1887
Volume 3, Issue 2
  • ISSN 2352-1805
  • E-ISSN: 2352-1813
USD
Buy:$35.00 + Taxes

Abstract

The study reported in this article aimed at exploring the impact of pluralistic pedagogy practices on L3/Ln learners’ reading and writing abilities in a multilingual classroom. Students attended an Intensive Elementary Italian course. The prerequisite to register for this course was knowledge of at least one other Romance Language or previous exposure to the Italian language. Specifically, the investigation examined whether and how the plurilingual system of these learners could affect the development of the language abilities mentioned above. Quantitative and qualitative data were collected using questionnaires and more traditional tests: a writing test and a reading test with a gradual increase in complexity. The results showed that a plurilingual pedagogy facilitated positive interlingual transfers, and consequently the development of both language abilities, particularly writing. It also appeared that connections between reading and writing were established, that is, the improvement of students’ writing skills affected reading comprehension and not vice versa. The development of these language abilities also seemed to be affected by other variables such as the proficiency level of languages present in learners’ plurilingual repertoire. To conclude, possible implications for language teaching/learning are discussed.

Loading

Article metrics loading...

/content/journals/10.1075/ttmc.3.2.03spi
2017-06-18
2025-02-10
Loading full text...

Full text loading...

References

  1. Adams, Marylin Jager
    1990Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
    [Google Scholar]
  2. Adloff, Susan , Charles Perfetti , and Hugh Catts
    2011 “Developmental Changes in Reading Comprehension: Implication for Assessment and Instruction.” InWhat Research has to say about Reading Instruction, ed. by S. Jay Samuel , and Alan Frastrup , 186–214. Newark, DE: International Reading Association. doi: 10.1598/0829.08
    https://doi.org/10.1598/0829.08 [Google Scholar]
  3. Alderson, J. Charles
    1984 “Reading in a Foreign Language: A Reading Problem or a Language Problem?” InReading in a Foreign Language, ed. by Sandy Urquhart , and J. Charles Alderson , 1–27. New York: Longman.
    [Google Scholar]
  4. 2000Assessing Reading. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511732935
    https://doi.org/10.1017/CBO9780511732935 [Google Scholar]
  5. Ashton, Mick
    2003 “The Change at the Paper Level. Paper 1 Reading 1”. InContinuity and Innovation: Revising the Cambridge Proficiency in English Examination 1913–2002, ed. by Cyril Weir , and Michael Milanovic , 121–174. Cambridge: Cambridge University Press.
    [Google Scholar]
  6. Baker, Linda , and Ann L. Brown
    1984 “Metacogntive Skills and Reading.” InHandbook for Reading Research, ed. by David Pearson , 353–394. New York: Longman.
    [Google Scholar]
  7. Belanger, Jacques
    1987 “Theory and Research into Reading and Writing Connections: A Critical Review.” Reading-Canada Lecture5 (1): 10–18.
    [Google Scholar]
  8. Bhatia, Vijai K.
    1993Analysing Genre. New York: Longman.
    [Google Scholar]
  9. Birch, Barbara M.
    2007English L2 Reading: Getting to the Bottom. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  10. Caddéo, Sandrine , and Marie Christine Jamet
    2013L’intercompréhension: une autre approche pour l’ensegneiment des langues. Paris: Hachette.
    [Google Scholar]
  11. Candelier, Michael , Antoinette Camilleri-Grima , Véronique Castellotti , Ildikó Lörinez , Franz Joseph Meissner , and Anna Shröder-Sura
    2010FREPA/Carap Framework of Reference for Pluralistic Approaches to Languages and Cultures. Graz: ECML publications.
    [Google Scholar]
  12. Carlson, Robert F. , J. Peter Kincaid , Sara Lance , and Thomas Hodgson
    1976 “Spontaneous Use of Mnemonics and Grade Point Average.” Journal of Psychology92 (1): 117–122. doi: 10.1080/00223980.1976.9921344
    https://doi.org/10.1080/00223980.1976.9921344 [Google Scholar]
  13. Carson, Joan Eisterhold , Patricia L. Carrell , Sandra Silberstein , Barbara Kroll , and Phyllis A. Kuhen
    1990 “Reading-Writing Relationship in First and Second Language.” TESOL Quartely24: 245–266. doi: 10.2307/3586901
    https://doi.org/10.2307/3586901 [Google Scholar]
  14. Carson, Joan G. , and Ilona Leki
    1993Introduction. InReading in the Composition Classroom: Second Language Perspectives, ed. by Joan. G. Carson , and Ilona Leki , 1–7. Boston: Heinle & Heinle.
    [Google Scholar]
  15. Castagne, Éric
    2011Intercompréhension et dynamique des inférences: des languages voisines aux langues non voisines. InProceedings of Attraverso le lingue. L’Intercomprensione in ricordo di Claire Blanche-Benveniste, ed. by Elisabetta Bonvino , Sandrine Caddéo , and Salvador Pippa , 81–93. Camuscha: Comos.
    [Google Scholar]
  16. Cenoz, Jasone
    2013 “Third Language Acquisition.” InThe Encyclopedia of Applied Linguistics, ed. by Carol A. Chapelle , 1–5. Chichester, West Sussex, UK: Wiley-Blackwell Publishing.
    [Google Scholar]
  17. Cohen, Andrew D. , and Thomas A. Upton
    2006Strategies in Responding to the New TOEFL Reading Tasks (Monograph No. 33). Princeton, NJ: Educational Testing Services.
    [Google Scholar]
  18. Cook, Vivian
    1997 “The Consequences of Bilingualism for Cognitive Processing.” InTutorials in Bilingualism, ed. by Annete M.B. De Groot , and Judith F. Kroll , 279–299. New York: Cambridge University Press.
    [Google Scholar]
  19. Cook, Vivian , and Benedetta Bassetti
    2005Second Language Writing Systems. Buffalo: Multilingual Matters.
    [Google Scholar]
  20. Cope, Bill , and Mary Kalantzis
    2000 “Introduction: Multiliteracies: The Beginning of an Idea.” InMultiliteracies: Literacy Learning and the Design of Social Futures, ed. by Bill Cope , and Mary Kalantzis , 3–8. London: Routledge.
    [Google Scholar]
  21. 2009 “Multiliteracy: New Literacies, New Learning.” Pedagogies: An International Journal4: 164–195. doi: 10.1080/15544800903076044
    https://doi.org/10.1080/15544800903076044 [Google Scholar]
  22. Cope, Bill , and Robin Freeman
    2001Digital Rights Management and Content Development, Technology Drivers Across the Book Production Supply Chain, From the Creator to the Consumer. Melbourne: Common Ground.
    [Google Scholar]
  23. Council of Europe
    Council of Europe 2001The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
    [Google Scholar]
  24. Cummins, Jim
    1981 “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students.” InSchooling and Language Minority Students: A Theoretical Framework, ed. byCalifornia State Department of Education, 3–49. Los Angeles: California State Department of Education.
    [Google Scholar]
  25. Escudé, Pierre , and Pierre Janin
    2010Le point sur l’intercompréhension, clé du plurilinguisme. Paris: CLE International.
    [Google Scholar]
  26. Ferris, Diana , and John Hedgcock
    1998Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  27. Flavel, John H.
    1979 “Metacognition and Cognitive Monitoring: A New Area of Cognitive-developmental Inquiry.” American Psychologist304: 906–911. doi: 10.1037/0003‑066X.34.10.906
    https://doi.org/10.1037/0003-066X.34.10.906 [Google Scholar]
  28. Goodman, Kenneth. S.
    1967 “A Psycholinguistic Guessing Game.” Journalist of the Reading Specialists6 (4): 126–135. doi: 10.1080/19388076709556976
    https://doi.org/10.1080/19388076709556976 [Google Scholar]
  29. Gough, Philip B. , and William E. Tunmer
    1986 “Decoding, Reading and Reading Disability.” Remedial and Special Education7: 6–10. doi: 10.1177/074193258600700104
    https://doi.org/10.1177/074193258600700104 [Google Scholar]
  30. Grabe, William
    2001 “Reading-Writing Relation: Theorical Perspectives and Instructional Practices.” InLinking Literacies: Perspectives on Reading-Writing Connections, ed. by Diane Belcher , and Alan Hirvela , 15–47. Ann Arbor: University of Michigan Press.
    [Google Scholar]
  31. 2009Reading in a Second Language. 3rd ed.New York: Cambridge University Press.
    [Google Scholar]
  32. Grabe, William , and Robert B. Kaplan
    1996Theory and Practice of Writing. New York: Longman.
    [Google Scholar]
  33. Hirvela, Alan
    2004Connecting Reading and Writing in Second Language Writing Instruction. Ann Arbor: University of Michigan Press.
    [Google Scholar]
  34. Hunt, Russel A.
    1985 “Reading as Writing: Meaning-making and Sentence Combining.” InSentence Combining: A Rhetorical Perspective, ed. by Donald A. Daiker , Andrew Kerek , and Max Morenberg , 159–174. Carbondale: Southern Illinois University Press.
    [Google Scholar]
  35. Hyland, Ken
    2003Second Language Writing. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667251
    https://doi.org/10.1017/CBO9780511667251 [Google Scholar]
  36. Just, Marcel A , and Patricia A. Carpenter
    1987The Psychology of Reading and Language Comprehension. Boston, MA: Allyn & Bacon.
    [Google Scholar]
  37. Khalifa Hannah , and Cyril Weir
    2009Examining Reading: Research and Practice in Assessing Second Languages Reading. Cambridge: Cambridge University Press.
    [Google Scholar]
  38. Kaplan, Robert B.
    1996 “Cultural Thought Patterns in Intercultural Education.” Language Learning16 (1–2): 1–20.
    [Google Scholar]
  39. Koda, Keiko
    2007 “Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development.” Language Learning Supplement57: 1–44. doi: 10.1111/0023‑8333.101997010‑i1
    https://doi.org/10.1111/0023-8333.101997010-i1 [Google Scholar]
  40. Kramsch, Claire
    2012 “Autenticity and Legitimacy in Multilingual SLA.” Critical Multilingualism Studies1 (1): 107–228.
    [Google Scholar]
  41. Kress, Gunther
    2000 “Multimodality.” InMultiliteracies: Literacy Learning and the Design of Social Futures, ed. by Bill Cope , and Mary Kalantzis , 182–202. London: Routledge.
    [Google Scholar]
  42. 2003Literacy in the New Media Age. London: Routledge. doi: 10.4324/9780203164754
    https://doi.org/10.4324/9780203164754 [Google Scholar]
  43. MLA Ad Hoc Committee on Foreign Languages
    MLA Ad Hoc Committee on Foreign Languages 2007 “Foreign Languages and Higher Education: New Structures for a Changed World”, 1–12. www.mla.org/flreport.
  44. Nagy, William , Georgia E. Garcia , Barbara Hancing-Bhatt , and Aydin Durgunoglu
    1993 “Spanish-English Bilingual Students’ Use of Cognates in English Reading.” Journal of Reading Behaviour25: 241–259.
    [Google Scholar]
  45. New London Group
    New London Group 1996 “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review66 (1): 60–92. doi: 10.17763/haer.66.1.17370n67v22j160u
    https://doi.org/10.17763/haer.66.1.17370n67v22j160u [Google Scholar]
  46. New London Group
    New London Group 2000 “A Pedagogy of Multiliteracies. Designing Social Futures.” InMultiliteracies.Literacy Learning and the Design of Social Futures., ed. by Bill Cope , and Mary Kalantzis , 9–39. London: Routledge.
    [Google Scholar]
  47. Perfetti, Charles A.
    1999 “Comprehending Written Language a Blueprint for Readers.” InThe Neurocognition of Language, ed. by Colin M. Brown , and Peter Hagoort , 167–208. Oxford: Oxford University Press.
    [Google Scholar]
  48. 2007 “Reading Ability: Lexical Quality to Comprehension.” Scientific Studies of Reading11: 357–383. doi: 10.1080/10888430701530730
    https://doi.org/10.1080/10888430701530730 [Google Scholar]
  49. Peritz, Janice H.
    1993 “Making a Place for Academic Writing.” College Composition and Communication44: 380–385. doi: 10.2307/358990
    https://doi.org/10.2307/358990 [Google Scholar]
  50. Rasinski, Timothy
    2004 “Creating Fluent Readers.” Educational Leadership61: 46–51.
    [Google Scholar]
  51. Schoonen, Rob , Bart Bosser , and Jan Hulstijn
    1998 “Language Dependent and Language Independent in Native and Foreign Language Reading Comprehension. An Empirical Study among Dutch Students in Grades 6, 8, and 10.” Language Learning48: 71–106. doi: 10.1111/1467‑9922.00033
    https://doi.org/10.1111/1467-9922.00033 [Google Scholar]
  52. Singer, Murray , and José Leon
    2007 “Psycological Studies of Higher Language Processes: Behavioral and Empirical Approaches.” InHigher Level Language Processes in the Brain, ed. by Franz Schmalhofer , and Charles Perfetti , 9–25. Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  53. Spinelli, Barbara
    2015 “Integrating Plurilingualism into Curriculum Design: Toward a Plurilingual Shift.” InIntercomprehension and Plurilingualism, ed. by Anthony Tamburri , and Roberto Dolci , 101–143. New York: John Calandra Italian American Institute Queens College CUNY.
    [Google Scholar]
  54. Spinelli, Barbara , and Francesca Parizzi
    2010Profilo della lingua italiana. Firenze: La Nuova Italia.
    [Google Scholar]
  55. Stotsky, Sandra
    1983 “Research on Reading/Writing Relationships: A Synthesis and Suggested Directions.” Language Arts60: 627–642.
    [Google Scholar]
  56. Swales, John
    1990Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
    [Google Scholar]
  57. Tierney, Robert J.
    1992Ongoing Research and New Directions. InReading/Writing Connections Learning from Research, ed. by Judith W. Irwin , and Mary Anne Doyle , 246–259. Newark: International Reading Association.
    [Google Scholar]
  58. Tierney, Robert J. , and P. David Pearson
    1983 “Toward a Composing Model of Reading.” Language Arts60: 568–580.
    [Google Scholar]
  59. Tierney, Robert J. , and Thomas Shanahan
    1991 “Research on the Reading-Writing Relationship: Interactions, Transactions and Outcomes.” InHandbook of Reading Research, ed. by Rebecca Barr , Michael L. Kamil , Peter B. Monsenthal , and David P. Pearson , 246–280. New York: Longman.
    [Google Scholar]
  60. van Geldern, Amos , Rob Schoonen , Kees de Glopper , Jan Hulstijn , Patrick Snellings , Annegien Simis , and Marie Stevenson
    2003 “Role of Linguistic Knowledge, Metacognitive Knowledge and Processing Speed in L3, L2, L1 Reading Comprehension. A Structural Equation Modeling Approach.” International Journal of Bilingualism7 (1): 7–25. doi: 10.1177/13670069030070010201
    https://doi.org/10.1177/13670069030070010201 [Google Scholar]
  61. Weir, Cyril , and Hannah Khalifa
    2008 “A Cognitive Approach Defining Reading Comprehension.” Cambridge ESOL: 2–9.
    [Google Scholar]
/content/journals/10.1075/ttmc.3.2.03spi
Loading
/content/journals/10.1075/ttmc.3.2.03spi
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error