Relevant Predictors for Multiple Language and Intercultural Learning. A Quasi-Experimental Study on Multilingual Orientation in French as a Foreign Language Instruction

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The planned project is an interdisciplinary one, thus it combines applied linguistics with educational theories on intercultural learning, developing a language transfer promoting and intercultural sensitizing training which aims at the identification of relevant predictors for language learning and intercultural learning in French instruction. The effectiveness of the training for language learning and intercultural sensitizing purposes will be analyzed, and the use of family languages of immigrants will receive special attention within the training. By ways of a quasi-experimental design, the relevant factors for language learning and intercultural learning are going to be analyzed. For this purpose an instructional training for 7th-grade students is going to be developed together with experts which will apply lexical language transfer to school languages as well as to heritage languages of immigrants, mainly Turkish, Russian and Polish. Furthermore, the training will address the acceptance and awareness of multilingualism. The training is implemented in the regular classroom as a low impact intervention, consisting of about 15 instructional units, each of which takes about 15 minutes of the instruction time. Considering empirical research and language learning theory as well as models on intercultural competence, relevant predictors for language learning as well as for intercultural learning are going to be controlled for and their impact on language and intercultural learning as well as possible interactions and correlations between these variables are going to be analyzed. The teaching material which will be developed in the course of the project is planned to be published for the general use in foreign language instruction.