Use your languages! : From monolingual to multilingual interaction in a language class
Kyppö, A., Natri, T., Pietarinen, M., & Saaristo, P. (2015). Use your languages! : From monolingual to multilingual interaction in a language class. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices of pedagogical development : expanding, enhancing and exploring higher education language learning (pp. 319-335). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000297
© Authors. Research-publishing.net (collective work). : All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF files) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted.
This reflective paper presents a new course concept for multilingual interaction, which was piloted at the University of Jyväskylä Language Centre in the spring of 2014. The course, implemented as part of the centre’s action research, is the result of a development process aimed at enhancing students’ multilingual and multicultural academic communication competences along with promoting use of their entire linguistic repertoire. The course concept was inspired by the EU project Modularising Multilingual and Multicultural Academic Communication Competence (MAGICC), whose main intent is “to integrate multilingual and multicultural academic communication competences as graduate learning outcomes at [the] BA and MA level” (http://www.unil.ch/magicc/home/menuinst/objectifs.html). The main focus of the pilot course was on teachers’ approach to multilingual teaching, teachers’ interaction with each other and with students as well as students’ approach to communication in a simulated multilingual and multicultural environment. Students’ employment of their entire linguistic repertoire resulted in an evident increase of their intercultural awareness, enhancement of their intercultural communication competences and of their skills in mediating information in multilingual and multicultural contexts. ...
Parent publication ISBN
Is part of publicationVoices of pedagogical development : expanding, enhancing and exploring higher education language learning
Publication in research information system
MetadataShow full item record
Except where otherwise noted, this item's license is described as © Authors. Research-publishing.net (collective work). : All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF files) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted.
Showing items with similar title or keywords.
Natri, Teija; Räsänen, Anne (Research-publishing.net, 2015)This paper reports the steps taken to develop the conceptual framework of the MAGICC project (2013), which aimed to provide action-oriented descriptions of multilingual and multicultural academic and professional communication ...
Kyppö, Anna; Natri, Teija (Research-publishing.net, 2016)This paper presents information on the factors affecting the development of multilingual and multicultural communicative competence in interactive multimodal learning environments in an academic context. The interdisci ...
Assessing interactional skills in a paired speaking test : raters’ interpretation of the construct Borger, Linda (University of Jyväskylä, Centre for Applied Language Studies, 2019)The operationalization of interactional competence (IC) within the paired speaking test format allows for a range of interactional skills to be tested. However, in terms of assessment, challenges are posed with regard ...
Interpreting and managing a monolingual norm in an English-speaking class in Finland: When first and second graders contest the norm Copp Jinkerson, Alicia (Centre for Applied Language Studies at the University of Jyväskylä, 2011)This study explores the stances that multilingual learners adopt in the face of a monolingual, “English-only” norm in a primary English medium class in Finland. I examine classroom interaction focusing on three students ...
Investigating Syntactic Complexity in EFL Learners' Writing across Common European Framework of Reference Levels A1, A2, and B1 Khushik, Ghulam Abbas; Huhta, Ari (Oxford University Press, 2020)The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished ...