Međujezički uticaji u istovremenom učenju francuskog i engleskog jezika kod alžirskih učenika trećeg razreda osnovne škole
Ključne reči:
međujezički uticaj, rano višejezično usvajanje, učenje francuskog i engleskog jezika, alžirsko osnovno obrazovanje
Sažetak
Višejezične reforme sve češće stavljaju mlade učenike u učionice u kojima se dva nova jezika uče paralelno. Ipak, malo se zna o tome kako takvi konteksti oblikuju međujezički uticaj (CLI) na samom početku formalnog obrazovanja. Ova studija ispituje istovremeno usvajanje francuskog i engleskog jezika kod alžirskih učenika trećeg razreda nakon reforme iz 2022. godine, kojom je engleski uveden uz francuski u osnovne škole. Mešoviti metodološki pristup kombinovao je dijagnostičke testove sa 372 učenika, upitnike sa 48 nastavnika i intervjue sa 60 roditelja, kako bi obuhvatio obrasce transfera i uslove u kojima oni nastaju. Rezultati pokazuju da CLI nije nasumičan, već sistematičan. Učenici su dosledno pribegavali francuskom jeziku, ostvarujući predvidljive leksičke (32%), fonološke (28%) i ortografske (22%) transfere. Ovi obrasci odražavali su strukturna preklapanja između jezika, ali su bili i dodatno osnaženi ukorenjenom dominacijom francuskog u alžirskom obrazovanju. Nastavnici su često koristili francuski kao oslonac u nastavi, dok su roditelji, zbog nedostatka znanja engleskog, podršku pružali uglavnom na francuskom. Studija doprinosi teoriji pokazujući da CLI nije samo kognitivno, već i društveno uslovljen. Pedagoški, ona naglašava potrebu za obukom nastavnika u višejezičnim metodama i kontrastivnoj pedagogiji, dok na nivou obrazovne politike podvlači da simbolička promocija engleskog zahteva trajna ulaganja u resurse i profesionalni razvoj nastavnika.
Reference
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Nicoladis, E. (2006). Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition, 9(1), 15–32. https://doi.org/10.1017/S136672890500235X
Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or interdependent? Studies in Second Language Acquisition, 18(1), 1–25.
Saoudi, F. (2022). Implementing English as the first foreign language in the primary cycle in Algeria: Attitudes, procedures and challenges. Rufuf, 10(2), 999–1025. https://doi.org/10.37163/2031-010-002-055
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Ballinger, S. (2013). Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Canadian Journal of Applied Linguistics, 16(2), 6–18.
Ballinger, S. (2015). Cross-linguistic transfer of morphosyntactic features in child bilingualism. International Journal of Bilingualism, 19(5), 636–652. https://doi.org/10.1177/1367006913516031
Bouabdallah, F. H. (2022). The linguistic situation vs education in post-colonial Algeria. Revue plurilingue: Études des Langues, Littératures et Cultures, 6(1). https://doi.org/10.46325/ellic.v6i1.84
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Caramazza, A., Yeni-Komshian, E., Zurif, E., & Carbone, E. (1973). The acquisition of a new phonological contrast: The case of voice onset time. Journal of the Acoustical Society of America, 54(2), 421–428. https://doi.org/10.1121/1.1913622
Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism, 7(1), 71–87.
Cook, V. (2003). Effects of the second language on the first. Multilingual Matters.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21. https://doi.org/10.1017/S1366728906002732
De Houwer, A. (2009). Bilingual first language acquisition. Cambridge University Press.
Flege, J. E. (1987). The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics, 15(1), 47–65.
Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-enhancement model for language acquisition: Comparing adults’ and children’s patterns of development in first, second, and third language acquisition of relative clauses. International Journal of Multilingualism, 1(1), 3–16. https://doi.org/10.1080/14790710408668175
Hervé, C., & Serratrice, L. (2018). The development of determiners in the context of French–English bilingualism: A study of cross-linguistic influence. Journal of Child Language, 45(2), 265–293. https://doi.org/10.1017/S0305000917000071
Hulk, A., & Müller, N. (2000). Bilingual first language acquisition at the interface between syntax and pragmatics. Bilingualism: Language and Cognition, 3(3), 227–244. https://doi.org/10.1017/S1366728900000353
Kerma, M. (2018). The linguistic friction in Algeria. Sociology International Journal, 2(2). https://doi.org/10.15406/sij.2018.02.00041
Kopečková, R., Gut, U., Wrembel, M., & Balas, A. (2022). Phonological cross-linguistic influence at the initial stages of L3 acquisition. Second Language Research, 39(4), 1107–1131. https://doi.org/10.1177/02676583221123994
Kutsuki, A. (2016). A Japanese-German-English trilingual child's word acquisition patterns focusing on category differences in comprehension and production. In IICLL Hawaii Conference Proceedings.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Lara, A. F., & Pillot-Loiseau, C. (2022). L'interférence interlinguistique: Étude comparant le VOT chez des apprenants tardifs, des bilingues simultanés et des monolingues. Journées d'Études sur la Parole. https://doi.org/10.21437/jep.2022-79
Larsen-Freeman, D. (2017). Complexity theory: In celebration of Diane Larsen-Freeman. In L. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp. 1–8). John Benjamins. https://doi.org/10.1075/lllt.48.02lar
Little, D., & Kirwan, D. (2021). A plurilingual approach to language education at primary level: An example from Ireland. In Multilingual education yearbook (pp. 203–222). Springer. https://doi.org/10.1007/978-3-030-56654-8_20
Maluch, J. T. (2017). Bilingual profiles and third language learning: The effects of the manner of learning, sequence of bilingual acquisition, and language use practices. International Journal of Bilingualism, 21(6), 691–717.
Maraf, B., & Vanci Osam, U. (2022). The booming wave of English in the linguistic landscape in Algeria. English Today, 1–8. https://doi.org/10.1017/S026607842200013X
Meghaghi, S. (2011). Language contact in Algeria. European Journal of English Language, Linguistics and Literature.
Nicoladis, E. (2006). Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition, 9(1), 15–32. https://doi.org/10.1017/S136672890500235X
Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or interdependent? Studies in Second Language Acquisition, 18(1), 1–25.
Saoudi, F. (2022). Implementing English as the first foreign language in the primary cycle in Algeria: Attitudes, procedures and challenges. Rufuf, 10(2), 999–1025. https://doi.org/10.37163/2031-010-002-055
Serratrice, L. (2013). Cross-linguistic influence in bilingual development: Determinants and mechanisms. Linguistic Approaches to Bilingualism, 3(1), 3–25. https://doi.org/10.1075/lab.3.1.01ser
Schwartz, M., Kahn-Horwitz, J., & Share, D. L. (2014). Orthographic learning and self-teaching in a bilingual and biliterate context. Journal of Experimental Child Psychology, 117, 45–58. https://doi.org/10.1016/j.jecp.2013.08.008
Sundara, M., Polka, L., & Genesee, F. (2006). Language experience facilitates the processing of phonetic contrast in bilingual infants. Cognition, 100(2), 369–388. https://doi.org/10.1016/j.cognition.2005.04.007
Vujović, M. (2022). Greške u upotrebi određenog člana izazvane negativnim transferom tokom učenja tipološki sličnih jezika (slučaj italijanskog kao L2 i španskog kao L3 iz perspektive srbofonih govornika). Lipar, 77, 77–94. https://doi.org/10.46793/lipar77.077v
Westergaard, M., Vangsnes, Ø., Mitrofanova, Y., & Lohndal, T. (2017). Crosslinguistic influence in the acquisition of a third language. Linguistic Approaches to Bilingualism, 7(6), 665–700. https://doi.org/10.1075/lab.15028.wes
Zehetgruber, M. (2023). “Dich hätte ich hier nicht erwartet” – Syntaktischer Transfer beim Erwerb von Deutsch als L3. Schnittstelle Germanistik, 30(1), 185–208. https://doi.org/10.33675/sger/2023/1/10