Akademik Veri Yönetim Sistemi
Multilingualism and third language acquisition, J. Pinto &,N. Alexandre, Editör, Language Science Press, Berlin, ss.69-94, 2021
The article reports a study on plurilingual approaches
(PA) of three multilingual teachers in three foreign
language classrooms (English, German and Russian) at
a Turkish state university. The qualitative study explored
the attitudes of multilingual teachers (N=3) to PA and
the response of their L3/L3+students (N=5) to the
plurilingual practices in class. The perceptions of
participants were investigated from the wholistic
paradigm in multilingualism. Data were collected
through interviews and graphic elicitation tasks. Data
were analyzed through content and visual-based
analysis. The results indicated three main themes based
on participants’ perceptions of PA 1) implementation, 2)
benefits to learning and 3) the role of multilingual
teachers in L3 Acquisition. Both teachers and students
displayed positive attitudes in findings (1) and (2).
However, participants’ perceptions were not
homogeneous in finding (3), which revealed some
issues. The overall findings suggest that multilingual
teachers should play a crucial role in plurilingual and
L3 classrooms in a Turkish context.
Keywords: L3 & L3+ learners, multilingual teachers,
plurilingual approach, third language acquisition