
Author: Vee Harris

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