“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:
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.