Learning in multilingual classrooms improves the acquisition of all languages according to a thesis defended at the UJI



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## Learning in multilingual classrooms improves the acquisition of all languages according to a thesis defended at the UJI The research analysed the expressions used in nearly 3,000 essays in Spanish, Catalan, and English

03/07/2015 |
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* [![ tesi-aules-multilingues Grup_LAELA_SofiaMartin_Tesis-350](/com/noticies/2015/07/1q/tesi-aules-multilingues/Grup_LAELA_SofiaMartin_Tesis-350.jpg)](#)

Learning several languages at the same time is beneficial to all of them, since knowledge in each one interrelates with each other. This follows a doctoral thesis carried out by researcher Sofia Martin Laguna, of the group of Applied Linguistics in Teaching English Language (LAELA) at the Universitat Jaume I. The study highlights the benefits that could have teaching languages from a multilingual approach in which valuable pragmatic resources students have in other languages could be used. The research emphasizes the importance of coordination among teachers of languages in order to empower students to be aware of the resources they possess because of knowing several languages at the time to learn an additional language.

The thesis, supervised by English Philology Professor, Eva Alcon, under the title "Paths of pragmatic learning and transfer in the context of a multilingual classroom: a study of pragmatic markers" included analysis of 2,817 essays written by 313 secondary school students in three moments during the academic year and in the three languages learnt in the Valencian Autonomous Region: 939 essays in English, 939 in Spanish and 939 in Catalan. The results obtained were compared with qualitative data from interviews with teachers; students guided diaries and field notes for providing more information about the process of pragmatic learning. This is the first study in which language learning trajectories over time in the context of a multilingual classroom are analysed. Sofia Martin notes that, unlike most studies to date, "this research adopts a comprehensive approach in which not only English has been taken into account, but also it has been analysed how in this process of learning interact other languages of the context of learning, specifically Catalan and Spanish."

Sofia Martin's thesis contributes to a better understanding of the complex process of learning languages in a multilingual context, drawing important educational conclusions for language teaching. Thus, the study shows that the individual characteristics of students and their personal experiences in the learning context influence their learning path. Therefore, during the process of teaching and learning languages, it is essential to consider not only the result of what is taught and how it is taught, but also that the experiences that students have in this process can have a positive or negative impact on their future learning paths.

Moreover, the thesis provides data demonstrating the possibility of multilingual learners to benefit from the knowledge they have available in their linguistic background, as it shows that the knowledge of certain expressions used in the language, known as pragmatic markers, are interrelated in different languages.

Sofia Martin Laguna has a degree in English Philology from the Universitat Jaume I with the Award for the Outstanding Graduate at the UJI, the Academic Achievement Award for University Studies of Valencia and the National Award for the Outstanding Graduate of the Ministry of Education. Today she holds an FPU scholarship from the Ministry of Education and is a researcher in the LAELA group of the UJI led by Professor Eva Alcón Soler.

LAELA group: <http://gruplaela.uji.es/ca>

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