Description
Book SynopsisThis book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.
Trade ReviewThe book is a much-needed perspective into an understanding of pragmatics as a multilingual endeavor in which speaking more than one language is seen as an asset. It contributes to the existing knowledge of pragmatic learning in instructional contexts and shows how writing tasks can be an effective pedagogic tool for the development of L2 pragmatic learning. * Marta González-Lloret, University of Hawaiʻi, USA *
This volume is an outstanding contribution to the study of pragmatics and discourse and it clearly goes beyond current approaches. The in-depth analysis of students’ writings in three languages provides illuminating and unique insights in the study of pragmatic markers. The powerful evidence presented here shows how learners use pragmatic resources from their whole linguistic repertoire. * Jasone Cenoz, University of the Basque Country, Spain *
[This book] delineates a timely and much-needed study that examines the pragmatic transfer observed in the argumentative essays of Catalan-Spanish bilingual learners of English. The monograph makes an important contribution to our understanding of the dynamic and complex process of composing in multiple languages. Of particular importance of Martin-Laguna’s work is the multilingual instructional context in which the study is situated. * Undarmaa Maamuujav, Sociolinguistic Studies, Vol. 16, No 2-3 *
This monograph provides provocative insights for final-year undergraduates,
postgraduate students, researchers, teachers, and policymakers who are interested in SLA, pragmatics, and
discourse analysis in a multilingual classroom context.
-- Ali Derakhshan, Golestan University, Iran * Journal of Pragmatics 168 (2020) *
Table of ContentsChapter 1. Tasks, Pragmatics and Multilingualism in the Classroom: An Introduction
Chapter 2. Pragmatics in Instructional Contexts
Chapter 3. Multilingual Pragmatic Transfer
Chapter 4. Doing Classroom Research in a Multilingual Context
Chapter 5. Development of Pragmatic Transfer in Multilingual Learners
Chapter 6. Effect of Proficiency on Pragmatic Transfer
Chapter 7. Summary and Conclusion
Chapter 8. Appendices
