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<title><string language="fre"><![CDATA[Maxi Pauser - Tertiary Language Teaching and Learning principles: The Case of German L3 at Spanish Universities]]></string></title>
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<string language="fre"><![CDATA[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.]]></string></description>
<keyword><string language="fre"><![CDATA[didactique des langues]]></string></keyword><keyword><string language="fre"><![CDATA[histoire des idées]]></string></keyword><keyword><string language="fre"><![CDATA[fle]]></string></keyword><keyword><string language="fre"><![CDATA[Didactique du français langue étrangère]]></string></keyword><keyword><string language="fre"><![CDATA[plurilingualism]]></string></keyword><keyword><string language="fre"><![CDATA[tertiary language didactics]]></string></keyword><keyword><string language="fre"><![CDATA[German L3]]></string></keyword>
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