Perceptions of undergraduate students about their simultaneous learning of two additional languages

Abstract

In this study, we examine the perceptions of fifteen undergraduate students regarding their simultaneous contact with Spanish and English as Additional Languages. The research was developed in a multilingual non-immersion context, in a Teacher Education Program of Additional Languages: English, Spanish, and their Literatures, of a public university in Brazil. Semi-structured interviews were conducted and transcribed for detailed analysis. The results of this investigation indicate: 1. a contrastive analysis between these two additional languages; 2. a switch of code as a communication strategy; and 3. a lack of perception between the limits between the additional languages