探索中学教育中的多语言作家:从三语语料库中获得的启示

IF 0.8 Q3 LINGUISTICS European Journal of Applied Linguistics Pub Date : 2023-12-16 DOI:10.1515/eujal-2023-0022
Roberto Arias-Hermoso, Ainara Imaz Agirre
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引用次数: 0

摘要

摘要 本研究旨在通过分析参加巴斯克语沉浸式课程的中学生的三语写作,为多语写作领域做出贡献,并为康明斯的 "共同基础能力假设"(CUP)提供证据。本研究的主要目的是探讨参与者用三种在校语言(巴斯克语、西班牙语和英语)进行写作之间的关系。本研究从 113 名中学生样本中收集了三语科学论证性写作论文语料库。使用 MultiAzterTest 对这些文章进行了分析,以获得复杂性、准确性和流畅性的测量结果。我们进行了相关性分析,以探讨每种测量指标在不同语言之间的相关性,结果发现大多数测量指标与其对应指标之间存在中低度相关性。具体而言,准确性和流畅性测量结果显示出较强的语言间相关性,尤其是巴斯克语和西班牙语之间。研究结果表明,多语种学习者在写作过程中表现出相似的跨语言模式,从而支持了康明斯的 "跨语言学习联盟"。新出现的相似性对双语/多语教育项目具有重要意义,因为它们可以为课程设计和教学提供信息,以促进跨语言迁移和金属语言的多语意识。
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Exploring multilingual writers in secondary education: insights from a trilingual corpus
Abstract This study aims at contributing to the field of multilingual writing and providing evidence for Cummins’ Common Underlying Proficiency Hypothesis (CUP) through analysing trilingual writing among secondary education students enrolled in a Basque immersion program. The main objective of the present study is to explore the relationships between participants’ compositions in their three languages of schooling (Basque, Spanish and English). A trilingual corpus of argumentative scientific writing essays was collected from a sample of 113 secondary education students. The texts were analysed with MultiAzterTest to retrieve complexity, accuracy and fluency measures. Correlational analyses were performed to explore correlations of each measure across languages, and low-moderate correlations were found between most measures and their counterparts. Specifically, accuracy and fluency measures showed stronger between-language relationships, which were especially salient between Basque and Spanish. Findings suggest that multilingual learners exhibit similar across-language patterns in the writing process, thus supporting Cummins’ CUP. The emerging similarities have important implications for bi/multilingual education programs, as they might inform curriculum design and instruction to foster crosslinguistic transfer and metalinguistic multilingual awareness.
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24
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