Diverse multilingual researchers contribute language acquisition components to an integrated model of education

• Robert Dean Hobbs ^[1]
  1. [1] University of Phoenix

     University of Phoenix

     Estados Unidos

     
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 9, Nº. 3, 2012, págs. 204-234
• Idioma: inglés
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• Resumen

  • Evidence-based outcomes in the literature have caused adjustments in neuro-psycholinguistic and sociolinguistic perspectives that indicate a need for a current model of education. Implications from research suggest the new model of education should use a multilingual framework: L3 enhances and reinforces L2 and L1, if L2 and L1 are supported. The purpose of the current study was to assess potential component models of education based on the input of multilingual researchers to enhance language acquisition by investigating the contextual factors of how and when to incorporate L2 and L3 into the curriculum. The stratified systematic grounded theory qualitative study explored the multilingual perspectives of neurolinguists, psycholinguists, sociolinguists and interdisciplinary researchers to construct an integrated model of education that complements the continua of multilingual education model of Cenoz.