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These rights affect both the content of the thesis and its abstracts and indexes. Doctoral Dissertation Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish) SIMONA POPA Supervisor: Dr. Àngel Huguet-Canalís Doctoral program: Educació, Societat i Qualitat de Vida Lleida, 2016 Acknowledgements First of all, the present study would not have been possible without the FI-DGR scholarship (Reference number 2013 FI_B 00347) granted by AGAUR (Agència de Gestió d’Ajuts Universitaris i de Recerca), which enabled me to fully dedicate the last three years (2013-2016) to this research.
For it, I am profoundly thankful. I also wish to express my appreciation to the Department of Education, and especially to all the students, teachers, and administrative personnel involved in this investigation. My utmost gratitude goes to my supervisor, prof. Àngel Huguet-Canalís, for his mentorship and trust, as well as his encouragement and patience with all the processes I underwent along these three years.
I am also grateful to the members of the research group ‘Plurilingualism and education’ (Ceci, Clara, Judit, and Jose Luis), with whom I had the pleasure to work during the last three years. I appreciate their support, encouragement, and help in times of need. I am also deeply thankful to prof. Théophile Munyangeyo, for granting me the opportunity to be part of his academic family at Leeds Beckett University, and also for the highly cherished support offered during my stay there, both professional and personal.
I would like to extend my thanks to my colleagues and friends, Adelina, Carmen, and Mireia. Special thanks for your presence and support, so diverse, ranging from the reading of different versions of the manuscript or valuable statistical, technical, and formatting counselling, to kind words, warm tea, and homemade food, among many others. Likewise, I wish to thank my family for their support and much appreciated constant presence. To my brother, Marius, for always believing in me and for constantly encouraging me to pursue goals that I wouldn’t even dare to dream of.
My special gratitude goes to my chosen family, my friends. Especially to Sandra, for being such a loving friend and a model of strength and perseverance, and to Vicky, for simply being the most wonderful best friend one can only hope for and I was fortunate enough to find. Also, I would like to thank two very special women, Elena and Mandita, for making me part of their families and for being there for me through it all, as friends, mothers, confidants. Abbreviations used throughout the work BICS basic interpersonal communicative skills CA contrastive analysis CAH contrastive analysis hypothesis CALP cognitive/academic language proficiency CLI cross-linguistic influence CSE Compulsory Secondary Education CUP common underlying proficiency DO direct object ESL English as a Second Language EA error analysis FL foreign language FLA first language attrition IL interlanguage IO indirect object L1 first language L2 second language L3 third language LAD language acquisition device LT language transfer MT mother tongue NL native language NNS non-native speaker NS native speaker SLA second language acquisition SLL second language learning TL target language UG universal grammar Abbreviations and conventions used for interlinear morpheme-by- morpheme glosses Standard abbreviations used for glossing the examples 1 first person 2 second person 3 third person AMB ambiguous ART article CL clitic COND The Present Conditional DEF definite DET determiner F feminine FUT The Simple Future IMP The Imperative IND indefinite INF infinitive IPF The Imperfect ISU The Imperfect Subjunctive M masculine N neuter PAR participle PCO The Conditional Perfect PFU The Future Perfect PL plural PLS The Past Perfect (Pluperfect) Subjunctive PLU The Past Perfect (Pluperfect) PREP preposition PRF The Present Perfect PRON pronoun PRS The Simple Present PST The Preterite (The Simple Past) PSU The Present Perfect Subjunctive SG singular SUB The Present Simple Subjunctive Symbols used for glossing the examples - separates morphs and the corresponding glosses (used in morph-by-morph segmentation).
separate multiple glosses of a single morph or word form (used when morph-by- morph segmentation is not necessary). when a single object-language element is rendered by several metalanguage elements (words or abbreviations), these are separated by periods ≡ equivalent; marks syncretism (3SG≡3PL indicates that the 3rd person singular is syncretic with the 3rd person plural) Ø null argument; zero inflectional ending; element omitted Symbols used in the examples x [*] unattested or ungrammatical example 0x element omitted Abstract In migration contexts, the diversity of languages in contact triggers the processes of second language (L2) acquisition and language transfer; as well as drawing attention to the importance of mother tongue (L1) maintenance. The present study examines the processes of L2 acquisition (Catalan and Spanish), L1 (Romanian) maintenance, and L1 transfer, in the case of 130 immigrant Romanian students, as well as the effect of attendance at L1 classes and length of residence on the three languages analysed. Accordingly, three parallel language competence tests were applied in seven public schools of Compulsory Secondary Education in Catalonia.
Generally, the results indicate that the language transfer from the L1 to the L2s occurs and a longer length of residence facilitates the learning of Catalan and Spanish, but, at the same time, hinders the level of competence in L1. Also, attendance at Romanian classes seems to influence the maintenance of the mother tongue and the acquisition of the second languages. Resum En contextos de migració, la diversitat de llengües en contacte esdevé processos d’adquisició de segones llengües (L2) i de transferència lingüística; a més de revifar el debat sobre la importància del manteniment de la llengua materna (L1). En el següent treball s’exploren els processos d’adquisició de l’L2 (català i castellà), del manteniment de l’L1 (romanès) i de la transferència lingüística de l’L1, de 130 estudiants immigrants d’origen romanès; així com l’efecte d’assistir a classes d’L1 i el temps d’estada, en les tres llengües estudiades.
Per a aquest propòsit, s’han aplicat tres proves paral·leles de competència lingüística en set instituts d’Educació Secundària Obligatòria de Catalunya. A nivell general, els resultats indiquen que la transferència lingüística de l’L1 a les L2s sorgeix i que un major temps d’estada afavoreix l’aprenentatge del català i del castellà però, al mateix temps, va en detriment del nivell del coneixement adquirit en la seva L1. Així mateix, l’assistència a classes de romanès sembla influir en el manteniment de la seva llengua materna i en l’aprenentatge de segones llengües. Resumen En contextos de migración, la diversidad de lenguas en contacto desencadena procesos de adquisición de segundas lenguas (L2) y de transferencia lingüística; además de reavivar el debate sobre la importancia del mantenimiento de la lengua materna (L1).
En el siguiente trabajo se exploran los procesos de adquisición de L2 (catalán y castellano), del mantenimiento de la L1 (rumano) y de la transferencia lingüística de la L1, de 130 estudiantes inmigrantes de origen rumano, así como el efecto de asistir a clases de L1 y el tiempo de estancia, en las tres lenguas estudiadas. Para ello, se han aplicado tres pruebas paralelas de competencia lingüística en siete institutos de Educación Secundaria Obligatoria de Cataluña. A nivel general, los resultados indican que se da la influencia de la L1 en las L2 y que un mayor tiempo de estancia favorece el aprendizaje del catalán y del castellano, pero, a su vez, va en detrimento del nivel de conocimiento adquirido en su L1. Asimismo, la asistencia a clases de rumano parece influir en el mantenimiento de su lengua materna y en el aprendizaje de segundas lenguas.
Rezumat În contexte de migrație, diversitatea limbilor în contact declanșează procesele de achiziționare de limbă a doua (L2) și de transfer lingvistic; în plus, se readuce în atenție importanța menținerii limbii materne (L1). Prin acest studiu se analizează procesele de achiziționare de L2 (catalană și spaniolă), de menținere a L1 (română) și de transfer lingvistic din L1, în cazul a 130 de studenți imigranți români, precum și efectul participării la ore de L1 și timpului de ședere asupra celor trei limbi studiate. Cu acest scop, trei teste paralele de competențe lingvistice au fost aplicate în șapte licee din Catalonia. În general, rezultatele indică că transferul lingvistic din L1 în cele două L2 are loc și că un timp de ședere mai lung favorizează învățarea catalanei și spaniolei, dar, în același timp, vine în detrimentul nivelului de cunoștințe în L1.
De asemenea, participarea la ore de română pare să influențeze menținerea limbii materne și achiziționarea limbilor L2. TABLE OF CONTENTS INTRODUCTION. 26 1 MIGRATION AND EDUCATION .1 INTERNATIONAL MIGRATION AND MULTILINGUAL EDUCATION .1 Migration at international level .2 Migration in the European Union .2 Bilingualism and multilingualism .1 Bilingual and multilingual education .2 Bilingual/ Multilingual education programs .2 MIGRATION AND MULTILINGUAL EDUCATION IN SPAIN .1 Current migratory situation in Spain.1 The Romanian immigrant group.2 Educational system in Spain .1 Immigration and school in Spain .1 Romanian language, culture, and civilization (LCCR) course .3 MIGRATION AND MULTILINGUAL EDUCATION IN CATALONIA .1 Current migratory situation in Catalonia .1 The Romanian immigrant group.2 Educational system in Catalonia .1 Immigration and school in Catalonia.1 The Plan for Language and Social Cohesion (LIC Plan) .2 Romanian language, culture, and civilization (LCCR) course in Catalonia … .4 MAINTENANCE AND LOSS OF THE FIRST LANGUAGE IN MIGRANT CONTEXTS .