Journal of Multilingual Theories and Practices最新文献

'Linguistic Landscapes and Educational Spaces', edited by Edina Krompák, Victor Fernández-Mallat and Stephen Meyer (2022) 语言景观与教育空间"，由 Edina Krompák、Victor Fernández-Mallat 和 Stephen Meyer 编辑（2022 年）

Journal of Multilingual Theories and Practices Pub Date : 2024-03-27 DOI: 10.1558/jmtp.24545

Antoinette Camilleri Grima

引用次数: 0

Multilingualism and literacy development in interlingual families 多语言和跨语言家庭的识字发展

Journal of Multilingual Theories and Practices Pub Date : 2024-03-27 DOI: 10.1558/jmtp.25807

Rika Tsushima, Martin Guardado

{"title":"Multilingualism and literacy development in interlingual families","authors":"Rika Tsushima, Martin Guardado","doi":"10.1558/jmtp.25807","DOIUrl":"https://doi.org/10.1558/jmtp.25807","url":null,"abstract":"Heritage languages are key to shaping the identity of many individuals who grow up in environments where the dominant societal language is different from their home languages. Yet heritage language learners can be incredibly diverse in terms of cultural and language backgrounds, language proficiency, literacy skills, language socialization experiences and in many other ways. Heritage language education and literacy development, in particular, have been examined in both formal and community-based educational settings. Insights drawn from this growing area of research have informed our understanding of challenges faced by heritage language learners in relation to literacy socialization, such as a lack of educational resources and community support. A subset of this research examines the issues faced by mixed-heritage language families in relation to literacy. This article reports on the qualitative phase of a mixed-method study on the language and literacy socialization experiences of interlingual families in Canada with mothers of Japanese descent. The findings highlight the multiple challenges faced by the participants in relation to the development of Japanese literacy. It draws attention to the complexity of their family lives, and how the promotion of multilingualism in the two official languages of Canada comes at the expense of Japanese literacy skills for their children.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Achieving creative collaboration between language teachers and artists 实现语文教师与艺术家之间的创造性合作

Journal of Multilingual Theories and Practices Pub Date : 2024-03-27 DOI: 10.1558/jmtp.25810

Jane Andrews, Maryam Almohammad

{"title":"Achieving creative collaboration between language teachers and artists","authors":"Jane Andrews, Maryam Almohammad","doi":"10.1558/jmtp.25810","DOIUrl":"https://doi.org/10.1558/jmtp.25810","url":null,"abstract":"Inspired by academic thinking and practice-based work on creativity and education, and creative approaches in language education, this article is based on outcomes of the project ‘Creating Welcoming Learning Environments: Disseminating Arts-Based Approaches to Including All Learners’, funded by the UK Arts & Humanities Research Council. The project brought together creative artists specializing in filmmaking, drama, crafting, poetry and the spoken word, textiles and music with teachers in the south-west of England, who collaborated on integrating arts-based practices into language teaching, learning and assessment. The focus of the project was to generate new ways of teaching a) children developing English as an Additional Language (EAL) in mainstream primary, secondary and special schools and b) all children in schools where there is a commitment to building an ethos of inclusion and diversity in relation to languages and cultures. The article reports on how co-operative, collaborative workshops were used to bring teachers, creative artists and researchers together in a way which valued everyone’s knowledge and expertise. A thematic analysis of data from evaluation interviews undertaken with the participating teachers is provided and the potential for workshop-based professional development opportunities as a way of achieving creative collaboration in schools is discussed.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What’s language(s) got to do with it? 这与语言有什么关系？

Journal of Multilingual Theories and Practices Pub Date : 2024-03-27 DOI: 10.1558/jmtp.23000

Sílvia Melo-Pfeifer, Ann-Birte Krüger, Annie Lasne, Nathalie Thamin

引用次数: 0

Sociolinguistic awareness as a key factor in reducing linguistic unease 社会语言意识是减少语言不安的关键因素

Journal of Multilingual Theories and Practices Pub Date : 2024-03-27 DOI: 10.1558/jmtp.23669

Maria Mazzoli, Marta Lupica Spagnolo, Vittorio Dell'Aquila

{"title":"Sociolinguistic awareness as a key factor in reducing linguistic unease","authors":"Maria Mazzoli, Marta Lupica Spagnolo, Vittorio Dell'Aquila","doi":"10.1558/jmtp.23669","DOIUrl":"https://doi.org/10.1558/jmtp.23669","url":null,"abstract":"This article addresses key issues related to diverse cases of migration to complex multilingual environments within Europe. Data came from three case studies carried out within the scope of the MIME project: (ex-)Yugoslavian refugees to South Tyrol (Italy); Portuguese work migrants to Andorra; and international managers in Vasa (Finland). Data were elicited using qualitative methods (biographical narrative interviews and focus groups) and thematically analysed to identify emic causes of ‘linguistic unease’, the speakers’ perception that their linguistic repertoire is inadequate for communicating with others and the consequent fear that their linguistic performance will be met with judgemental and negative attitudes. Our results show that in all situations, irrespective of the diverse conditions that exist prior to migration or in the destination country, the complex linguistic environment of the recipient society is puzzling for mobile people. In all cases, numerous migrants target the language that they perceive to be easier and most accessible to them, but this also exposes them to some level of linguistic unease. Crucially, migrants’ learning choices rub salt in the wounds of old conflicts that have roots in the historical dynamics of multilingualism of the recipient societies. We argue that raising sociolinguistic awareness about this is crucial to mitigate unease and discrimination in the most vulnerable sections of the migrant population.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"70 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

multifaceted nature of interaction in higher education 高等教育互动的多面性

Journal of Multilingual Theories and Practices Pub Date : 2023-04-24 DOI: 10.1558/jmtp.23600

Carmen Sancho Guinda

引用次数: 0

use of questions as a form of interaction in the Italian EMI setting 在意大利EMI设置中使用问题作为一种互动形式

Journal of Multilingual Theories and Practices Pub Date : 2023-04-24 DOI: 10.1558/jmtp.23493

F. Costa, Cristina Mariotti

{"title":"use of questions as a form of interaction in the Italian EMI setting","authors":"F. Costa, Cristina Mariotti","doi":"10.1558/jmtp.23493","DOIUrl":"https://doi.org/10.1558/jmtp.23493","url":null,"abstract":"Questions play a fundamental role in the interaction between students and teachers. In English-medium instruction (EMI) classes, the strategic use of questions can strongly influence not only the learning process regarding content, but also the active participation of students, and consequently the development of their interaction skills, thereby allowing them to deploy higher-order thinking skills, which are particularly important in higher education. Online teaching, which has come to the forefront during the past two years due to the COVID-19 pandemic, has made lecturer–student interaction even more challenging. The present paper seeks to frame questions as a potential source of interaction in EMI and to qualitatively compare questions produced by lecturers in face-to-face and online lectures. First, it will categorize questions as referential, display, or procedural, looking into their implications and potential in terms of both language and content processing and learning. It will then illustrate examples of the use of questions in four EMI lectures, two face-to-face lectures and two online, from four different disciplines, which were transcribed, analysed and compared. Results reveal differences in the distribution of questions across the two learning methods and shed light on the interactional style used in traditional and online EMI lectures.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129023132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lecturers’ translanguaging practices in English-taught lectures in Turkey 土耳其英语授课讲座中讲师的跨语言实践

Journal of Multilingual Theories and Practices Pub Date : 2023-04-24 DOI: 10.1558/jmtp.23945

E. Genc, Dogan Yuksel, Samantha Curle

引用次数: 3

Motivation, anxiety and classroom interaction in EMI EMI的动机、焦虑与课堂互动

Journal of Multilingual Theories and Practices Pub Date : 2023-04-24 DOI: 10.1558/jmtp.23460

M. Kopinska, Alberto Fernández-Costales

{"title":"Motivation, anxiety and classroom interaction in EMI","authors":"M. Kopinska, Alberto Fernández-Costales","doi":"10.1558/jmtp.23460","DOIUrl":"https://doi.org/10.1558/jmtp.23460","url":null,"abstract":"This article reports on empirical research examining the motivation and anxiety of 31 undergraduate students enrolled in English medium instruction (EMI) in two Spanish universities. Due to the scant literature on this topic in EMI, the article is intended to fill a research gap by analysing the interplay between classroom interaction, motivation and anxiety. The study aims to reach a better understanding of the driving forces to engage in English-taught programmes at tertiary level and assessing the extent to which motivation and anxiety affect such engagement. The investigation presents the results of an exploratory study screening students enrolled in the first and second years of several degrees –chemistry, computer science, electrical and mechanical engineering, and history. It took a qualitative approach, using focus groups to collect the data. The findings of the study underline the importance of students’ vision as speakers of English interacting fluently in all spheres of their future lives. The positive learning experience in EMI courses is backed by a general anxiety-free atmosphere, fostering student motivation and their engagement in classroom interaction.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134312193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From monologue to dialogue 从独白到对话

Journal of Multilingual Theories and Practices Pub Date : 2023-04-24 DOI: 10.1558/jmtp.23500

P. Studer, P. Kelly

引用次数: 0