An investigation into the plurilingual profile of the newly arrived students at the Melilla Campus of the University of
Granada
University students need to have ability in more than one language in order to foster the transmission of knowledge and research,
and so consolidating a multilingual Higher Education. In the context of Melilla (University of Granada), this requirement is added
to the plurilingualism in the city (a large majority of the population is bilingual in Spanish and Tamazight). This investigation
aims at describing the plurilingual reality of first-year students, as well as the different socio-linguistic variables that could
account for results. Data obtained in several tests and questionnaires, with 206 subjects, determine that a clearly plurilingual
profile exists among the participants, although the great challenge is centred on reaching communicative competence in a foreign
language sufficient to become independent users.
Article outline
- 1.Introduction
- 2.Multilingualism and multilingual competence
- 3.Melilla, a multilingual reality
- 4.Method
- 5.Data analysis
- 5.1Sociolinguistic profile of the participants
- 5.2Global level of communicative competence
- 5.3Self-evaluated level by language skill
- 5.4Bilingualism and Tamazight factor analysis
- 6.Discussion of results
- 6.1Spanish language
- 6.2Foreign languages
- 6.2.1English language
- 6.2.2French language
- 6.3Student self-evaluation
- 6.3.1Self-evaluation of the English language
- 6.3.2Self-evaluation of the French language
- 6.3.3Self-evaluation of the Arabic language
- 6.4Languages and degrees
- 7.Conclusions
- Acknowledgements
- Notes
-
References