TY - JOUR
T1 - Developing children's language awareness
T2 - Switching codes in the language classroom
AU - Corcoll, Cristina
N1 - Funding Information:
1. The research project the article is based on is part of ongoing research carried out by the Research Group on Interlinguistic and Intercultural Competences in Teaching and Learning Languages (CILCEAL) in the Faculty of Psychology, Education and Sports Science Blanquerna, Ramon Llull University and was partially presented at a Conference held at the University of Oxford (27·28 March, 2009) entitled ‘First and second languages: exploring the relationship in pedagogy-related contexts’.
PY - 2013/2
Y1 - 2013/2
N2 - This article examines how learning an additional language can positively affect children's opinions and feelings about languages and how this process can be enriched when different languages - namely, the additional language and the children's L1s - are present and used in the classroom in an informed way. It is hypothesised that this will benefit children as language learners and, ultimately, as learners. A qualitative and quantitative study was carried out with 25 young learners for a school term. Their L1s (Catalan and Spanish) were brought into the English classroom and activities incorporating translation and codeswitching (CS), namely the pedagogically based CS, were developed. This switching of codes was promoted by the teacher but used by the students. Based on the research results, the article concludes by describing and discussing the positive development observed in the children's language awareness and plurilingual competence.
AB - This article examines how learning an additional language can positively affect children's opinions and feelings about languages and how this process can be enriched when different languages - namely, the additional language and the children's L1s - are present and used in the classroom in an informed way. It is hypothesised that this will benefit children as language learners and, ultimately, as learners. A qualitative and quantitative study was carried out with 25 young learners for a school term. Their L1s (Catalan and Spanish) were brought into the English classroom and activities incorporating translation and codeswitching (CS), namely the pedagogically based CS, were developed. This switching of codes was promoted by the teacher but used by the students. Based on the research results, the article concludes by describing and discussing the positive development observed in the children's language awareness and plurilingual competence.
KW - beginning learners
KW - codeswitching (CS)
KW - metalinguistic awareness
KW - plurilingualism
KW - third language acquisition
KW - translation tasks
UR - http://www.scopus.com/inward/record.url?scp=84873898281&partnerID=8YFLogxK
U2 - 10.1080/14790718.2011.628023
DO - 10.1080/14790718.2011.628023
M3 - Article
AN - SCOPUS:84873898281
SN - 1479-0718
VL - 10
SP - 27
EP - 45
JO - International Journal of Multilingualism
JF - International Journal of Multilingualism
IS - 1
ER -