The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022: Book of Abstracts

Marina Grubišić; Larissa Aronin

Ayuda

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022: Book of Abstracts

Imagen de portada del libro The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022

Información General

Autores: Marina Grubišić (ed. lit.), Larissa Aronin
Editores: University of Zagreb. Faculty of Law
Año de publicación: 2022
País: Croacia
Idioma: español
ISBN: 978-953-379-032-9
Recoge los contenidos presentados a: International Conference on Third Language Acquisition and Multilingualism IAM L3 (12. 2022. Zagreb).
Enlaces
- Texto Completo Libro

Otros catálogos

Red de Bibliotecas Universitarias (REBIUN)

Citas a capítulos: 3 Citas

Listado de artículos

- Pre-conference PhD workshop
  - Cross-linguistic lexical (dis)similarity and the acquisition of the third language:A study into cognates and false cognates
    Agata Ambroziak
    - Texto Completo Libro
    pág. 7
  - EuroComGerm – Germanic intercomprehension with English as L1
    Robin Breit, Rheinische Friedrich Wilhelms
    - Texto Completo Libro
    pág. 8
  - A case study on L3 learning experience and its connection with portfolio use inthe French classroom
    Lisa Marie Brinkmann
    - Texto Completo Libro
    pág. 9
  - The acquisition and development of L3 German grammatical gender: Alongitudinal study
    Megan Marshall
    - Texto Completo Libro
    págs. 10-11
  - Multilingual Classrooms: Interactions between Gender, Language Anxiety andClassroom Interaction
    Uxue Díez Guiral
    - Texto Completo Libro
    págs. 12-13
  - Teaching Pragmatics through Pedagogical Translanguaging: A Proposal forPrimary and Secondary Education
    Gema Gayete Domínguez
    - Texto Completo Libro
    pág. 14
  - Duty or opportunity? Exploring teachers’ beliefs towards (cross-linguistic)mediation
    Franziska Gerwers
    - Texto Completo Libro
    pág. 15
  - Do Language model and mother tongue have an influence on teachers’ languageattitudes?
    Irene Guzmán Alcón
    - Texto Completo Libro
    pág. 16
  - Plurilingual Repertoire in the Primary EFL Classroom: A Sociocultural Study ofPeer Interaction
    Hanna Lämsä Schmidt
    - Texto Completo Libro
    pág. 17
  - Engagement with languages in emergent multilinguals: collaborative writingand awareness
    Ignacio Martínez Buffa
    - Texto Completo Libro
    pág. 18
  - Perceived comprehensibility of diatopic varieties: The case of learners of Frenchas a foreign language
    Karoline Wurzer
    - Texto Completo Libro
    pág. 19
- Plenary lectures
  - Multilingualism under the monolingual surface: the case of Croatia
    Lidija Cvikić
    - Texto Completo Libro
    pág. 21
  - A diachronic perspective on multilingualism: past, present and future
    Danuta Gabrys-Barker
    - Texto Completo Libro
    pág. 22
  - Transfer (especially) at the Initial Stages of Third Language Acquisition, TheoryBuilding and the Spectrum of Multilingualism: The Implication of Solid Basesand Scratching Heads
    Jason Rothman
    - Texto Completo Libro
    pág. 23
- Symposia
  - PHILOSOPHY OF MULTILINGUALISM
    Larissa Aronin, Alfred Nordmann
    - Texto Completo Libro
    pág. 25
  - The philosophy of multilingualism: Finding the way
    Alfred Nordmann
    - Texto Completo Libro
    pág. 25
  - The philosophy of multilingualism: defining the field
    Larissa Aronin
    - Texto Completo Libro
    pág. 25
  - Languages across Selves and States: When Multilingualism Faces Politics –Some Ethical Issues
    Hanna Komorowska
    - Texto Completo Libro
    pág. 26
  - ENGAGING WITH DOMINANT LANGUAGE CONSTELLATIONS (DLCS)IN THE NORTH
    Nayr Ibrahim
    - Texto Completo Libro
    pág. 27
  - Evolving DLCs and identity transformation in multilingual transnational couples
    Anna Krulatz, Jennifer Duggan
    - Texto Completo Libro
    pág. 27
  - Mapping and visualising lower secondary school students’ multilingualpractices and language beliefs
    Asta Haukas, André Storto, Irina Tiurikova
    - Texto Completo Libro
    pág. 28
  - Visual and artefactual approaches in pre-service teacher education: DLCs as apathway to multilingual classrooms
    Nayr Ibrahim
    - Texto Completo Libro
    pág. 29
  - Engaging Norwegian EAL teachers in reflective practice: A DLC approach
    Yaqiong Xu
    - Texto Completo Libro
    pág. 29
  - VISUALIZATIONS OF MULTILINGUALISM
    Sílvia Melo-Pfeifer
    - Texto Completo Libro
    pág. 31
  - The use of visual methods to envision multilingualism: epistemological,historical and methodological perspectives
    Sílvia Melo-Pfeifer
    - Texto Completo Libro
    pág. 31
  - What you see isn’t what they speak: Discrepancies between the written andspoken language practices in the public space of Zadar, Croatia
    Antonio Oštarić
    - Texto Completo Libro
    pág. 32
  - “What if you had to explain how to learn Portuguese in a drawing?” – a reportabout visualizing the heritage language
    Juliane Pereira da Costa Wätzold
    - Texto Completo Libro
    pág. 32
  - MULTILINGUALISM IN DIVERSE EDUCATIONAL SETTINGS: THECASES OF AUSTRIA, SOUTH TYROL/ITALY AND SOUTH AFRICA
    Susan Coetzee-Van Rooy, Ulrike Jessner
    - Texto Completo Libro
    pág. 33
  - Multilingualism in Austrian and South Tyrolean education: A view across alllevels
    Ulrike Jessner
    - Texto Completo Libro
    pág. 33
  - Multilingualism in South African education: A view across all levels
    Susan Coetzee-Van Rooy
    - Texto Completo Libro
    pág. 34
  - Assessing components of multilingual competence
    Barbara K. Hofer
    - Texto Completo Libro
    pág. 34
  - “How come none of you can speak properly” – On mono-, bi-, and multilingualpupils’ patterns of language use
    Kerstin Wall
    - Texto Completo Libro
    pág. 35
  - “Using many languages is part of my everyday life”: Plurilingual teaching andmultilingual learning approaches at upper secondary level
    Elisabeth Allgäuer-Hackl, Liechtenstein Eva Meirer, Joachim Schlabach
    - Texto Completo Libro
    pág. 35
  - English-Sepedi reading in school and at university in South Africa
    Pheladi Fakude
    - Texto Completo Libro
    pág. 36
  - “I need to switch to my English brain first!” Strategies and mechanismsemployed by Afrikaans-English bilingual first-year university students
    Mari Leigh Pienaar
    - Texto Completo Libro
    pág. 36
- General session papers
  - Cross-linguistic influence and language-learning aptitude in L3 acquisition offunctional morphology
    Anders Agebjörn, Susan Sayehli
    - Texto Completo Libro
    pág. 40
  - Relative Clauses in a Multilingual Class
    Nélia Alexandre, Jorge Pinto
    - Texto Completo Libro
    pág. 41
  - The joys of teaching language learners in Finnish classrooms
    Jenni Alisaari, Mervi Kaukko, Leena Maria Heikkola
    - Texto Completo Libro
    pág. 43
  - Multilingual learning about language acquisition in the Basque AutonomousCommunity of Spain
    Julia Barnes Mason, Inger Margareta Almgren Spare
    - Texto Completo Libro
    pág. 45
  - Third/fourth languages as predictors of information structure in eventdescriptions?
    Giulia Berchio, Raphael Berthele, Audrey Bonvin
    - Texto Completo Libro
    pág. 46
  - Multilingual metonymic competence: On the role of figurative thinking in thirdlanguage acquisition
    Tímea Berényi Nagy, J. Gábor Győri
    - Texto Completo Libro
    pág. 48
  - A multi-feature analysis of speech perception in multilingual learners: alongitudinal perspective
    Anna Balas, Magdalena Wrembel, Iga Krzysik, Halina Lewandowska
    - Texto Completo Libro
    pág. 49
  - A holistic approach to multilingualism in secondary education
    Myrthe Coret Bergstra, Miriam Guenther, Joana Duarte
    - Texto Completo Libro
    pág. 49
  - Taming the fluid speaker: Reengineering multilingualism as a natural category
    Raphael Berthele
    - Texto Completo Libro
    pág. 50
  - Language use and attitudes of prospective teachers: A comparison of the Basqueand Friulian multilingual educational contexts
    Ada Bier, David Lasagabaster Herrarte
    - Texto Completo Libro
    pág. 51
  - DLC as a tool to document, describe and develop the multilingual state, tensionsand potential in teacher practices in Finland
    Siv Björklund, Mikaela Björklund
    - Texto Completo Libro
    pág. 52
  - Categorising perception of VOT continuum in multilingual learners
    Zuzanna Cal, Magdalena Wrembel
    - Texto Completo Libro
    pág. 53
  - Spanish as Pivot Language between Italian mentors and US Heritage SpanishSpeaker mentees in Telecollaboration
    Diego Cortés Velásquez, Clorinda Donato, Francesca Ricciardelli
    - Texto Completo Libro
    pág. 54
  - The relationship between L2 proficiency and transfer in L3 acquisition
    Anne Dahl, Guro Busterud, Kjersti Faldet Listhaug
    - Texto Completo Libro
    pág. 55
  - An integrated approach to multilingual testing and assessment: assessingnarrative abilities across multiple languages
    Gessica De Angelis
    - Texto Completo Libro
    pág. 57
  - Towards a Typology of Attitudes, Knowledge and Skills within EducationalDominant Language Constellations
    Suzanne Dekker, Linde Kootstra, Hanneke Loerts, Joana Duarte
    - Texto Completo Libro
    pág. 58
  - Cross-linguistic influence in the comprehension of reflexive possessivepronouns in L3/Ln
    Kamil Długosz
    - Texto Completo Libro
    pág. 60
  - Relationship between Metalinguistic Awareness, Working Memory andLinguistic Giftedness: A DMM Perspective
    Ferhat Dolas, Ulrike Jessner
    - Texto Completo Libro
    pág. 61
  - Transfer in the acquisition of perfective and imperfective aspect in L3 Spanish: Evidence for typological proximity?
    Lukas Eibensteiner
    - Texto Completo Libro
    pág. 62
  - Development of infinitival complementation in the acquisition of multilinguallearners of L3 English
    Éva Fernández Berkes, Suzanne Flynn
    - Texto Completo Libro
    pág. 63
  - Cognitive aptitudes and L3 acquisition: Insights from a study using a novelminiature language, MiniItaliano
    Małgorzata Foryś, Olga Broniś, Aleksandra Janczarska
    - Texto Completo Libro
    pág. 65
  - Acquiring Spanish rhotics against the backdrop of migration-inducedmultilingualism: the case of German-Turkish learners
    Christoph Gabriel, Jonas Grünke, Claudia Schlaak
    - Texto Completo Libro
    pág. 66
  - Differences between adolescent L2 and L3 learners in sentence processing
    Freya Gastmann, David Öwerdieck, Damian Stier, Sarah Schimke, Holger Hopp, Gregory Poarch
    - Texto Completo Libro
    pág. 67
  - Translanguaging and EFL: an intervention project for multilingual education
    Mirjam Günther, Joana Duarte
    - Texto Completo Libro
    pág. 69
  - Modelling phonological development in multilingual speakers
    Ulrike Gut, Romana Kopeckova, Christina Nelson
    - Texto Completo Libro
    pág. 70
  - Exploring collaborative data analysis in research on, with and for multilinguallanguage teachers
    Asta Haukas, Linda M. Borlaug
    - Texto Completo Libro
    pág. 71
  - The effects of raising multilingual awareness: Teaching German throughEnglish to Hungarian 9th graders. Results of the pilot project
    Lilla Horváth, Ulrike Jessner
    - Texto Completo Libro
    pág. 72
  - Self-assessment of multilingual speakers as a measure of language proficiency
    Gordana Hržica
    - Texto Completo Libro
    pág. 73
  - The M-SILL Questionnaire: a new Tool for Exploring Language LearningStrategies of Multilinguals
    Violetta Dmitrenko
    - Texto Completo Libro
    pág. 75
  - Balancing between diversity and homogenization: Investigation of languageregimes at four multilingual schools
    Miroslav Janík, Marie Antoinette Goldberger, Věra Janíková, Jana Veličková
    - Texto Completo Libro
    pág. 77
  - Learning Spanish L5 in Croatian FL Education Context: A Case Study
    Andrea Beata Jelić
    - Texto Completo Libro
    pág. 79
  - Multilingualism and Translanguaging Space in Cyprus
    Sviatlana Karpava
    - Texto Completo Libro
    pág. 80
  - Pre-service teachers’ reflections on the roles of language in learning
    Niina Kekki, Elisa Repo, Leena Maria Heikkola
    - Texto Completo Libro
    pág. 81
  - What do pauses and revisions tell us about cross-linguistic influence? Adevelopmental perspective
    Iwona Kowal
    - Texto Completo Libro
    pág. 82
  - Identity in multilingual contexts: the example of Croats in Germany
    Marijana Kresic
    - Texto Completo Libro
    pág. 83
  - If you mind, it does matter? Defining DLCs in consecutive multilinguals'repertoires
    Stela Letica Krevelj, Nives Kovačić
    - Texto Completo Libro
    pág. 84
  - Tense and aspect and cross-linguistic influence – analysis of L2 and L3 learnersof English
    Eliane Lorenz
    - Texto Completo Libro
    pág. 84
  - Language Ecology in L3 Acquisition: Case Studies of German L3 learners withChinese as an L1 and English as an L2
    Jintao Liu
    - Texto Completo Libro
    pág. 85
  - Study abroad: an affordance or a constraint in the development of plurilingualidentity
    Sanja Marinov Vranješ, María Victoria Soulé, Josep Maria Cots Caimon
    - Texto Completo Libro
    pág. 87
  - Endangered Species “Bilingualism”? How we Spin Constructs to Suit ourPurposes
    Nicole Marx
    - Texto Completo Libro
    pág. 88
  - Language teachers’ identity: Exploring the conflict between nativespeakerismand translingualism
    Ryo Mizukura, Enric Llurda, Julia Calvet Terre
    - Texto Completo Libro
    pág. 89
  - “If I’m not fluent, then it’s not worth anything”: Fostering pre-service teachers’multilingual identities during teacher education
    Nicola Morea
    - Texto Completo Libro
    pág. 90
  - Family Language Policies: Opting for Afrikaans in English dominant SouthAfrica
    Stephanie Mostert
    - Texto Completo Libro
    pág. 91
  - Cross-linguistic vs. traditional teaching methods: an intervention study
    Johannes Müller, Amina Kropp, Lukas Eibensteiner
    - Texto Completo Libro
    pág. 92
  - “A motivating force”: Learner and in-service teacher attitudes towardstranslanguaging in increasingly multilingual classrooms in Cyprus
    Georgios Neokleous
    - Texto Completo Libro
    pág. 94
  - Affective factors in interlingual romantic relationships and their impact on theperception of EMI
    Richard Nightingale, María Castelló
    - Texto Completo Libro
    pág. 96
  - Does cumulative L1-L2-L3 lexical similarity impact learners’ L3 wordknowledge more than L2-L3 similarity?
    Agnieszka Otwinowska, Małgorzata Foryś, Agata Ambroziak, Breno Silva, Olga Broniś, Aleksandra Janczarska
    - Texto Completo Libro
    pág. 97
  - Developing crosslinguistic awareness of adult L3 learners of French throughplurilingual consciousness-raising tasks
    Pierre Luc Paquet, Nina Woll
    - Texto Completo Libro
    pág. 98
  - Emergent bilinguals in a digital world: A dynamic analysis of long-term L2development in (pre)primary school children
    Simone E. Pfenninger
    - Texto Completo Libro
    pág. 99
  - The Istrian spoken multilingual corpus: a representation of a sociolinguisticrealty
    Nada Poropat Jeletić, Eliana Moscarda Mirkovic, Gordana Hržica
    - Texto Completo Libro
    pág. 100
  - The interplay of individual factors in defining L3 teachers’ beliefs aboutmultilingual education
    Laura Portolés, Otilia Martí Arnándiz
    - Texto Completo Libro
    pág. 101
  - Investigating children’s complex repertoires – A critical comparison of topdown vs. bottom-up perspectives
    Nadja Kerschhofer Puhalo, Nikolay Slavkov
    - Texto Completo Libro
    pág. 102
  - Lexical development in narrations of trilingual children
    Elisabeth Reiser-Bello Zago, Raphael Berthele
    - Texto Completo Libro
    pág. 104
  - Learning strategies across skills: A multilingual project on reading
    Yolanda Ruiz de Zarobe
    - Texto Completo Libro
    pág. 105
  - The pragmatics of email requests and openings in a multilingual educationalsetting
    María Pilar Safont Jordà
    - Texto Completo Libro
    pág. 106
  - Is intonation linked to comprehensibility in L3 pronunciation?
    Antti Saloranta, Leena Maria Heikkola
    - Texto Completo Libro
    pág. 107
  - Teachers’ perspectives on communicative anxiety and pedagogicaltranslanguaging
    Alaitz Santos Berrondo
    - Texto Completo Libro
    pág. 108
  - Language learners telling stories
    David Singleton, Dorota Záborská
    - Texto Completo Libro
    pág. 109
  - From bilingualism to multilingualism: The Linguistic Risk-Taking Initiative
    Nikolay Slavkov
    - Texto Completo Libro
    pág. 110
  - Positioning and Reinterpreting the self: Investigating self-perceived pluriidentities in the U.S. Higher Education
    Barbara Spinelli
    - Texto Completo Libro
    pág. 111
  - Regressive phonological transfer in early bilingual Spanish-Basque learners ofEnglish
    Antje Stoehr, Mina Jevtovic, Angela de Bruin, Clara D. Martin
    - Texto Completo Libro
    pág. 112
  - L2 as a source for cross-linguistic influence in L3 but not L4: front and backrounded vowels by quadrilinguals
    Jolanta Sypianska, Zuzanna Cal
    - Texto Completo Libro
    pág. 114
  - The more, the better? An investigation of the impact of multilingualism onstatistical word learning
    Yasmine Tachakourt
    - Texto Completo Libro
    pág. 115
  - Teacher voices, teacher actions: Practical aspects of responsive pedagogy inlinguistically heterogenous EFL classrooms
    Eivind Nessa Torgersen, Anna Krulatz, Eliane Lorenz
    - Texto Completo Libro
    pág. 116
  - Entwicklung der Mehrsprachigkeit in der Pflichtschulbildung – Deutsch vs.Englisch als L2
    Jasmina Troha, Ana Šenjug Krleža, Ana Petravić
    - Texto Completo Libro
    pág. 117
  - Developing Multilingualism in Compulsory Education – German vs. English asL2
    Jasmina Troha, Ana Šenjug Krleža, Ana Petravić
    - Texto Completo Libro
    pág. 118
  - The lecturer as a linguistic landscape: a linguistic ethnographic description oflecturers in multilingual higher education classrooms
    Adriana J.M. van Zyl
    - Texto Completo Libro
    pág. 120
  - Learning and Teaching Through the L3: Classroom Pedagogies and MultilingualPractices in CLIL
    Nerea Villabona Perurena
    - Texto Completo Libro
    pág. 121
  - Plurilingual Dialogic Education in Fryslân
    Albert Walsweer, Maaike Pulles, Frans C. Hiddink
    - Texto Completo Libro
    pág. 122
  - Investigating multilingual vocalic space: Spectral overlap and separation in threevowel systems
    Jarosław Weckwerth, Magdalena Wrembel, Anna Balas
    - Texto Completo Libro
    pág. 124
  - Adverbial placement: Evidence of positive transfer from L2 French to L3Spanish
    John Witney
    - Texto Completo Libro
    pág. 125
  - It’s the economy…how to model effects of processing preferences in amultilingual brain? The example of gustar-like verbs in Spanish as a L3: Institute of Romance Philology, Ludwig-Maximilians-Universität München,Munich, Germany
    Johanna Wolf
    - Texto Completo Libro
    pág. 126
  - How crosslinguistic awareness-raising in German (L3) impacts the pedagogicalstance of student ESL teachers in Quebec
    Nina Woll
    - Texto Completo Libro
    pág. 127
- Poster session papers

Acceso de usuarios registrados

¿Olvidó su contraseña?

¿Es nuevo? Regístrese

Ventajas de registrarse

Dialnet Plus

Opciones de compartir

Opciones de entorno

Sugerencia / Errata

Coordinado por:

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022: Book of Abstracts

Información General

Otros catálogos

Listado de artículos

Pre-conference PhD workshop

Plenary lectures

Symposia

General session papers

Poster session papers

Acceso de usuarios registrados

Dialnet Plus

Opciones de compartir

Opciones de entorno