Ressource pédagogique : Maxi Pauser - Tertiary Language Teaching and Learning principles: The Case of German L3 at Spanish Universities

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In the last quarter of 20th century the communicative approach or communicative language teaching (CLT) has been gaining importance and popularity at an accelerated rate in all European countries. As a result, teaching of different foreign languages was often characterized by strict separation. In English classes in Spain, for example, no Spanish (mother tongue) or French (second foreign language) could be spoken. In the 1990s it became increasingly apparent that there are quantitative and qualitative differences between the learning of a first foreign language and the learning of a second. On the one hand bilinguals or students of a second foreign language can benefit from their prior knowledge of languages while learning a third language (L3) or second foreign language. On the other hand, it is assumed that certain teaching strategies based on tertiary language teaching principles can maximize the effects of learning these third languages.   The plurilingualism of Spanish students learning German as a foreign language in Spanish higher education contexts is being considered one of multiple consequences of the complex globalization process. As a result, it poses a new didactical challenge because it requires the introduction of teaching methods, which take into account previously acquired language knowledges. The aim of this paper is to reveal how other languages of student’s prior language knowledge were taking into consideration during the language teaching process of a new language during the period 1945 – 2015 in different European contexts.  It also reviews articles about language teaching principles based on tertiary language didactics and shows how they can be applied to German as an L3 in Spanish university contexts. The limits of the communicative approach are also to be discussed.   Bibliography Cenoz, J., Hufeisen, B. & Jessner, U. (eds.). 2001. Cross-linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Clevedon: Multilingual Matters. Hufeisen, B. and Gerhard Neuner (eds.). 2004. The Plurilingualism Project: Tertiary Language Learning - German after English. Council of Europe Publishing. Hufeisen, B. (2000). A European Perspective – Tertiary Languages with a focus on German as L3. In Handbook of Undergraduate Second Language Education, Rosenthal, J. W. (ed.) (2000) Neuner, G. The concept of plurilingualism and tertiary language didactics. In The Plurilingualism Project: Tertiary Language Learning – German after English, Hufeisen, B. and G. Neuner (eds.), 13 – 34. Council of Europe Publishing.

"Domaine(s)" et indice(s) Dewey

• Enseignement de la langue française (440.71)

Thème(s)