| 1. |
- Bardel, Camilla, 1963-
(författare)
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De romanska språken som L3
- 2016
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Ingår i: Tredjespråksinlärning. - Lund : Studentlitteratur AB. - 9789144093185 ; , s. 115-134
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Bokkapitel (refereegranskat)
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| 2. |
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| 3. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects
- 2019
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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| 4. |
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| 5. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Offering research education for in-service language teachers
- 2017
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Ingår i: Language Teaching. - : Cambridge University Press. - 0261-4448 .- 1475-3049. ; 50:2, s. 290-293
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.
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| 6. |
- Bardel, Camilla
(författare)
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Syntactic Transfer in L3 Learning : What Do Models and Results Tell Us About Learning and Teaching a Third Language?
- 2019
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Ingår i: Cross-Linguistic Influence. - Cham : Springer. - 9783030220655 - 9783030220662 ; , s. 101-120
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Bokkapitel (refereegranskat)abstract
- In this chapter, five theoretical models of syntactic transfer in third language (L3) learning are presented together with results from studies that examine the role of the background languages (L1 and L2) in L3 syntax. The models are the Cumulative Enhancement Model (CEM, Flynn, Foley, & Vinnitskaya 2004), the L2 status factor hypothesis (Bardel & Falk, 2007, 2012), the Typological Primacy Model (TPM, Rothman, 2011, 2015), the scalpel model (Slabakova, 2017), and the Linguistic Proximity Model (LPM, Westergaard, Mitrofanova, & Mykhaylyk, 2017). With these models, L3 syntax has recently and quickly become a debated issue in the field of Second Language Acquisition (SLA). The models deal with various factors that are held to play particularly important roles in the initial stages of L3 learning. The factors are, above all, Universal Grammar, typological relations between languages or between structures, the learner’s perception of similarities between languages, and the level of metalinguistic knowledge and proficiency in the involved languages. Empirical data tend to point in different directions regarding the significance of these factors. The overall results point at the dynamic nature of multilingualism in that they indicate that both the L1 and the L2(s) may act as transfer sources in L3 syntax, but questions concerning which factors lead to transfer from which background language, and of which particular structures, remain unsolved. This chapter surveys the five models and their attempts to answer the question of how previously acquired or learned languages play a role in the learning of L3 syntax. It ends with a discussion of what this line of research can offer language teachers.
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| 7. |
- Bardel, Camilla, et al.
(författare)
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The L2 status factor hypothesis revisited : The role of metalinguistic knowledge, working memory, attention and noticing in third language learning
- 2017
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Ingår i: L3 Syntactic Transfer. - Amsterdam : John Benjamins Publishing Company. - 9789027243768 - 9789027265609 ; , s. 85-101
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Bokkapitel (refereegranskat)abstract
- This chapter provides a nuanced view of the L2 status factor model, emphasizing explicit metalinguistic knowledge as the key factor governing transfer, together with individual differences in working memory and the operations associated with it. We argue that individual differences regarding the degree of explicit metalinguistic knowledge attained either in L1 or in L2 and differences when it comes to working memory, attention and noticing should be taken in consideration when accounting for transfer from previously acquired or learned languages in L3 learning.
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| 8. |
- Bardel, Camilla, 1963-
(författare)
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The lexicon of advanced L2 learners
- 2016
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Ingår i: Advanced proficiency and exceptional ability in second languages. - Berlin : Mouton de Gruyter. - 9781614517184
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Bokkapitel (refereegranskat)
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| 9. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Lärares synpunkter på ämnet Moderna språk – en rapport från projektet TAL
- 2018
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Ingår i: LMS Lingua. - 0023-6330. ; 2018:2, s. 8-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Ämnet Moderna språk i grundskolan är på flera sätt unikt, eftersom det dels innefattar ett antal olika språk, dels är frivilligt för eleverna. Det senare är en sedan länge omdiskuterad fråga såväl policymässigt som pedagogiskt och individrelaterat. Frågan har genom åren också blivit föremål för mycket uppmärksamhet medialt, inte minst på grund av att ca 20 % av eleverna aldrig påbörjar ämnet och att mer än 30 % lämnar grundskolan utan betyg, många efter avhopp (Tholin & Lindqvist, 2009; Skolinspektionen, 2010). Trots olika typer av åtgärder, har inga större förändringar skett under senare decennier, vare sig vad gäller andelen som påbörjar eller hoppar av sitt moderna språk (Tholin, 2017). Sedan 2016 studeras ämnet Moderna språk i ett omfattande forskningsprojekt, TAL, stött av Vetenskapsrådet och i samverkan mellan universiteten i Lund, Göteborg och Stockholm (Granfeldt, Bardel, Erickson, Sayehli, Ågren och Österberg, 2016). I projektet arbetar vi bland annat med enkäter till skolledare, lärare och elever, intervjuer och samtal samt vissa kunskapsuppgifter till elever, inte minst med fokus på muntlig språkfärdighet. Denna artikel är en första, kort och preliminär rapportering av några resultat från den omfattande enkät till lärare som ingår i projektet.
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| 10. |
- Falk, Ylva, et al.
(författare)
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The role of L1 explicit metalinguistic knowledge in L3 oral production at the initial state
- 2015
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Ingår i: Bilingualism. - 1366-7289 .- 1469-1841. ; 18:2, s. 227-235
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Tidskriftsartikel (refereegranskat)abstract
- In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the L1, who are exposed to a completely new L3. In accordance with the second language (L2) status factor, which is further motivated by the distinction between implicit competence and explicit knowledge (Bardel & Falk, 2012; Paradis, 2009), we hypothesize that the participants with low explicit MLK in their L1 will transfer from their L2, and that the participants with high explicit MLK in the L1 will transfer from their L1. The structure of interest is adjective placement, which is the same in the L1 and the L3 (but not in the participants' L2s). The results show that the degree of explicit MLK in the L1 plays a decisive role at the initial state of L3 learning.
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