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This is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other. Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language. An important read for linguists and language educators alike, this volume: * attempts to explain multilingual development from a cognitive-pragmatic perspective, * argues that foreign language learning has a positive effect on the development and use of mother tongue skills, * relies on research findings of several different disciplines, * builds on the results of quantitative research conducted by the authors, and touches on a wide range of literature.
This research investigates the influence of mother tongue (L1) in foreign language (FL) writing. The purpose of this study was to test two research questions: (1) what are students' attitudes toward the involvement of L1 writing strategies in FL writing; (2) Do students transfer L1 writing strategies to English writing positively or negatively? Why? This paper presents quantitative and qualitative research conducted with instruments such as: a questionnaire, four experiments and five writing strategies checklists. The paper has to do only with students whose mother tongue is Albanian. The participants involved in this study composed different genres of paragraphs in their L1 and FL. The findings suggest that students' attitudes toward the involvement of their L1 in FL writing were mostly negative. When asked to work on special tasks involving translation, these tasks were not preferred by these students compared to the direct mode. However, when writing directly in English, they often unconsciously reverted to (or were thinking in) Albanian. Thus making space for substratum transfer, which was both positive and negative.
In a time when the increasing cultural diversity and population mobility of the continent calls for good communication skills, this fascinating book features a wealth of data and critical opinion on the topic of mother tongue education.In the first part of the book, the two editors address central cultural, political and educational concerns relating to the mother tongue, using some of the findings of their European Commission funded research on the changing European classroom. The second part presents case study articles by practitioners from nine countries which have significant regional or immigrant mother tongue populations. These include Welsh in Wales, Catalan and Galician in Spain, Turkish and Greek in Germany, Arabic and Corsican in France, and Belorussian in Poland, as well as critical accounts of the main first language situation in England, Denmark, France, Germany, Poland, post-Soviet Russia, and Spain. The concluding part of the book looks at language awareness as a possible approach to linguistic diversity. It examines the preparation of teachers at all levels, as experinced by the editors through their involvement in an in international language study group based in Calgary, Cambridge, Mainz and Bialystock.Teaching the Mother Tongue in a Multilingual Europe is packed with original information which will be of use to all teachers and educationalists concerned with language.

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