UC1 Contextualization (Part 1)

08GEPR El inglés como lengua vehicular en
el aprendizaje integrado de contenidos y lengua.

CLIL
UC1_Contextualization
Dunya Martínez Fortuny

PhD Candidate in Education and ICT (e-Learning)
12/10/2021
Overview
CONTEXTUALIZATION OF UNIT 1:
1. Multilingualism and Multilingual Education.
2. Multilingualism in a Globalized world
08GEPR English as the vehicular language in the integration of both contents and language. CLIL
12/10/2021
“To have another language is to possess a second soul”
Charlemagne, King of the Franks and the Lombards
12/10/2021
1. Multilingualism and Multilingual education
Definitions
Multilingualism is the act of using or promoting the use of multiple
languages, wither by an individual speaker or by a community of speakers.
Multilingual speakers outnumber monolingual speakers in the world’s population, and it’s becoming a
social phenomenon governed by the needs of globalization and cultural openness.
A multilingual person is one who can communicate in more than one language, be it actively or passively.
speaking,
BILINGUAL writing or
TRILINGUAL signing
MULTILINGUAL = POLYGLOT listening,
reading or
perceiving
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What is a multilingual/bilingual person?

Multilingual speakers have acquired and maintained at least one language during childhood (L1).
The first language (the mother tongue) is acquired even without formal education.
COMPOUND bilingual COORDINATE bilingual SUBORDINATE bilingual
have one semantic system have two semantic systems the weaker language is
but two linguistic codes. 2 and two linguistic codes. interpreted through the
languages learnt at the Languages are learnt in stronger language
same time. distinctively separate contexts.
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How does the language you speak affect your thoughts?
08GEPR English as the vehicular language in the integration of both contents and language. CLIL 12/10/2021
Edward Sapir (1884-1939)
https://www.youtube.com/watch?v=sgXbq1iTrHo&ab_channel=TED-
EdStudentTalks
12/10/2021
Transfer in Second Language Acquisition
In this video, Moti Lieberman talks about

transfer in second language acquisition: how
we know that the foundation of our new
language is the one we knew already, and
what the effects are of having that old
language knowledge around.
https://www.youtube.com/watch?v=UB18y2ZYBiY
Role of CLI
(Crosslinguistic Influece)
in SLA
Interference
Transfer
Cross-Linguistic
Influence
Interference
Coined by Weinreich in 1953.
Makes reference to negative transfer.

“subsequent wrong assumptions about cross-linguistic similarities
between L1 and L2” (Ringbom, 2007: 30-31).
“instances of language deviation from the norms of either language
which occur in the speech of bilinguals because of their familiarity
with more than one language” (Weinreich, 1953: 1).
Negative influence, as an obstacle to the acquisition and production
of correct target language forms.
Coined by Odlin (1989).

Transfer
Gradually replaced the term interference.
Both positive and negative influence.
Learner’s trying to apply rules and forms of the first language into
the second language.
“Influence resulting from similarities and differences between the

target language and any other language that has been previously
(and perhaps) imperfectly acquired” (Odlin, 1989, p. 27).
Cross-Linguistic
Influence
Coined by Smith & Kellerman (1986).
“the influence of a person’s knowledge of one language on that person’s

knowledge or use of another language” (Jarvis & Pavlenko, 2008, p.1).
First Language (L1) – Main source of influence in the acquisition of a second
language (L2).
The woman is… mmm… embarrassed (embarazada)
Spanish L1 = Supply Language

(‘Embarrassed’ instead of ‘pregnant’)
CROSSLINGUISTIC INFLUENCE (CLI) - different ways in which one language can affect another
within an individual speaker
POSITIVE TRANSFER NEGATIVE TRANSFER
occurs when areas of similarity The L1 structure is used

between the two languages facilitate inappropriately in the L2.
learning.
E.g.: false friends
The structure is appropriate in both
languages.
12/10/2021
What about the risk of mixing the two languages (L1 and L2) together?
If each language develops at a different pace, the more advanced system will
boost the development of the less advanced. J.M. Meisel,The Bilingual Child
(2006)
The more input in both languages from high-quality sources and coming
from adapted interactions, the more chances, in general, that the young
speaker will succeed in the acquisition of the multiple languages. J.M.
Meisel , The Bilingual Child ( 2006)
Meisel (2006) also points out at the phenomenon of interdependence: the

multilingual speaker contrasts in his or her mind both linguistic systems (when
they have been properly acquired, at least to some level) and, instead of this
being an obstacle, it constitutes an extra and useful tool for the speaker to
utter the sentences more consciously and correctly. Both linguistic systems
become interdependent, particularly in the case of subordinate bilinguals.
Factors which favour cross-linguistic interaction, favouring interdependence:

● The two languages do not develop at the same pace.
● L1 (mother tongue) background serves as the basis for schemata of L2 (second language)
● Consistency of parental input, language dominance, and structural properties of the languages
involved.
● Additional factors include:
1. Attitude.
2. Good communicative skills in the mother language.
3. Intrinsic and extrinsic motivation.
4. The time and resources available to carry out the effort of acquiring another language or other
languages.
5. Good quality and abundant input.
6. Meaningful communicative interactions with the foreign language speakers.
https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_702
Linguistic Interdependence hypothesis (Cummins, 1978)

An individual who is involved in language learning is like a "dual-iceberg", which describes
the first language and the second language being the two tips of an iceberg that we can see
above the surface, with a common basis that connects the two languages below the surface.
Cummins' Iceberg Model of Language Interdependence
BICS (Basic Interpersonal Communication Skills)

The language necessary for day to day living, including
conversations with friends, informal interaction.
CALP (Cognitive Academic Language Proficiency)

The formal, academic language necessary to
understand and discuss content in the classroom
Introduction to Unit 1
What is “bilingual education”?

Esta foto de Autor desconocido se concede bajo licencia de CC BY-NC-ND.
Planned and systematic use of two languages in the course of a student’s education at school.
Utilization of two languages as a means of instruction for students embedded in the entire school
curriculum, as distinct from simply teaching a second language as a subject.
➔ Introduction of new linguistics
➔ Maintain home languages Positive intercultural communication
➔ Promotes cultural and linguistic diversity.
A better understanding of cultural and linguistic

differences.
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12/10/2021
“The plurilingual approach emphasises the fact that as an individual person’s experience of language in its
cultural contexts expands, from the language of the home to that of society at large and then to the languages of
other peoples, he or she does not keep these languages and cultures in strictly separated mental
compartments, but rather builds up a communicative competence to which all knowledge and experience of
language contributes and in which languages interrelate and interact.” (CEFR, p.13)
Key concepts:
• A holistic view of languages in education
• Linguistic repertoires and partial competences
• Bi- and plurilingualism are "normal" and achievable by all
• Cognitive benefits of plurilingual education
• Plurilingual approaches contribute to social integration
• Plurilingual competences are empowering for all learners
Esta foto de Autor desconocido se concede bajo licencia de CC BY-NC.
12/10/2021
Intercultural education
INTERCULTURAL LEARNING: Its main purpose is “to inflect
ethnocentric perspectives, fight prejudices and promote solidarity
actions that support equality in human dignity and respect for the
plurality of cultural identities” (Cunha and Gomez, 2009)
https://youtu.be/fsG9pR1BZzE?feature=shared
12/10/2021
https://www.coe.int/EN/web/language-policy/home?
https://youtu.be/QUQcA-FKWqg?si=u1J2ToifL7Tu4N5-
12/10/2021
Globalization has resulted in linguistic shifts on a global scale, including the recategorization
of privileged languages, the commodification of multilingualism, the "Englishization" of the
globalised workplace, and varied experiences of multilingualism along gendered lines.
• Language Contact, Categories and Powers

• The emergence of English as a lingua franca (De Swaan, 2013)
• Multilingualism as Global Capital (Grenfell & Kelly, 2003)
• Englishization (Boussebaa & Brown, 2018) and English
Imperialism (Phillipson, 1992)
• Technology and English Multiligualism
• Education
• Growing demand of Multilingualism
How does this affect education?
- Increased cultural diversity

- Greater access to information
GLOBALIZATION - Emergence of new educational models
- Increased competition
- New challenges
Esta foto de Autor desconocido se concede bajo licencia de CC BY.
How can teachers prepare for globalisation in education?
✓ Develop intercultural skills
✓ Update educational policies
✓ Widen cross-cultural skills set
✓ Encourage global awareness
✓ Embrace technology
Bibliographical references
• Boussebaa, Medhi; Brown, Andrew (Fall 2018). "Englishization, Identity Regulation and
Imperialism". Journal of Organization Studies. doi:10.1177/0170840616655494
• De Swaan, A. (2013). Words of the world: The global language system. John Wiley & Sons.
• Grenfell, M., & Kelly, M. (2003). Pierre Bourdieu: language, culture and education: theory into practice.
Peter Lang.
• Myles, J. F., & Myles, J. F. (2010). Bourdieu-language-media (pp. 9-22). Palgrave Macmillan UK.
• Phillipson, R. (1997). Realities and myths of linguistic imperialism. Journal of multilingual and multicultural
development, 18(3), 238-248.
12/10/2021
Thank you!

UC1 Contextualization (Part 1)

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08GEPR El inglés como lengua vehicular en

el aprendizaje integrado de contenidos y lengua.

Dunya Martínez Fortuny

What is a multilingual/bilingual person?

COMPOUND bilingual COORDINATE bilingual SUBORDINATE bilingual

How does the language you speak affect your thoughts?

Edward Sapir (1884-1939)

Transfer in Second Language Acquisition

In this video, Moti Lieberman talks about

Makes reference to negative transfer.

Coined by Odlin (1989).

Gradually replaced the term interference.

Both positive and negative influence.

“Influence resulting from similarities and differences between the

“the influence of a person’s knowledge of one language on that person’s

The woman is… mmm… embarrassed (embarazada)

Spanish L1 = Supply Language

POSITIVE TRANSFER NEGATIVE TRANSFER

occurs when areas of similarity The L1 structure is used

Meisel (2006) also points out at the phenomenon of interdependence: the

Factors which favour cross-linguistic interaction, favouring interdependence:

Linguistic Interdependence hypothesis (Cummins, 1978)

Cummins' Iceberg Model of Language Interdependence

BICS (Basic Interpersonal Communication Skills)

CALP (Cognitive Academic Language Proficiency)

What is “bilingual education”?

A better understanding of cultural and linguistic

• Language Contact, Categories and Powers​

How does this affect education?

- Increased cultural diversity

How can teachers prepare for globalisation in education?

✓ Develop intercultural skills

✓ Update educational policies

✓ Widen cross-cultural skills set

✓ Encourage global awareness

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• Language Contact, Categories and Powers