Third Language Acquisition in the Classroom

doi:10.1017/9781108957823.019

18 - Third Language Acquisition in the Classroom

from Part IV - L3/Ln in Action

Published online by Cambridge University Press: 13 July 2023

Tanja Angelovska and

Angela Hahn

Edited by

Jennifer Cabrelli ,

Adel Chaouch-Orozco ,

Jorge González Alonso ,

Sergio Miguel Pereira Soares ,

Eloi Puig-Mayenco and

Jason Rothman

Show author details

Jennifer Cabrelli: Affiliation:
University of Illinois, Chicago
Adel Chaouch-Orozco: Affiliation:
The Hong Kong Polytechnic University
Jorge González Alonso: Affiliation:
Universidad Nebrija, Spain and UiT, Arctic University of Norway
Sergio Miguel Pereira Soares: Affiliation:
Max Planck Institute for Psycholinguistics
Eloi Puig-Mayenco: Affiliation:
King's College London
Jason Rothman: Affiliation:
UiT, Arctic University of Norway and Universidad Nebrija, Spain

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Summary

Teaching in multilingual classrooms requires careful consideration of the type of learners, their background languages, acquisitional paths and current usage patterns in those languages. Morphosyntactic features causing errors for some learners can be assets for others at the same time.

We begin by illustrating several different scenarios present with heterogeneous learners, as well as influential factors associated with the acquisition and teaching of multiple languages. Next, we focus on the existing models of morphosyntactic transfer in third language acquisition to be able to discuss how these can be applied to actual teaching in the third language classroom. Then, we discuss the role of contrastive analysis and review classroom-based and classroom-relevant implications for instructed third language acquisition. In conclusion, we outline corresponding teaching- and research-related calls for action and implications for language teaching in multilingual classrooms with the main goal of bridging the gap between these current fields.

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Type: Chapter
Information: The Cambridge Handbook of Third Language Acquisition , pp. 466 - 491

DOI: https://doi.org/10.1017/9781108957823.019 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2023

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