Patchareerat Yanaprasart & Sílvia Melo-Pfeifer (CIDTFF) | Multilingualism and third language acquisition: Learning and teaching trends, pp. 185-206
Abstract:
“In this study we compare students’ perceptions of expatriate nonnative teachersin two higher education institutions, one in Geneva, Switzerland, and the otherin Hamburg, Germany. Relying on a theoretical framework that crisscrosses as-pects of internationalization of higher education and students’ perceptions of non-native discourse and its intelligibility, the current study compares how studentsin both universities perceive nonnative teachers’ performances in the classroomand the impact that these perceived performances may have on their academicachievements. Results point out that, in both institutions, despite their differentsociolinguistic profiles, the interviewees tend to positively value multilingualismand plurilingual repertoires. However, it emerges that Swiss students express will-ingness to position themselves absolutely positive, whereas German students aremore neutral regarding the added value of the “plurilingual nonnativism”.”
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Referência:
Yanaprasart, P. & Melo-Pfeifer, S. (2021). Students’ perceptions of plurilingual nonnative teachers in higher education: An added or a mudded value?. J. Pinto, & N. Alexandre (Eds.), Multilingualism and third language acquisition: Learning and teaching trends (pp. 185-206). Language Science Press. https://doi.org/10.5281/zenodo.4449784
