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SUMMARY:Multilingualism in foreign language learning: students' and teache
 rs' perspectives in the Norwegian context - Dr. Åsta Haukås\, University
  of Bergen
DTSTART:20171108T170000Z
DTEND:20171108T183000Z
UID:TALK86131@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:Within a multilingual pedagogical approach\, learners are enco
 uraged to reflect on previous language learning experiences and how this c
 an assist them in further language learning. For example\, pupils in Norwe
 gian secondary school should reflect on which linguistic knowledge and str
 ategies from L1 Norwegian\, L2 English\, and from other acquired languages
  can be useful when learning their third language. In my presentation\, I 
 will first briefly present findings from two recently published studies. H
 aukås (2015) examined L2 English and L3 German learners’ reported strat
 egy use\, whereas Haukås (2016) investigated L3 teachers’ beliefs about
  multilingualism and a multilingual pedagogical approach. One interesting 
 finding from the latter study was the teachers’ claim that there are har
 dly any possibilities of transferring strategies from L2 English to the L3
 \, because L2 English and the L3 are learned in completely different ways.
  Prompted by these studies and inspired by Kalaja et al.’s (2008) explor
 ations of visual learner narratives\, a new study was developed to investi
 gate which activities are represented in Norwegian pupils’ drawings of t
 hemselves learning L2 English and L3 French/German/Spanish. Altogether 321
  Norwegian secondary school pupils (year 9) participated in the project. F
 indings from this study may provide important insight into learners’ str
 ategies for learning foreign languages (L2 and L3) and to what extent they
  perceive the learning of L2 English and learning an L3 as belonging to tw
 o different worlds.\n\n*Åsta Haukås* is a professor of applied linguisti
 cs and foreign language pedagogy at the University of Bergen\, Norway. Her
  research includes investigations into learners' and teachers' multilingua
 lism\, metacognition in language learning and teaching\, and language lear
 ning from a cognitive linguistic perspective. Previously she worked as a l
 anguage teacher of Norwegian\, English\, and German in secondary schools.\
 n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, ro
 om GS1
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