The Role of Previously Learned Languages in the Thought Processes of Multilingual Writers at the Deutsche Schule Barcelona

Brandon D. Tullock; Marta Fernández-Villanueva

doi:10.58680/rte201323633

Research in the Teaching of English May 2013

The Role of Previously Learned Languages in the Thought Processes of Multilingual Writers at the Deutsche Schule Barcelona

Brandon D. Tullock ; Marta Fernández-Villanueva Universitat de Barcelona

Abstract

In recent years, scholars have voiced the need for research which focuses on the ability of multilinguals to write across multiple languages rather than on the limitations that they face when composing in a non-native language. In order to better understand multilingual writers as resourceful and creative problem-solvers, the current study aims to investigate how German/Spanish/Catalan multilinguals draw on the full extent of their linguistic repertoires to solve lexical problems while writing in their fourth language, English. Think-aloud data were collected from 10 informants (8 female, 2 male; ages 16-17) in a German immersion secondary school in Barcelona, Spain. Analysis of the participants’ protocols revealed that the activation of lexical items across several languages was a common approach to tackling lexical problems. The writers’ resourcefulness and creativity were apparent in the activation of cognate forms and their willingness to experiment with language. In their metacomments, they expressed awareness of their strategic behavior as well as their degree of satisfaction with their solutions. It is argued that more research into the strategic behavior of multilingual writers is necessary in order to inform multilingual pedagogy.

Journal: Research in the Teaching of English
Published: 2013-05-01
DOI: 10.58680/rte201323633
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Open Access: Closed
Topics: writing pedagogy multilingual writers
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The Role of Previously Learned Languages in the Thought Processes of Multilingual Writers at the Deutsche Schule Barcelona

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