International conference "Spanish as a second and third language" 2020

Страна: Австрия

Город: Graz

Тезисы до: 31.08.2020

Даты: 24.02.21 — 27.02.21

Область наук: Филологические;

Е-мейл Оргкомитета: hispanistentag-2021(at)

Организаторы: Graz University & partners


Spanish is spoken as a second language by about 80 million people around the world, for ex-ample in bilingual zones such as the Andes or Paraguay. On an international scale, it is the fourth-most frequently learned foreign language, after English and relatively close to French and Mandarin Chinese (Instituto Cervantes 2019). In Germany, it is the third-most chosen foreign language after English and French (Destatis 2019). However, for many learners the acquisition of Spanish does not constitute the first experience with foreign language learning, but instead they acquire it as a third (or further) foreign language (L3). Although the analysis of learner data constitutes, at least since the increasing popularity of Selinker’s “interlanguage” concept (1972), a fairly established field of research in both language pedagogy and linguistics, L3 acquisition has long been neglected in research. In the German-speaking context, an important impetus came from the framework of ‘didactics of multilingualism’ (Meißner/Reinfried 1998, Bär 2009).

The acquisition of Spanish as an L3 in contexts of migration-induced multilingualism, i.e. by learners who speak a heritage language in addition to the language of environment (which is also the language used in the educational system), is a relatively new topic (see, e.g., Gabriel/Grünke 2018). In such contexts, Spanish is not only the target language, but also the learners’ heritage language – a situation which is nowadays quite common in the United States (Rao 2019) and to an increasing extent also in Europe, e.g., in German-speaking countries (Reimann 2020).

Our workshop, which is explicitly conceived as an interdisciplinary project, aims to explore the intersections between linguistics and didactics related to the acquisition of Spanish in various contexts around the world. To foster the interdisciplinary dialogue, we intend to not only attract linguists and specialists in didactics, but also to discuss the intriguing question of how international expertise can be fruitfully integrated in the German-speaking context. The aim is, on the one hand, to examine the interface between basic linguistic and applied research and, on the other, to discuss the question of how the knowledge resulting from linguistic analyses of the structural characteristics of Spanish L2/L3 data can be applied in concrete teaching situations.

Digitalization plays a fundamental role in this context, not only since it facilitates the handling of research data and the creation of learner corpora, but also because the use of digital tools in language teaching, e.g., for pronunciation training, can open new ways in the foreign language classroom (Román-Mendoza 2018).


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