Cover not available

In:Foreign Language Education in Multilingual Classrooms
Edited by Andreas Bonnet and Peter Siemund
[Hamburg Studies on Linguistic Diversity 7] 2018
► pp. 173–189

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Models of multilingual competence

 | Technische Universität Darmstadt, Germany
Published online: 24 October 2018
DOI logo with link
https://doi.org/10.1075/hsld.7.08huf
In this article, I will discuss the notions of first language(s) L1, first foreign language L2 and second foreign language L3, also including further foreign language(s) Lx or Ln and the question of what multilanguage competency means in terms of ‘using’ or even ‘mastering’ a language. A level of C2 in all skills does not appear to be a prerequisite. I will present some of the older models, and some more recent models that reflect social and individual plurilingualism, multiple language learning, and plurilingual speech production. The models have been drawn from a very wide range of research disciplines, including psycholinguistics, sociolinguistics, applied linguistics, teaching-learning research and foreign language teaching methodology. In their respective fields, they serve as theoretical bases and are evaluated during the conduct of pertinent studies. I will use a model to demonstrate the interaction between model formation and the results of data-led research, which are included in the further development of the model.
Article outline
  • 1.Introductory considerations: Why L2-based models are inadequate and why we need models based on plurilingualism
  • 2.On the role and function of different languages in models based on plurilingualism and in models for learning multiple languages
  • 3.On two models that are often referenced in research
    • 3.1Psycholinguistics: The Dynamic Model of Multilingualism (DMM)
    • 3.2Foreign language teaching methodology: The Plurilingual Didactic Monitor Model (PDMM)
  • 4.On a relatively recently developed sociolinguistic model: Dominant Language Constellation
  • 5.On refining a model: Factor Model 2.0 becomes Factor Model 2.1
  • 6.Concluding remarks
  • References
References (42)
References
Aronin, L. In press. Multicompetence and dominant language constellation. In The Cambridge Handbook of Linguistic Multicompetence, V. Cook & L. Wei (eds). Cambridge: CUP.
Aronin, L. & Ó Laoire, M. 2004. Exploring multilingualism in cultural contexts: Towards a notion of multilinguality. In Trilingualism in Family, School and Community, C. Hoffmann & J. Ytsma (eds), 11–29. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Behrend, J. 2016. Germanische Interkomprehension im universitären Bereich als Möglichkeit zur Förderung rezeptiver Mehrsprachigkeit in der Europäischen Union. Subjektive Theorien von Studierenden zum Erschließen fremdsprachlicher Lesetexte nach dem EuroCom-Ansatz. PhD dissertation, Technische Universität Darmstadt. <[URL]>.
Braun, M. 1937. Beobachtungen zur Frage der Mehrsprachigkeit. Göttingische Gelehrte Anzeigen 199: 115–130.Google Scholar logo with link to Google Scholar
Brizić, K. 2011. Migration, familiäre Mehrsprachigkeit und Bildungserfolg: Ein linguistisches Forschungsprojekt zu sozialer Ungleichheit. In “Vieles ist sehr ähnlich.” – Individuelle und gesellschaftliche Mehrsprachigkeit als bildungspolitische Aufgabe, R. Baur & B. Hufeisen (eds), 249–264. Baltmannsweiler: Schneider Verlag Hohengehren.Google Scholar logo with link to Google Scholar
Chiang, Y- S. & Schmida, M. 1999. Language identity and language ownership: Linguistic conflicts of first-year university writing students. In Generation 1.5 Meets College Composition. Issues in the Teaching of Writing to U.S.-Educated Learners of ESL, L. Harklau; K. M. Losey & M. Siegal (eds), 81–96. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Clyne, M. 2003. Dynamics of Language Contact. Cambridge: CUP. Google Scholar logo with link to Google Scholar
Cook, V. 1993. Evidence for multi-competence. Language Learning 42(4): 557–591. Google Scholar logo with link to Google Scholar
2013. Multi-competence. In The Encyclopedia of Applied Linguistics, C. A. Chapelle (ed.), 3768–3774. New York NY: Wiley-Blackwell.Google Scholar logo with link to Google Scholar
de Bot, K. 2004. The multilingual lexicon: Modeling selection and control. International Journal of Multilingualism 1(1): 17–32. Google Scholar logo with link to Google Scholar
De Vriendt, S. 1972. Interferenzen der ersten Fremdsprache beim Erlernen einer zweiten. In Papers from the International Symposium in Applied Contrastive Linguistics. Stuttgart, October, 11 – 13, 1971, G. Nickel (ed.), 43–50. Bielefeld: Cornelsen-Velhagen-Klasing.Google Scholar logo with link to Google Scholar
Fan, L. 2017. Subjektive Theorien über das Lehren des Deutschen als zweite Fremdsprache in China – Eine empirische Studie. Tübingen: Stauffenburg.Google Scholar logo with link to Google Scholar
Groseva, M. 1998. Dient das L2-System als ein Fremdsprachenlernmodell? In Tertiärsprachen. Theorien. Modelle. Methoden, B. Hufeisen & B. Lindemann (eds), 21–30. Tübingen: Stauffenburg.Google Scholar logo with link to Google Scholar
Hammarberg, B. 2001. Roles of L1 and L2 in L3 production and acquisition. In Cross-linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives, J. Cenoz, B. Hufeisen & U. Jessner (eds), 21–41. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
2009. Processes in Third Language Acquisition. Edinburgh: EUP.Google Scholar logo with link to Google Scholar
2010. The languages of the multilingual: Some conceptual and terminological issues. International Review of Applied Linguistics in Language Teaching 48(2–3): 91–104.Google Scholar logo with link to Google Scholar
2014. Problems in defining the concepts of L1, L2 and L3. In Teaching and Learning in Multilingual Contexts: Sociolinguistic and Educational Perspectives, A. Otwinowska & G. De Angelis (eds), 3–18. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Herdina, P. & Jessner, U. 2002. A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Hufeisen, B. 1991. Englisch als erste und Deutsch als zweite Fremdsprache. Empirische Untersuchung zur fremdsprachlichen Interaktion. Frankfurt: Peter Lang.Google Scholar logo with link to Google Scholar
2010. Theoretische Fundierung multiplen Sprachenlernens – Faktorenmodell 2.0. Jahrbuch Deutsch als Fremdsprache 36: 200–207.Google Scholar logo with link to Google Scholar
2011. Zugänge zum Forschungsfeld des Lehrens und Lernens von Fremdsprachen oder: Gibt es und brauchen wir eigene Forschungsmethoden? In Erforschung des Lehrens und Lernens fremder Sprachen: Forschungsethik, Forschungsmethodik und Politik, K- R. Bausch, E. Burwitz-Melzer, F. G. Königs & H- J. Krumm (eds), 82–91. Tübingen: Gunter Narr.Google Scholar logo with link to Google Scholar
Hufeisen, B. & Marx, N. (eds). 2014. EuroComGerm. Germanische Sprachen lesen lernen, 2nd edn. Aachen: Shaker.Google Scholar logo with link to Google Scholar
Jessner, U. & Allgäuer-Hackl, E. 2015. Mehrsprachigkeit aus einer dynamisch-komplexen Sicht oder warum sind Mehrsprachige nicht einsprachig in mehrfacher Ausführung? In MehrSprachen? – PlurCur! Berichte aus der Forschung und Praxis zu Gesamtsprachencurricula, E. Allgäuer-Hackl, K. Brogan, U. Henning, B. Hufeisen & J. Schlabach (eds), 209–229. Baltmannsweiler: Schneider Verlag Hohengehren.Google Scholar logo with link to Google Scholar
Kärchner-Ober, R. 2009. ‘The German Language is Completely Different from the English Language’. Gründe für die Schwierigkeiten des Lernens von Deutsch als Tertiärsprache nach Englisch bei malaysischen Studenten mit verschiedenen nicht-Indo-Europäischen Erstsprachen. Eine datenbasierte, sozio-ethnografische Studie. Tübingen: Stauffenburg.Google Scholar logo with link to Google Scholar
Kursiša, A. 2012. Arbeit mit Lesetexten im schulischen Anfangsunterricht DaFnE. Eine Annäherung an Tertiärsprachenlehr- und -lernverfahren anhand Subjektiver Theorien der Schülerinnen und Schüler. Baltmannsweiler: Schneider Verlag Hohengehren.Google Scholar logo with link to Google Scholar
Klein, H. G. & Stegmann, T. D. 2001. EuroComRom – Die sieben Siebe. Romanische Sprachen sofort lesen können, 3rd edn. Aachen: Shaker.Google Scholar logo with link to Google Scholar
Marx, N. 2005. Hörverstehensleistungen im Deutschen als Tertiärsprache. Zum Nutzen eines Sensibilisierungsunterrichts in “DaFnE”. Baltmannsweiler: Schneider Verlag Hohengehren.Google Scholar logo with link to Google Scholar
Meißner, F- J. 2004. Transfer und Transferieren. Anleitungen zum Interkomprehensionsunterricht. In Neuere Forschungen zur Europäischen Interkomprehension, H. G. Klein & D. Rutke (eds), 39–66. Aachen: Shaker.Google Scholar logo with link to Google Scholar
In preparation. Modelling plurilingual processing in intercomprehension revisited. University of Gießen.
Missler, B. 1999. Fremdsprachenlernerfahrungen und Lernstrategien. Tübingen: Stauffenburg.Google Scholar logo with link to Google Scholar
Ringbom, H. 1987. The Role of the First Language in Foreign Language Learning. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Selinker, L. 1969. Language transfer. General Linguistics 9: 67–92.Google Scholar logo with link to Google Scholar
1972. Interlanguage. International Review of Applied Linguistics 10: 209–231. Google Scholar logo with link to Google Scholar
Stedje, A. 1976. Interferenz von Muttersprache und Zweitsprache auf eine dritte Sprache beim freien Sprechen – Ein Vergleich. Zielsprache Deutsch 1: 15–21.Google Scholar logo with link to Google Scholar
Tafel, K. 2009. Slavische Interkomprehension: Eine Einführung. Tübingen: Gunter Narr.Google Scholar logo with link to Google Scholar
Vidgren, N. 2018. Deutsch nach Englisch und Schwedisch – Subjektive Theorien finnischer DaF-Lernender über das Lernen von mehr als einer Fremdsprache und die zwischensprachliche Interaktion. PhD dissertation, Baltmannsweiler, Schneider Verlag Hohengehren..
Vildomec, V. 1963. Multilingualism. Leiden: A. W. Sijthoff.Google Scholar logo with link to Google Scholar
Wandruszka. M. 1979. Die Mehrsprachigkeit des Menschen. München: Piper.Google Scholar logo with link to Google Scholar
Wang, X. Y. 2017. Welches Lehrwerk für welche Kultur? PhD dissertation, Technische Universität Darmstadt.Google Scholar logo with link to Google Scholar
Williams, S. & Hammarberg, B. 1998. Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics 19(3): 295–333. Google Scholar logo with link to Google Scholar
Zapp, F. J. 1983. Sprachbetrachtung im lexikalisch-semantischen Bereich: Eine Hilfe im Zweit- und Drittspracherwerb. Der Fremdsprachliche Unterricht 17: 193–199.Google Scholar logo with link to Google Scholar
Cited by (13)

Cited by 13 other publications

Brinkmann, Lisa Marie
2025. ‘It is sometimes difficult for me to switch between languages’: intersecting L3 learning experience and plurilingual learning trajectories. International Journal of Multilingualism ► pp. 1 ff. DOI logo
Kannangara, Sarasi
2024. Verbal Non-participation in L3 Language Classroom: Effects of L2 Learning Experiences. In Modern Approaches to Researching Multilingualism [Second Language Learning and Teaching, ], ► pp. 433 ff. DOI logo
Nordmann, Alfred
2024. Philosophy of Multilingualism and Technology: From Representation to Attunement. In Modern Approaches to Researching Multilingualism [Second Language Learning and Teaching, ], ► pp. 11 ff. DOI logo
Storto, André, Åsta Haukås & Irina Tiurikova
2024. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism. Applied Linguistics Review 15:5 ► pp. 2035 ff. DOI logo
Vallerossa, Francesco
2024. ‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology. International Journal of Multilingualism 21:1 ► pp. 112 ff. DOI logo
Aronin, Larissa & Laurent Moccozet
2023. Dominant Language Constellations: towards online computer-assisted modelling. International Journal of Multilingualism 20:3 ► pp. 1067 ff. DOI logo
Egli Cuenat, Mirjam
2023. Development of writing abilities across languages and school-levels: Room descriptions produced in three languages at primary and secondary school. European Journal of Applied Linguistics 11:1 ► pp. 132 ff. DOI logo
Melo-Pfeifer, Sílvia
2023. The Dynamics of Dominant Language Constellations: Moments of Linguistic ‘Ecological Transition’ as Portrayed by Pre-service Language Teachers. In Language Awareness and Identity [Multilingual Education, 45], ► pp. 247 ff. DOI logo
Vallerossa, Francesco, Anna Gudmundson, Anna Bergström & Camilla Bardel
2023. Learning aspect in Italian as additional language. The role of second languages. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1139 ff. DOI logo
Aronin, Larissa
2021. Dominant Language Constellations in Education: Patterns and Visualisations. In Dominant Language Constellations Approach in Education and Language Acquisition [Educational Linguistics, 51], ► pp. 19 ff. DOI logo
Aronin, Larissa
2025. Dominant Language Constellations. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Haberzettl, Stefanie
2021. Kontrastive Linguistik. In Handbuch Deutsch als Fremd- und Zweitsprache, ► pp. 148 ff. DOI logo
Roehr-Brackin, Karen, Gabriela Adela Gánem-Gutiérrez, Lexa Olivera-Smith & María Teresa Torres-Marín
2021. Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?. Language Awareness 30:4 ► pp. 391 ff. DOI logo

This list is based on CrossRef data as of 11 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue