The role of previously learned languages in the thought processes of multilingual writers at the Deutsche Schule Barcelona

Abstract

To shed light on the type of behavior which goes on in multilingual classrooms, this study aims to investigate the lexical search processes of 10 upper-intermediate level German/Spanish/Catalan(/French) multilinguals from the Deutsche Schule Barcelona while writing in English. The results show that multiple languages were activated during composition, and that these languages were not limited to the target language and the L1. Referral to previously learned languages was a common strategy used by all participants to tackle lexical problems. Generating pre-texts was the most common purpose for the activation of these languages. The L1 of participants and the school languages worked together to influence language choice in strategic behavior. Qualitative analysis of these strategies showed evidence of linguistic awareness.