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. 281–304

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

Affordances of multilingual learning situations – Possibilities and constraints for foreign language classrooms

 | Goethe-University Frankfurt
 | Goethe-University Frankfurt, Germany
Published online: 24 October 2018
DOI logo with link
https://doi.org/10.1075/hsld.7.13bue
Against the background of technological development and linguistic diversity in our society, a multilingual software application for classroom usage, including digital picture-books in different languages, has been developed in the context of an EU-funded project called MuViT. This product has been adapted for a research study called LIKE (Elsner, Buendgens-Kosten & Hardy 2014) which focuses on the question how mono- and multilingual learners of English at primary and early secondary school level make use of different languages (L1, L2, L3) while working with a computer-based story in pairs. So far 50 dyads have been tested and observed during their work with the stories. In this paper, the relevant design decisions regarding the use of the multilingual digital storybooks and its implementation in a quasi-experimental setting will be discussed, focusing on the affordances they provide from the perspective of the researchers. In a second step, the focus will move to how pupils make use of the multilingual affordances offered by the learning environment (software and peer to peer situation). Case analyses drawn from the sample will be presented with regard to pupils’ receptive code-switching behavior. On the basis of a sequential qualitative analysis, we will describe in which way the use of different languages may contribute to or rather interfere with processes of foreign language learning. This analysis will point out the potential and limits of multilingual language learning environments (learning material and multilingual pair-/group work) with regard to foreign language learning and allow for methodological implications for the use of multilingual learning material and pair-/group work arrangements.
Article outline
  • 1.Introduction
  • 2.Project LIKE
    • 2.1Research setting and design
    • 2.2Measures and sample
    • 2.3Research focus of LIKE – Research focus of this paper
      • 2.3.1Multilingual affordances of the LIKE research setting – The researchers´ perspective
      • 2.3.2Affordances of the multilingual software
      • 2.3.3Affordances of the multilingual setting
  • 3.Case analysis
    • 3.1Case 1: Viscacha Rat (non-comprehension and microswitches)
      • 3.1.1Scene 1: Breakfast table
      • 3.1.2Scene 2: via radio
    • 3.2Case 2: Pericote (different languages, different uses)
      • 3.2.1Scene 3: Thunderstorm
      • 3.2.2Scene 4: “Ah”
    • 3.3Case 3: Pectinator (avoiding the challenge)
      • 3.3.1Scene 5: “Was sollen wir jetzt tun?“
  • 4.Discussion
  • Appendix
    • Transcription signs
  • Notes
  • References
References (32)
References
Bündgens-Kosten, J. & Elsner, D. 2014. Rezeptives Code-switching ein- und mehrsprachiger Lerner/innen in multilingualen Settings. Fremdsprachen Lehren und Lernen 42(2): 56–73.Google Scholar logo with link to Google Scholar
Conteh, J. & Meier, G. 2014. The Multilingual Turn in Languages Education. Opportunities and Challenges. Bristol: Multilingual Matters.Google Scholar logo with link to Google Scholar
Cummins, J. 2005. Affirming identity in multilingual classrooms‘. The Whole Child 63(1): 38–43.Google Scholar logo with link to Google Scholar
El-Khechem, W., Gebauer, M. M. & McElvany, N. 2012. Wortschatzförderung bei Grundschulkindern. Ein Vergleich von Kindern mit und ohne Migrationshintergrund. Zeitschrift für Grundschulforschung 5(2): 48–64.Google Scholar logo with link to Google Scholar
Elsner, D. 2010. ‘Ich habe was, das du nicht hast …’ – Oder, welchen Mehrwert hat die Mehrsprachigkeit für das Fremdsprachenlernen? IMIS-Beiträge 37: 99–120.Google Scholar logo with link to Google Scholar
2011. Developing multiliteracies, plurilingual awareness & critical thinking in the primary language classroom with multilingual virtual talking books. Encuentro 20: 27–38.Google Scholar logo with link to Google Scholar
Elsner, D. & Lohe, V. 2013. Fostering multilingualism with computer-based multilingual storybooks. The European project MuViT. Talk at the World-Call Conference, Glasgow, Scotland, 13 July.Google Scholar logo with link to Google Scholar
Elsner, D., Buendgens-Kosten, J. & Hardy, I. 2014. Awareness of multilingual resources: EFL primary students´ receptive and productive code-switching during collaborative reading. In Conference Proceedings from Early Language Learning: Theory and Practice 2014, J. Enever, E. Lindgren & S. Ivanov (eds), 41–49. Umea: Umea University Press.Google Scholar logo with link to Google Scholar
Elsner, D., Bündgens-Kosten, J. & Hardy, I. 2015. Affordanzen und Nutzung mehrsprachiger Lernumgebungen – Erste Ergebnisse aus der Pilotierung zum Forschungsprojekt LIKE. In Englischunterricht in der Primarstufe: Neue Forschungen – Weitere Entwicklungen, M. Kötter & J. Rymarczyk (eds), 35–57. Frankfurt: Peter Lang.Google Scholar logo with link to Google Scholar
Engel, G., Groot-Wilken, C. & Thürmann, E. (eds). 2009. Englisch in der Primarstufe – Chancen und Herausforderungen. Evaluation und Erfahrungen aus der Praxis. Berlin: Cornelsen.Google Scholar logo with link to Google Scholar
European Commission. 2012. Key Data on Teaching Languages at Schools in Europe 2012. Brussels: EACEA.Google Scholar logo with link to Google Scholar
Gibson, J. J. 1979. The Ecological Approach to Visual Perception. Boston MA: Houghton Mifflin.Google Scholar logo with link to Google Scholar
Groot-Wilken, B. & Husfeldt, V. 2013. Die Testinstrumente und -verfahren des EVENING-Projekts; Eine empirische Betrachtungsweise. In Hörverstehen – Leseverstehen – Sprechen. Diagnose und Förderung von sprachlichen Kompetenzen im Englischunterricht der Primarstufe, O. Börner, G. Engel & B. Groot-Wilken (eds), 121–140. Münster: Waxmann.Google Scholar logo with link to Google Scholar
Helmes, G. 2013. Zweisprachige Bilderbücher im Deutschunterricht der Primarstufe: Multidisziplinäres Lernen am Beispiel von Aysel Gürmens “Sikirdak’in çingiragi”/“Klipp-Klapp, die musikalische Klapperschlange”. In Sprechen, Denken und Empfinden, T. Zybatow-Heike & U. Harendarski (eds), 79–93. Berlin: Lit.Google Scholar logo with link to Google Scholar
Hélot, C. 2011. Children’s literature in the multilingual classroom: Developing multilingual literacy acquisition. In Language Policy for the Multilingual Classroom: Pedagogy of the Possible, C. Hélot & M. Ó Laoire (eds), 42–64. Bristol: Multilingual Matters.Google Scholar logo with link to Google Scholar
Kollmeyer, K. 2007. Englischunterricht als Fenster zur Mehrsprachigkeit. In Fremdsprachenkompetenzen für ein wachsendes Europa. Das Leitziel Multiliteralität, D. Elsner, L. Küster & B. Viebrock (eds), 257–268. Frankfurt: Peter Lang.Google Scholar logo with link to Google Scholar
Lehrmann, R. & Lenkeit, J. ELEMENT: Erhebung zum Lese- und Mathematikverständnis Entwicklungen in den Jahrgangsstufen 4 bis 6 in Berlin: Abschlussbericht über die Untersuchungen 2003, 2004 und 2005 an Berliner Grundschulen und grundständigen Gymnasien. <[URL]> (25 June 2013).Google Scholar logo with link to Google Scholar
Lenhard, W. & Schneider, W. 2006. Ein Leseverständnistest für Erst- und Sechstklässler: ELFE 1 – 6. Göttingen: Hogreve.Google Scholar logo with link to Google Scholar
Lohe, V. & Elsner, D. 2014. Developing language awareness in primary school children with multilingual virtual talking books – First results of the pilot study. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 4(4): 30–47.Google Scholar logo with link to Google Scholar
Long, M. H. 1983. Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied linguistics 4(2): 126–141. Google Scholar logo with link to Google Scholar
Long, M. H., Inagaki, S. & Ortego, L. 1998. The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal 82(3): 357–371. Google Scholar logo with link to Google Scholar
Meier, G. 2014. Our mother tongue is plurilingualism: A framework of orientations for integrated multilingual curricula. In The Multilingual Turn in Languages Education. Opportunities and ChallengesJ. Conteh & G. Meier (eds), 132–157. Bristol: Multilingual Matters.Google Scholar logo with link to Google Scholar
Myers Scotton, C. & Ury, W. 1977. Bilingual strategies: The social functions of code-switching. International Journal of the Sociology of Language 13: 5–20.Google Scholar logo with link to Google Scholar
Naqvi, R., McKeough, A., Thorne, K. & Pfitscher, C. 2012a. Dual-language books as an emergent-literacy resource: Culturally and linguistically responsive teaching and learning. Journal of Early Childhood Literacy 13(4): 502–528.Google Scholar logo with link to Google Scholar
Naqvi, R., Thorne, K. J., Pfitscher, C. M., Nordstokke, D. W. & McKeough, A. 2012b. Reading dual language books: Improving early literacy skills in linguistically diverse classrooms. Journal of Early Childhood Research 11(1): 3–15. Google Scholar logo with link to Google Scholar
Norman, D. A. 1988. The Design of Everyday Things. New York NY: Basic Books.Google Scholar logo with link to Google Scholar
Pica, T. 1994. Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning 44(3): 493–527. Google Scholar logo with link to Google Scholar
Schnepf, S. V. 2004. How Different Are Immigrants? A Cross-Country and Cross-Survey Analysis of Educational Achievement. <[URL]> (25 June 2013).Google Scholar logo with link to Google Scholar
Segalowitz, N. 2001. On the evolving connections between psychology and linguistics. Annual Review of Applied Linguistics 21: 3–22. Google Scholar logo with link to Google Scholar
Sneddon, R. 2009. Bilingual Books: Biliterate Children Learning to Read through Dual Language Books. Staffordshire: Trentham Books.Google Scholar logo with link to Google Scholar
Varonis, E. M. & Gass, S. M. 1985. Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics 6(1): 71–90. Google Scholar logo with link to Google Scholar
Wildemann, A., Akbulut, M. & Bien-Miller, L. 2016. Mehrsprachige Sprachbewusstheit zum Ende der Grundschulzeit: Vorstellung und Diskussion eines Elizitationsverfahrens. Zeitschrift für Interkulturellen Fremdsprachenunterricht 21(2). <[URL]>.Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Bonnet, Andreas, Merle Hummrich, Thorsten Merl & Matthias Schierz
2025. Schule und Unterricht in der (post-)migrantischen Gesellschaft – Migration und Mehrsprachigkeit. Ein Basisbeitrag zur Einführung. ZISU – Zeitschrift für interpretative Schul- und Unterrichtsforschung 14:1 ► pp. 3 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