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“Why are some individuals successful in learning non-native languages and others not?” and, “why do certain education systems seem to be more successful than others at teaching non-native languagues?”
These are two interesting questions that the CERI Globalisation and Linguistic Competences (GLC) project is currently examining.
Consultation in the form of a questionnaire has been administered to member countries. Except for a few cases, this exercise has shown how limited the available data is, highlighting the gap of knowledge in this area. Some specific qualitative work has been undertaken partly in co-operation with the Harvard Graduate School of Education on some key aspects of non-native language learning (NNLL) and includes an exploration of the following topics:
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NNLL theories and practices: state of the art and potential innovations
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Motivation (both intrinsic and extrinsic, including economic incentives)
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Motivation, globalisation, and digital diversity
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Bilingualism as a case to better understand NNLL
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Backward design in NNLL classroom settings
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Potential benefits and dangers of NNLL
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Positive and negative roles of the media in NNLL
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Neuroscientific approaches of motivation
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Neuroscience of Sign Language and its relevance to NNLL
Two major working hypotheses (provisionally entitled “the motivation vortex hypothesis” and “the cultural tesseract”) are currently being developed; both should boost future research and lead to exploring unchartered territories.
A publication which aims to outline global linguistic competences before and around learning; during the learning process,and after the learning process is due in early 2010.
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