This paper aims to gather evidence and improve existing knowledge about the factors that influence EFL students' attitudes towards plurilingualism as well as to investigate the extent to which EFL students' attitudes towards EFL learning foster or hinder plurilingualism.
An ideal way to investigate these questions would be through interviews, surveys or classroom observations. However, I believe that social science research should not be limited to primary data, especially during a pandemic when schools and children are overwhelmed by social distancing and the overuse of virtual learning. Therefore, in this paper, I examine existing empirical studies on language learning to answer the research questions.
EFL stands for English as a foreign language. This term is most commonly used for students whose first language is not English and who learn English while living in their home country. The term 'monolingual' in this paper refers to those who speak the language of their nation as their mother tongue. A bilingual person is someone who can speak two languages at a high level, and a multilingual person is someone who can communicate in more than two languages at a high level. ‘L1’ refers to one's mother tongue, and ‘L2’ is the language learned after the first language, generally after the mother tongue.
First, a brief overview of the transition of language education from monolingualism to plurilingualism is given. Then plurilingualism and attitudes are defined and discussed. After that, the traces of plurilingualism and attitude in foreign language teaching-learning practices in schools are then discussed. To this end, some empirical studies dealing with
pupils' attitudes towards plurilingualism will be presented and critically examined. This is followed by a conclusion that includes the limitations of the work and suggestions for future research.
Table of Contents
1 Introduction
2 Theoretical Background: Treading the Path
2.1 Monolingualism to Translanguaging
2.2 Plurilingualism and Foreign Language Education
2.3 Attitude
3 Attitudes of EFL Learners Towards Plurilingualism
3.1 Identified Factors Influencing Students’ Attitudes towards Plurilingualism
3.2 To What Extent Do Attitudes of EFL Students Towards EFL Learning Help or Hinder Plurilingualism?
3.3 Challenges to Plurilingualism
4 Conclusion
5 References
Research Objectives and Topics
This thesis aims to explore the attitudes of EFL learners towards plurilingualism, identifying the factors that influence these attitudes and investigating how students' orientations toward English as a foreign language shape their perceptions of plurilingual practices in formal education.
- Evolution of language education from monolingualism to plurilingualism.
- Theoretical conceptualization of attitudes within social and foreign language psychology.
- Analysis of key factors (individual, social, educational) influencing student language attitudes.
- The impact of English language dominance on the perception of other languages.
- Pedagogical strategies for integrating diverse linguistic repertoires in the classroom.
Excerpt from the Book
1 Introduction
Positive attitudes towards languages and their speakers can lead to positive attitudes towards language learning (Tódor and Dégi, 2016, p.125). Similarly, Gardner (1985, p. 60) also discovered that attitudes towards learning a second language tended to be correlated with language proficiency. This means that the more positive attitude a language learner has towards a given language, the better his or her language learning will be.
A nation's education system can also have an impact on people's attitudes towards language learning. Shaping attitudes towards languages through language curriculum depends on how the curriculum is executed. For example, the German education system has a monolingual orientation, as pointed out by (Hummelink, 2019, p. 22), in which all children, regardless of their origin or mother tongue, are required to speak German language. This monolingual orientation neglects the language diversity present in the class. This can lead to pupils having a less positive attitude towards their mother tongue or towards the other languages in their repertoire.
The Common European Framework of Reference (CEFR) for Languages prioritises the quality of language teaching and aims to promote open-minded, multilingual European citizens (Council of Europe, 2011, p. 105). Furthermore, the Hessian core curriculum asserts that modern foreign languages serve a number of purposes: They may be used by students to make personal contacts and overcome language barriers, and they function as bridging languages for learning other foreign languages, contributing to the multilingualism encouraged by the European Union (Hessian Ministry of Education, 2011, p. 11).
Summary of Chapters
1 Introduction: This chapter outlines the importance of language attitudes in the learning process and sets the stage for exploring the transition from a monolingual to a plurilingual pedagogical approach.
2 Theoretical Background: Treading the Path: This chapter examines the historical and theoretical shift from monolingualism to translanguaging, defines plurilingualism in the context of foreign language education, and discusses the psychological foundations of attitudes.
3 Attitudes of EFL Learners Towards Plurilingualism: This chapter synthesizes empirical evidence regarding the specific factors influencing student attitudes, analyzes the role of English in shaping these attitudes, and identifies key challenges to plurilingual practices.
4 Conclusion: This chapter synthesizes the main findings, reflecting on the relationship between language prestige, student identity, and the necessity of holistic pedagogical practices in modern foreign language education.
5 References: A comprehensive list of academic sources and literature supporting the study.
Keywords
Language attitudes, plurilingualism, translanguaging, foreign language education, language repertoire, linguistic diversity, EFL, language prestige, social psychology, student motivation, language learning strategies, language stigma, CEFR, bilingualism, pedagogical practice.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on investigating the attitudes EFL (English as a Foreign Language) students hold toward plurilingualism and how these attitudes are formed and influenced within educational settings.
What are the central themes discussed in the work?
Central themes include the shift from monolingual to plurilingual pedagogical models, the influence of social and economic prestige on language valuation, the role of student identity, and the impact of teacher disposition on classroom language dynamics.
What is the primary research objective?
The objective is to identify which factors (individual, social, educational) shape student attitudes toward plurilingualism and to determine whether a strong focus on English facilitates or hinders the appreciation of other languages in the learners' repertoires.
Which scientific method is utilized in this paper?
The paper utilizes secondary research, critically analyzing and synthesizing existing empirical studies and literature from the field of foreign language pedagogy to answer its research questions.
What topics are covered in the main body of the text?
The main body covers the theoretical definition of attitudes and plurilingualism, identifies specific factors influencing student attitudes (such as family, media, and peer groups), and examines the challenges of integrating diverse language repertoires into formal instruction.
Which keywords best describe this study?
Key terms include Language attitudes, plurilingualism, translanguaging, linguistic repertoire, language prestige, and EFL education.
How does the dominance of English affect the perception of other languages?
The study suggests that the perceived high prestige and economic necessity of English can lead students to view other, less visible languages (such as migrant languages) as less valuable or even as obstacles, creating a hierarchy that challenges plurilingual ideals.
Does the teacher's attitude matter in the classroom?
Yes, the paper highlights that a teacher's disposition is of utmost importance; a teacher who adopts a resource-oriented and asset-based pedagogical approach is crucial in fostering positive attitudes toward linguistic diversity among students.
- Arbeit zitieren
- Rashmi Sharma-Kolle (Autor:in), EFL Students’ Attitudes Towards Plurilingualism, München, GRIN Verlag, https://www.grin.com/document/1212104
