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SUMMARY:    Cross-linguistic Transfer of Learning Strategies between First
  and Foreign Language Classroom Contexts: Making a Case for a Multilingual
  Approach to Writing Pedagogy - Dr Karen Forbes\, University of Cambridge
DTSTART:20170227T170000Z
DTEND:20170227T183000Z
UID:TALK68778@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:In an increasingly multilingual world\, empirical knowledge ab
 out the reciprocal influence between the mother tongue and a learner’s a
 cquisition of additional languages is crucial yet remains surprisingly sca
 rce. In this talk I will explore the potential contribution of foreign lan
 guage teaching to the development of writing skills more generally. I will
  draw on quantitative and qualitative data from a classroom-based interven
 tion study conducted in a secondary school in England to provide insights 
 into how adolescent learners develop and transfer language learning strate
 gies within and between foreign language (FL) and first language (L1) cont
 exts. \n\nWhile there is evidence in the literature to suggest that the ef
 fective use of strategies can be of great benefit to learners\, the vast m
 ajority of this research has taken place within a single context of either
  L1 or FL education and has had a tendency to neglect the potential intera
 ctions between the two. In addition\, it is almost taken for granted withi
 n the literature that any reference to transfer between these two contexts
  implies the one-way transfer of pre-existing skills and strategies from t
 he L1 to the FL. The focus of this study therefore emerged from a hypothes
 is that the reverse may be equally\, if not more effective\; if the use of
  writing strategies is explicitly developed within the FL classroom\, then
  it seems logical that this knowledge could not only benefit FL writing ta
 sks\, but may also positively affect L1 writing. In light of this\, I will
  consider students’ conceptualisations of writing in both the L1 and FL 
 classrooms\, provide an overview of the intervention which introduced an e
 xplicit focus on developing writing strategies\, and explore the multiple 
 directionalities of transfer which emerged: from the L1 to the FL\, betwee
 n two FLs\, and from the FL to the L1. Pedagogical implications will also 
 be discussed\, which call for a collaborative and multilingual approach to
  writing pedagogy where L1 and FL teachers work together to encourage and 
 facilitate connection making across language contexts.\n\n*Bio*\n\nKaren p
 reviously taught French and Spanish in secondary schools before completing
  a Masters and PhD in Second Language Education at the University of Cambr
 idge. These classroom-based studies explored how learners develop and tran
 sfer language learning strategies within and between foreign language and 
 first language contexts. She currently works as a Research Associate on th
 e Education strand of an AHRC-funded project on multilingualism\, which fo
 cuses on the influence of multilingual identity on foreign language learni
 ng. Karen also teaches on undergraduate and Masters programmes in the Facu
 lty of Education\, and is involved with both school-based and university-b
 ased teacher training courses for secondary Modern Foreign Language teache
 rs. \n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om 1S3
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