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Rea Lujić and Silvija Hanžić Deda


This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.

Open access

Vilma Mikašytė

UP. Rheingold, H. (1993). The virtual community: Homesteading on the electronic frontier . MIT Press. Rodham, K., & Gavin, J. (2006). The ethics of using the internet to collect qualitative research data. Research Ethics Review , 2, 92–97. Rosenberg, Å. (2010). Virtual World Research Ethics and the Private/Public Distinction. International Journal of Internet Research Ethics , 3, 30–37. Subačius, G. (2002). Two types of standard language history in Europe. Res Balticae , 8, 131–150. Turkle, S. (1995). Life on the screen: Identity

Open access

António Lopes


The Corpus of Contemporary American English (Davies) on the Brigham Young University website has been used in the English as Foreign Language (EFL) classroom to help learners better understand how language works at different levels of analysis and also to develop their writing skills. However, it also allows learners to explore culture-related content, by giving them access to invaluable information about social, ideological, political and historical contexts. Moreover, it provides the means to examine the ways in which such aspects intersect with language and condition its use. The understanding of this cultural and discursive dimension of language is pivotal in the training of undergraduate students in the areas of humanities and social sciences. To determine how far the COCA can contribute to increase this awareness, a series of task-based activities involving writing was drawn up and carried out in an EFL class of undergraduate students. They were first introduced to this corpus analysis tool and encouraged to explore it further. Later on, in order to complete a writing task, they were prompted to resort to a series of strategies to collect information about relevant events, personalities and social or cultural phenomena, to analyse and interpret data, and to draw conclusions about the modes in which culture and language can interact. This paper provides (a) the rationale and a brief literature review on this topic, (b) a description of the task-based activities, the implementation process, the students’ strategies and the evaluation procedures, and (c) a critical reflection on this study that may open the path for further developments in this area.

Open access

Maria Ellison and Álvaro Almeida Santos

.” Linguarum Arena , vol. 6, 2015, pp. 59-69. Ellison, Maria. “(De)Constructing CLIL in the Primary Context: Primary Practice Revisited and Reconsidered.” APPINEP Bulletin , vol. 22, 2010, pp. 8-11. Friedman, Debra. “How to Collect and Analyze Qualitative Data.” Research Methods in Second Language Acquisition. A Practical Guide , edited by Alison Mackey and Susan. M. Gass, Wiley-Blackwell, 2012, pp.180-200. Key Data on Teaching Languages at School in Europe 2012 . Eurydice, 2012. Key Data on Teaching Languages at School in Europe 2017 . Eurydice