Cristin-prosjekt-ID: 2349125
Sist endret: 22. februar 2021, 15:19

Cristin-prosjekt-ID: 2349125
Sist endret: 22. februar 2021, 15:19
Prosjekt

Education for plurilingualism: Metalinguistic awareness in early instructed language learning (MetaLearn)

prosjektleder

Christine Erna Elisabeth Möller-Omrani
ved Institutt for språk, litteratur, matematikk og tolking ved Høgskulen på Vestlandet

prosjekteier / koordinerende forskningsansvarlig enhet

  • Høgskulen på Vestlandet

Klassifisering

Vitenskapsdisipliner

Anvendt språkvitenskap • Nordiske språk • Engelsk språk • Språkvitenskapelige fag • Humaniora

Emneord

Flerspråklighet • Andrespråksforskning • Andrespråksdidaktikk • Språktesting og vurdering • Flerspråklighet i skolen • Andrespråksopplæring • Andrespråkslingvistikk

Kategorier

Prosjektkategori

  • Grunnforskning

Kontaktinformasjon

Sted
Christine Möller-Omrani

Tidsramme

Aktivt
Start: 1. september 2020 Slutt: 30. november 2024

Beskrivelse Beskrivelse

Tittel

Education for plurilingualism: Metalinguistic awareness in early instructed language learning (MetaLearn)

Populærvitenskapelig sammendrag

Current research on language learning and education for plurilingualism has shown that it is important for pupils who are learning a new language to make use of the languages they already know. Pupils are better able to do this when they have a high degree of what is called 'metalinguistic awareness' (MLA), which means that they are able to use what they know about language in general as a means of making sense of what they are trying to learn. Though researchers agree that MLA is important, it has not been widely researched and is not well understood. This is especially true of MLA in instructed language learning (learning a language in a school setting), in Norway and internationally.

 

This research project (called MetaLearn) will develop a test to assess MLA in the Norwegian context and will use this test to track how MLA develops in young children learning a foreign language at school. MetaLearn will also look at various factors (contextual, individual, and linguistic) that might interact with the development of MLA. At the same time, the project will investigate whether, and if so how, specific classroom activities might develop pupils’ MLA.

 

MetaLearn will make a valuable contribution to our understanding of MLA and language learning in both national and international contexts. For Norway, MetaLearn also provides an urgently needed background for promoting plurilingualism in all pupils—whether children with Norwegian as their home language or children with a minority language background—which can help schools and teachers to empower all pupils to exploit the full potential of their language competence and to provide a firm basis for them to develop as plurilingual citizens.

Vitenskapelig sammendrag

The state of the art in language acquisition research and education for plurilingualism suggests that it is important for pupils to draw on the languages they already know when they are learning a foreign language. This strategy is facilitated when pupils have what is called metalinguistic awareness (MLA), which means that they can make use of metalinguistic knowledge in specific instances, i.e. knowledge about language in general, rather than about a language in particular. MLA has been identified as an important element in fostering plurilingualism. Despite its apparent importance we still know little about MLA and especially about how it develops in instructed language-learning, in Norway and internationally. MetaLearn's overarching objective is therefore to map, for the early stages of formal education, (a) how metalinguistic awareness develops in its interdependency with a set of contextual, individual, and language-related variables, and (b) whether and how learners' MLA can be promoted in the classroom. MetaLearn thereby contributes substantially to the advancement of research on MLA, internationally and nationally. For Norway, MetaLearn also provides an urgently needed background for promoting plurilingualism in all pupils, whether children with Norwegian as their home language or children with a minority language background, which can help schools and teachers to empower all pupils to exploit the full potential of their language competence.

prosjektdeltakere

prosjektleder

Christine Erna Elisabeth Möller-Omrani

  • Tilknyttet:
    Prosjektleder
    ved Institutt for språk, litteratur, matematikk og tolking ved Høgskulen på Vestlandet
Aktiv cristin-person

Monika Bader

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for språk, litteratur, matematikk og tolking ved Høgskulen på Vestlandet
Aktiv cristin-person

Simon Borg

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for språk, litteratur, matematikk og tolking ved Høgskulen på Vestlandet
Aktiv cristin-person

Cecilie Hamnes Carlsen

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for språk, litteratur, matematikk og tolking ved Høgskulen på Vestlandet

Sandra Louise Halverson

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for fremmedspråk og oversetting ved Universitetet i Agder
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