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- Gunnarsson, Tina, et al.
(författare)
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Multilingual students' self-reported use of their language repertoires when writing in English
- 2015
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Ingår i: Apples - Journal of Applied Language Studies. - 1457-9863. ; 9:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.
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- Gunnarsson, Tina, et al.
(författare)
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Multilingual Students' use of their linguistic repertoires when writing in a non-native language
- 2014
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Ingår i: Symposium on Second Language Writing : Professionalizing Second Language Writing. ; , s. 57-57
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Konferensbidrag (refereegranskat)abstract
- The study uses think aloud and retrospective interview data from bi- and multilingual students age 15-16 in Swedish compulsory school, in order to study a) the extent to which they use their entire linguistic repertoires, and b) whether the participants prefer to think aloud in L1 or L2 while writing.
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- Gyllstad, Henrik, et al.
(författare)
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Effects of Word Definitions on Meaning Recall : A Multisite Intervention in Language-Diverse Second Language English Classrooms
- 2022
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Ingår i: Language learning. - : John Wiley & Sons. - 0023-8333 .- 1467-9922. ; 73:2, s. 403-444
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Tidskriftsartikel (refereegranskat)abstract
- Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests.
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- Gyllstad, Henrik, et al.
(författare)
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Investigating the effect of monolingual, bilingual and multilingual language teaching conditions on vocabulary learning in English classrooms in Sweden
- 2020
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Ingår i: ASLA-symposiet 2020 : Abstraktsamling. - : Association suédoise de linguistique appliquée. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- Although research indicates cognitive (Wu et al., 2013) and social (Cummins, 2017) benefits of drawing on students’ whole language repertoires, and vocabulary experts emphasizing the merit of using L1s to establish initial form-meaning mapping (Schmitt, 2008), classroom-based research on what teaching/learning practices may be effective in multilingual classrooms is scarce.We present results from an intervention comparing the effects on vocabulary learning of three week-long teaching/learning conditions: English Only (EO); English and Swedish (E&S); and English, Swedish and any Other language(s) (E&S&O) that learners know. Participants are learners (age 15-16) in six intact classes.Teaching materials for each of the three conditions comprised (1) a text, including 12 controlled and piloted English target words, (2) vocabulary exercises and (3) vocabulary lists covering the target words, the latter being either EO, E&S, or E&S&O. We used a counter-balanced, within-subject design, featuring pretest–3 x treatment–immediate posttest–delayed posttest. The vocabulary test format targeted meaning recall knowledge at all test times, with answers in any language allowed. Learners were instructed to follow the imposed condition each week. Gain score analyses (ANOVAs) of three classes showed that all performed better in the E&S condition, irrespective what week this treatment condition took place. Thus, learning English vocabulary with Swedish translation equivalents yielded higher gain scores for all classes. We will present results for all six classes (Total N = c. 120), and factors such as language proficiency, language dominance, preferred teaching/learning approach, and perceived learning will be incorporated as covariates in the analysis.
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- Gyllstad, Henrik, et al.
(författare)
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Vocabulary learning under three different language conditions in six intact multilingual EFL classrooms in Sweden
- 2021
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Ingår i: AAAL 2021 Virtual Conference. - : American Association for Applied Linguistics.
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Konferensbidrag (refereegranskat)abstract
- Research has indicated social benefits of drawing on students’ full language repertoires (Cummins, 2017), and vocabulary experts recommend using L1s to establish initial form-meaning mapping for new L2 words (Schmitt, 2008). Though classroom-based research investigating effective teaching/learning practices in multilingual classrooms is scarce, Shin, Dixon and Choi (2019) report that intervention studies published in the last decade suggest that L2 learners benefit more from L1 translations than from L2-only explanations. Yet, we know of no studies comparing conditions involving more than two languages.In an intervention study we compared the effects on vocabulary learning of three week-long teaching/learning conditions in multilingual EFL classrooms in Sweden. The three learning conditions were: English Only (EO); English and Swedish (E&S); English, Swedish and any Other language(s) (E&S&O) known by the learners. Learners aged 15-16 from six intact classes (N = 127) were instructed to follow the imposed condition that applied each week. Teaching materials for each condition comprised a text, including 12 carefully piloted English target words, vocabulary exercises, and vocabulary lists of the target words, in either EO, E&S, or E&S&O. We used a counter-balanced, repeated-measures design, with pretest (PT) (36 words), 3 x treatment, immediate posttests (IPT) (3 x 12 words), and delayed posttest (DPT) (36 words) 8 weeks after the treatments. The test format targeted meaning recall (expressed in any of the participants’ languages or even drawings).Mixed effects modeling showed that learners in all classes improved significantly in the IPTs compared to PTs, but that scores on the DPTs were low. Importantly, in 3 of 6 classes no differences were found between the 3 conditions, but in 3 classes learners scored significantly lower in the EO condition, with conditions involving learners’ L1(s) providing better results. Factors such as English proficiency and preferred learning conditions will also be discussed.
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- Hult, Francis, et al.
(författare)
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Language Policy Formation at a Swedish University : Negotiating Multilayered Discourses
- 2013
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Ingår i: AAAL American Association of Applied Linguistics, Dallas, 3.16-3.19.2013. ; , s. 130-130
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Konferensbidrag (refereegranskat)abstract
- This ethnographic/discourse analytic study investigates how a task force of stakeholders at a major Swedish university developed an institutional language policy. An ecological approach in conjunction with nexus analysis is used to trace intertextual and interdiscursive connections that were made during negotiations and ultimately entextualized in a policy document.
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