Learning more than one language across the lifespan: A literature review
Date
2021-01
Journal Title
Journal ISSN
Volume Title
Publisher
Second Languages and Intercultural Council (Alberta Teachers' Association)
Abstract
This literature review is based on the final assignment of a graduate-level language and literacy theory and research course at the Werklund School of Education, University of Calgary, in Calgary, Alberta. The course is an introduction to the principles of language learning from cognitive, sociocultural and critical perspectives. For the final assignment, students choose a topic of interest and then write, revise and finalize a literature review. Five students in the course, along with the instructor, are the authors of this article. Each student focused on a particular topic in the field of multiple language learning. Here, they present their literature reviews, along with their understandings of the topic, making critical analyses and identifying gaps in the literature. During the course, they discussed their topics with each other and provided feedback on the written work. By the end of the course, they all were not only familiar with all five topics but also acquired the skills needed for writing and revising
a literature review, as well as for providing peer- review feedback.
Each topic focused on a factor of learning more than one language across the lifespan. The topics were as follows:
• Students’ classroom language use in full and partial immersion programs
• Assessing depth of vocabulary knowledge in listening comprehension
• Language assessment strategies for bilingual children in the diagnostic process for autism spectrum disorders
• Parental factors and involvement in children’s English learning in China
• Factors that influence the second language socialization of international students
The literature reviews that follow represent a cross-section and an overview of the research on language learning. The students explore their topics by presenting empirical studies, synthesizing the main findings, and discussing classroom implications and directions for future research. They then comment on their learning from the course and this assignment, which will be of great value to other teachers who are considering graduate studies, as well as to postsecondary instructors who are framing course formats and assignments.
Description
Keywords
language learning; second language learning; classroom language use; depth of vocabulary knowledge; language assessment; parental factors; language socialization
Citation
Ma, Y., Chen, Y., Guo, J., Lei, T., Li, Q., & Dressler, R. (2021). Learning more than one language across the lifespan: A literature review. Notos, 15(1), 27-42.