{"title":"impact of teacher collaboration on teachers’ practices and classroom interaction in EMI in higher education","authors":"Xiao Rui, Y. Lo","doi":"10.1558/jmtp.23485","DOIUrl":"https://doi.org/10.1558/jmtp.23485","url":null,"abstract":"In English medium instruction (EMI) contexts, students often encounter difficulties when learning content knowledge through their second/foreign/additional language (L2). Teacher collaboration (TC) between content and language specialists has been regarded as a potential approach to facilitating student learning in these contexts, since during collaboration, teachers can become more language aware and subsequently better integrate content and language teaching. While previous research has revealed the impact of TC on student learning, little attention has been paid to how it may affect teachers’ instructional practices and classroom interaction. To fill this research gap, this quasi-experimental study invited a drama course instructor and a language instructor at a Chinese university to collaborate to revise the course objectives and instructional activities. The drama instructor then used the revised materials with the experimental class (25 students) while practising her normal content-oriented teaching in the control class (25 students). Data were collected with lesson observations and recordings in the two classes, as well as semi-structured interviews with the two teachers and selected students. Drawing on the notion of language-related episodes (LREs), this study reported the differences in classroom interaction patterns between the two classes. The findings show that through collaboration with the language teacher, the drama instructor incorporated more LREs in different aspects, especially in vocabulary and text structure, in the experimental class than in her control class. These findings yield pedagogical implications for TC and for promoting classroom interaction in the EMI classroom.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"12 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":"133265812","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}
{"title":"German and Turkish as minority languages","authors":"Patrick Wolf-Farré, K. F. Cantone","doi":"10.1558/jmtp.23399","DOIUrl":"https://doi.org/10.1558/jmtp.23399","url":null,"abstract":"Language maintenance has been a central point in different linguistic disciplines, responding to an increasing degree to immigrant minority languages (IML) and the micro-level of language policies. However, while frameworks such as ethnolinguistic vitality theory account for general factors of language maintenance and loss, the individual factors of the respective cases are difficult to work out and challenge comparative studies. This article aims to compare situations of language contact, analysing two language biographies in two settings that have never been read in context: Turkish as an IML in Germany and German as an IML in Chile. Our aim is to investigate emerging factors for language maintenance in these settings, focusing on policies and attitudes, and examining their consequences within the families. Through the qualitative analysis, the importance of sociolinguistic factors from the individuals’ perspectives becomes apparent. The data reveal that the role of parental strategies in language exposure, use and policies is crucial but not sufficient in both contexts, indicating that the appreciation of an IML as a medium of instruction constitutes an insuperable condition fostering efficient language maintenance.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131241281","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}
{"title":"Use of internet forums by multilingual families","authors":"E. J. Daussà, Yeshan Qian","doi":"10.1558/jmtp.22893","DOIUrl":"https://doi.org/10.1558/jmtp.22893","url":null,"abstract":"Raising children in a multilingual family is a demanding task. Seeking support, many parents turn to the internet where they post questions eliciting advice and feedback to forums and blogs. In our study, we identify the most pressing issues around the practice of multilingual upbringing reported in this rich source of data from the perspective of parents themselves. We collected over 500 posts from seven such forums, selected by purposive criterion sampling. We focused on characterizing users’ demographics and identifying most frequent themes. Our sample included mostly Western European and North American families with 2–4 languages each and 2–3 children up to 15 years old. The most frequent inquiries were from parents asking for language transmission strategies to support their minority language, which is especially salient among the children aged 4–6, coinciding with the start of full time schooling, but it lasts longer. Language mixing and finding resources are a concern for younger children but fade with age, although the former remains in the form of language preference by the children. Language mixing is disproportionally present for trilingual or multilingual children (children with three or more languages). Other categories include environmental criticisms, literacy, mobility, raising a child in a non-native language, language delays, linguistic insecurities, timing, and a (large) miscellaneous category.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124903489","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}
{"title":"Multilingualism in the crossfire–language ideologies among Polish parents and their adolescent children/community in Ireland","authors":"Malgorzata Machowska-Kosciak","doi":"10.1558/jmtp.21419","DOIUrl":"https://doi.org/10.1558/jmtp.21419","url":null,"abstract":"Parents and their language attitudes and ideologies exert a strong influence over their children’s language development strategies. This study examines how Polish families mediate language ideologies concerning their heritage language, English, and Irish. This paper is a part of a longitudinal study (five years) involving four adolescents and their parents, some of whom also attended Polish weekend schools in addition to mainstream secondary schools. The theoretical and analytical approach combines an ethnographic approach to data collection including observations, audio recordings of children’s interactions with their peers and their parents, and ethnographic interviews with a discourse analysis approach (Davies and Harre, 1990; Duff, 1995; Harre and Langenhove, 1999; Ochs and Capps, 2001). The results of the analysis are interpreted through the lens of the language socialization theoretical framework (Garrett and Baquedano–López, 2002; Schieffelin and Ochs, 1986). This micro-analysis of language ideologies among Polish families in Ireland is contextualized within a more holistic account of the Polish community in Ireland, a community culturally shaped by, and in turn shaping, wider societal and educational ideologies, values, and power relations. This study suggests that parents often struggle to support their children’s multilingualism. In their everyday conversations with children, they often reproduce dominant linguistic ideologies. It is, however, their overt action that exerts the greatest influence on their children.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116196961","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}
{"title":"Heritage language maintenance in diasporic communities","authors":"M. Othman","doi":"10.1558/jmtp.20806","DOIUrl":"https://doi.org/10.1558/jmtp.20806","url":null,"abstract":"This study investigates heritage language maintenance among Arabs in Manchester by analysing language choice interaction both inside and outside the home domain. Data were collected from 17 families representing two generations using participant observation and semi-structured interviews. The results show that Arabic is the consistent language of interaction between parents, parents and children, parents and Arab friends, and children and first-generation Arabs. English is consistently used in parents’ interaction with non-Arabs in most social situations such as at work and in the neighbourhood, and in most children’s interaction with their Arabic–English speaking friends. English is used more than Arabic in children–sibling interaction in most families; however, Arabic is sometimes used more in some families in such interactions. It is argued that these intergenerational differences in language choice are related to the difference in both generations’ motivation to use Arabic or English, their abilities in both languages, the domain, and the addressee. However, a demarcation in function is generally maintained between Arabic and English in both generations with varying degrees, which suggests Arabic maintenance. In this regard, parents’ occupation, education, and length of stay in Britain do not seem to influence the functional compartmentalization they keep between Arabic and English and their attempts to impose it at home.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120998852","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}
Gregory Tyrosvoutis, Lawi Chan, N. Win, Saw Eh Htoo, Khun Oo, N. Htun, Naw Paw Kolo Htoo, S. D. Chit, Saw Naing Lin, Nai Rot Ong Mon
{"title":"Assessing multilingual teacher competencies","authors":"Gregory Tyrosvoutis, Lawi Chan, N. Win, Saw Eh Htoo, Khun Oo, N. Htun, Naw Paw Kolo Htoo, S. D. Chit, Saw Naing Lin, Nai Rot Ong Mon","doi":"10.1558/jmtp.11860","DOIUrl":"https://doi.org/10.1558/jmtp.11860","url":null,"abstract":"There are 117 living languages in Myanmar (Lewis et al., 2016). In a country of 53 million people, over 23 million are fluent in one of the seven main indigenous language clusters: Shan, Mon, Rakhine (Rohingya), Chin, Kachin, Karenni (Kayah), and Karen (Kayin) (World Bank, 2018). Even during the January 2011 – January 2021 period under a democratically elected civilian government, the official language of oral and written instruction in all government schools remained rigidly singular. In many of Myanmar’s ethnolinguistic minority communities, the national language is only first encountered in schools and rarely used at home. An assessment of multilingual education (MLE) teacher competencies was used to assess the specific proficiencies needed to effectively promote multilingual education with 16 teachers working in areas under ethnic administration in southeastern Myanmar, as well as one temporary shelter on the Thai–Myanmar border, with the goal of identifying existing abilities and areas for growth. Overall, 94% of observed ethnic and refugee teachers demonstrated meeting minimum MLE competency requirements to support children to build a strong bridge from their mother tongue to their L2 (Burmese or English, depending on the context). The study was conducted together with the Karen Education and Cultural Department (KECD), Kayan New Generation Youth (KNGY), the Karen Teacher Working Group (KTWG), the Mon National Education Committee (MNEC), Rural Indigenous Sustainable Education (RISE), and the Karen Refugee Committee–Education Entity (KRC–EE) and World Education Thailand and Myanmar.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126153496","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}
{"title":"Translanguaging as decolonial praxis","authors":"Desmond Odugu","doi":"10.1558/jmtp.21483","DOIUrl":"https://doi.org/10.1558/jmtp.21483","url":null,"abstract":"Epistemic ruptures in normative conceptualisations of language bring into sharper focus the absurdities of education in entrenched linguistic and disciplinary regimentations. At a time when neoliberal forces push educational processes farther from traditional disciplinary arrangements and towards nuclear marketisation of knowledge and processes of knowledge production, the convergence of epidemiological and social crises occasioned by the Covid-19 pandemic forces educators to recalibrate pedagogical structures that have guided schooling processes for decades. Drawing insights from two emergency remote courses, this article examines the pedagogical and conceptual thrusts of translanguaging in US higher education. It outlines specific ways in which the institutional formations of knowledge – its (re)production, structuration and transaction – undercut the logic and political potency of translanguaging. Specifically, it locates translanguaging within a broader constructionist linguistic ontologism, which now provides conceptual tools for readjusting the epistemic aperture through which new cultural attitudes to knowledge – and to education – can materialise institutional transformations towards what Lewis Gordon (2021) calls ‘teleological suspension’. While public consciousness remains inured to the presumed cultural neutrality and political benignity of schooling as pervasive social practice, this study contends that it is precisely in the ubiquitous subtleties of institutional formations that the politics of official knowledge exercises most effectively its technologies of cultural control, and of exploitation. As such, the epistemic shifts which translanguaging and similar expressions of constructionist linguistic ontology invite extend far beyond language policy changes and point to radical social transformations.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130413397","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}
{"title":"Cultivating translanguaging online","authors":"Bridget A. Goodman, Sandro R. Barros","doi":"10.1558/jmtp.23068","DOIUrl":"https://doi.org/10.1558/jmtp.23068","url":null,"abstract":"","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125373357","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}
{"title":"Pedagogical translanguaging in Content and Language Integrated Learning","authors":"J. Cenoz, D. Gorter","doi":"10.1558/jmtp.21812","DOIUrl":"https://doi.org/10.1558/jmtp.21812","url":null,"abstract":"Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practice which alternates the languages of the input and the output in the same lesson. Pedagogical translanguaging is closely related to the original approach to translanguaging but goes beyond the practice of language alternation. Pedagogical translanguaging is learner-centred and endorses the development of all the languages used by learners. It fosters the development of metalinguistic awareness and goes against the tradition of language separation in school settings by softening boundaries between languages when learning languages and content. This article discusses the challenge of using pedagogical translanguaging in Content and Language Integrated Learning (CLIL). CLIL programmes are more demanding than regular programmes because content is taught through the medium of a second or additional language. The language used in content subjects is in many cases substantially different and more complex than the language used in language classes. Pedagogical translanguaging can support students in CLIL programmes when working with new concepts and academic uses of the language, and can be adapted to synchronous and asynchronous online learning.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133785145","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}
{"title":"Foreign-local teacher-learners in the digital classroom","authors":"Rafael Lomeu Gomes, Haley De Korne","doi":"10.1558/jmtp.21356","DOIUrl":"https://doi.org/10.1558/jmtp.21356","url":null,"abstract":"Prior to the Covid-19 pandemic outbreak in 2020, the University of Oslo (UiO), Norway, operated largely through in-person teaching, with minimal use of digital platforms. While online teaching did not change the multilingual nature of the academic community at UiO, nor the everyday Scandinavian-English translanguaging practices of our classrooms, it did bring to light the need to explicitly discuss forms of engagement and participation, including language use. We are both sociolinguists, learners of Norwegian and work migrants to Norway who have been members of UiO for over five years; as such, we negotiate positions as both foreign and local, and as teachers as well as learners. In this article, we take an autoethnographic practitioner inquiry perspective to investigate how our pedagogical translanguaging practices in digital modes of teaching have been shaped by (a) localised language hierarchies, (b) institutional demands/structures, (c) students’ needs and (d) our teaching philosophies. Drawing on our experiences in online teaching over three semesters, we analyse the challenges we have encountered and how attempting to address these challenges through pedagogical translanguaging practices has led to new insights into the nuances of Scandinavian repertoires and to pedagogical relationships based on a non-hierarchical understanding of the roles of lecturers and students. We have found it useful to draw attention to the everyday translanguaging of Norwegian society and to explicitly legitimise pedagogical translanguaging and translingual literacies in our classes as a way to foster metalinguistic awareness and better communication in the online classroom. At the same time, we acknowledge that the particular challenges posed by this digital transition and the dominant role of English in Scandinavian higher education still need further attention as we attempt to create teaching and learning spaces in online platforms that encourage the use of students’ and teachers’ linguistic repertoires.","PeriodicalId":391103,"journal":{"name":"Journal of Multilingual Theories and Practices","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134485924","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}
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