Multilingua-Journal of Cross-Cultural and Interlanguage Communication最新文献

{"title":"Commentary: the complex nexus between (im)mobility and translanguaging","authors":"G. Mazzaferro","doi":"10.1515/multi-2022-0010","DOIUrl":"https://doi.org/10.1515/multi-2022-0010","url":null,"abstract":"Abstract Translanguaging has now become central to a sociolinguistics that foregrounds globalization and mobility as key concepts for grasping human beings’ capacity to engage with and draw on both multiple linguistic – including named languages – and semiotic resources dynamically and in combination for the purpose of meaning-making (García, Ofelia & Wei Li. 2014. Translanguaging: Language, bilingualism and education. New York: Palgrave/McMillan; Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30). The contributions collected here testify to the growing importance of translanguaging as a theory and practice within contexts of unprecedented mobility, namely educational and work environments, bringing to light processes of circulation of linguistic and semiotic resources across both physical and digital spaces involving the development of communicative practices as well as subjectivities and identities.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"17 1","pages":"379 - 385"},"PeriodicalIF":2.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80934769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transnational identities, being and belonging: the diverse home literacies of multilingual immigrant families","authors":"Kerry Taylor-Leech","doi":"10.1515/multi-2021-0092","DOIUrl":"https://doi.org/10.1515/multi-2021-0092","url":null,"abstract":"Abstract This paper uses a transnational lens to discuss findings from a longitudinal study of the home literacy practices of linguistically diverse immigrant families. The paper draws on the experiences of three families to show how literacy events and practices index and mediate immigrants’ identities as they settle into the host community. Observations, interviews, and family members’ own documentation of their home literacies revealed the richness and complexity of the families’ linguistic repertoires. Using Levitt and Schiller’s distinction between ways of being and ways of belonging, the paper focuses on the role of everyday literacies in the families’ lives and on how critical events at home and abroad shaped family members’ identities as they navigated their new lives. The paper offers insights into the role of multilingual literacies in the settlement process and draws attention to the significance of literacy practices in shaping immigrants’ transnationalism.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"74 1","pages":"591 - 609"},"PeriodicalIF":2.3,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81273553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adjusting to linguistic diversity in a primary school through relational agency and expertise: a mother-tongue teacher team’s perspective","authors":"Christina Hedman, Ulrik Magnusson","doi":"10.1515/multi-2021-0070","DOIUrl":"https://doi.org/10.1515/multi-2021-0070","url":null,"abstract":"Abstract This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT practices and preparations for an annual musical performance, we investigated how the teachers adjusted to the students’ multilingual repertoires through relational agency and distributed expertise (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39). These adjustments affected the offered language provisions beyond what was required, based on students’ linguistic competencies and parental involvement. Didactic adjustments also afforded migrant students literary experiences that starkly contrasted with the limited literacy content in beginner courses in Swedish. These “responsive professional actions” (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39, p. 39) thus impacted on the students’ opportunities for multilingual development, expanded language registers, including verbal art, and linguistic inclusion. Through these actions, language was reformulated as asset, and we find that an ethics of care (Watkins, M. 2011. Teachers’ tears and the affective geography of the classroom. Emotion, Space and Society 4(3). 137–143) was closely intertwined with this relational agency. The findings contribute new knowledge on the role of collaborative teacher agency in diverse settings also of relevance to other national contexts.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"54 1","pages":"139 - 164"},"PeriodicalIF":2.3,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91010717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Liberating language education","authors":"Tazin Abdullah","doi":"10.21832/lytra7949","DOIUrl":"https://doi.org/10.21832/lytra7949","url":null,"abstract":"Abstract Language teachers, curriculum writers and sociolinguists have engaged thoroughly in investigating the diverse factors that influence language teaching and learning. The authors of Liberating Language Education add to this area of research through a collection of empirical studies that bring into focus the lived experiences and conclusions achieved via a variety of language teaching practices. This review provides an overview of the distinct approach taken in this book, the diverse topics covered and the perspectives offered.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"32 1","pages":"309 - 314"},"PeriodicalIF":2.3,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78911361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International students’ perceptions of multilingual English-medium instruction classrooms: a case study in Taiwan","authors":"Shu-Wen Lan","doi":"10.1515/multi-2021-0029","DOIUrl":"https://doi.org/10.1515/multi-2021-0029","url":null,"abstract":"Abstract Many English-medium instruction (EMI) classrooms in non-Anglophone countries adopt a multilingual stance, using English alongside the host country’s local language(s). However, the perceptions of such multilingual practices held by students remain under-researched. Given many Asian countries’ current drives to internationalize and diversify their student bodies, a clear understanding of international students’ perspectives on multilingual EMI classrooms is long overdue. Through semi-structured interviews with international students from developing countries and the theoretical lens of language ideologies, this study investigates their perceptions of multilingual EMI classrooms in Taiwan. Most expressed a belief that their multilingual EMI classrooms, saturated with non-standard varieties of English, were not a legitimate pathway to acquiring their desired linguistic capital, i.e., standard English. These findings differ sharply from those of previous research, which has painted international students as holding positive attitudes towards English as a lingua franca (ELF). Moreover, the participants resisted the English-Mandarin translanguaging practices in their classrooms. As such, the findings highlight the need to understand the language ideologies of international students in Asia. Further investigation of learner resistance to multilingual EMI practices should also be conducted, with the wider aim of helping advanced English-language learners from developing countries accept different English accents, and accommodate ELF communication.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"105 1","pages":"717 - 742"},"PeriodicalIF":2.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80704491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adrift between republican values and plurilingual policies: (pre)primary school teachers’ reported practiced language policies in Strasbourg","authors":"Haley Flom, A. Young","doi":"10.1515/multi-2020-0019","DOIUrl":"https://doi.org/10.1515/multi-2020-0019","url":null,"abstract":"Abstract In France, education policies concerning children’s home languages have recently changed, with the country’s highly centralized and monolingual national education system now promoting inclusive language policies, specifically at the pre-primary level (M.E.N. (Ministère de l’Education Nationale). 2016. Statégie langues vivantes. 22 janvier 2016. Paris). However, such prescribed practices run contrary to historically rooted monolingual ideologies and interpretations of the values of the République (Hélot, Christine. 2008. « Mais d’où est-ce qu’il sort ce bilinguisme? » La notion de bilinguisme dans l’espace scolaire français. In Gabriele Budach, Jürgen Erfurt & Melanie Kunkel (eds.), Écoles Plurilingues – Multilingual schools: Konzepte, Institutionen und Akteure. Internationale Perspecktiven, 55–80. Frankfurt: Peter Lang). Understanding the policies and ideologies influencing teachers’ agency to implement inclusive language policies via their own classroom practices is vital to developing effective teacher education programs. In this paper, we analyze data from our research into pre-primary and primary school teachers’ attitudes, beliefs, and knowledge about their pupils’ plurilingualism and its place in the classroom, with the aim of answering the following research questions: what are some of the reported practiced language policies in these classrooms, and on which underlying ideological foundations have they been constructed? In order to uncover the ideological challenges to implementing plurilingual education approaches and language-supportive pedagogies, semi-directed interviews with eight pre-primary and primary school teachers working in low-resource contexts (primarily low-income families) were conducted, transcribed and analyzed using the constant comparative method.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"32 1","pages":"663 - 688"},"PeriodicalIF":2.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82698332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sharing communicative responsibility: training US students in cooperative strategies for communicating across linguistic difference","authors":"Nicholas Subtirelu, Stephanie Lindemann, K. Acheson, Maxi-Ann Campbell","doi":"10.1515/multi-2021-0013","DOIUrl":"https://doi.org/10.1515/multi-2021-0013","url":null,"abstract":"Abstract The internationalization of Anglophone universities could allow English-dominant students to benefit from experience with English speakers from a wide variety of backgrounds, but US students have often complained of difficulty communicating with such instructors, especially International Teaching Assistants (ITAs). Research has largely focused on helping ITAs assimilate linguistically and culturally, although many applied linguists suggest that ITAs’ students would also benefit from training in skills for communication across linguistic difference, through attention to their language attitudes, familiarity with diverse Englishes, and communication strategies. We report on an intervention designed to address all three, here focusing on students’ willingness to engage in collaborative communication strategies. The intervention, conducted in a computer science department and reaching over 300 first-year students from varied linguistic backgrounds, included an online and an in-class component, each lasting about an hour. This brief intervention resulted in small but significant gains in domestic undergraduates’ (n = 174) stated intention to engage in collaborative behavior with their ITAs, although our detailed examination of qualitative responses suggests important areas for continued improvement of the intervention. We discuss the potential for such interventions to facilitate institutional and cultural change, encouraging the recognition of the shared responsibility for successful communication.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"46 1","pages":"689 - 716"},"PeriodicalIF":2.3,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85144713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negotiation of resources in everyday activities of a multilingual Berlin street market: a linguistic ethnography approach","authors":"İrem Duman Çakır","doi":"10.1515/multi-2021-0065","DOIUrl":"https://doi.org/10.1515/multi-2021-0065","url":null,"abstract":"Abstract The Maybachufer Market is an urban street market in Berlin-Neukölln that constitutes a highly diverse urban context by bringing together people of different social, cultural, and linguistic backgrounds. Through linguistic ethnography, this paper explores the negotiation of various resources in everyday communicative practices and activities of this urban space. The market setting with its multiethnic and multilingual community constitutes a spatial repertoire with a rich pool of resources. Although German, Turkish, and English are prominent as local and international lingua francas, various other languages and resources are used in the market activities involving different types and modes of interaction. The study shows that the respective communicative practices, which seem random at first glance, in fact follow specific interactional patterns with respect to communicative goals and interactional roles, including different social relations and identity constructions. While exploring everyday activities and the linguistic behaviours at a highly diverse urban market, the study contributes to our understanding of spatial repertoires, metrolingual and convivial practices, and communicative patterns in multilingual and multiethnic interactions in highly diverse urban spaces.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"28 1","pages":"395 - 420"},"PeriodicalIF":2.3,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79259140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language shift and language (re)vitalisation: the roles played by women and men in Northern Fenno-Scandia","authors":"Tove Bull, L. Huss, Anna-Riitta Lindgren","doi":"10.1515/multi-2021-0111","DOIUrl":"https://doi.org/10.1515/multi-2021-0111","url":null,"abstract":"Abstract The research question of the present paper is the following: to what degree (if any) is gender relevant as an explanatory factor in, firstly, the process of assimilation and later, the process of (re)vitalisation of indigenous and minority languages in northern Fenno-Scandia (the North Calotte)? The assimilation of the ethnic groups in question was a process initiated and lead by the authorities in the three different countries. Finland, Sweden and Norway. Nevertheless, members of the indigenous and minority groups also took part in practicing, though, not necessarily promoting, the official assimilation politics, for different reasons. (Re)vitalisation, on the other hand, was initially – and still is – mostly a process stemming from the minority groups themselves, though the authorities to a certain extent have embraced it. The paper thus addresses the question of whether gender played a role in the two different processes, assimilation and (re)vitalisation, and if that was the case, how and why.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"4 1","pages":"367 - 393"},"PeriodicalIF":2.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78276598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging as a resource for meaning-making at multilingual construction sites","authors":"Linda Kahlin, L. Keevallik, Hedda Söderlundh, Matylda Weidner","doi":"10.1515/multi-2021-0125","DOIUrl":"https://doi.org/10.1515/multi-2021-0125","url":null,"abstract":"Abstract In this article we investigate spoken professional interaction at construction sites in Sweden, where workers from Poland, Ukraine and Estonia are temporarily employed as carpenters, ground workers and kitchen installers. We study how the workers use resources associated with different languages and how these resources are mobilized along with embodied resources for meaning-making. The analysis aims at investigating what social space the workers construct by going between or beyond different linguistic structures, as defined in the theory of translanguaging. The study is based on Linguistic Ethnography and Conversation Analysis is used for close analysis. We focus on instances of translanguaging, such as Swedish-sounding institutionalized keywords, practices of receptive multilingualism and the search for communicative overlaps in repertoires. The findings from busy construction sites show that the stratifying aspect gives some workers a voice in the organization, while others remain silent. Hence, it is primarily professionals functioning as team leaders, who talk to different occupational categories and use resources associated with different languages. The data provide an opportunity to investigate the theory of translanguaging and its transformative power in relation to professional settings that are linguistically diverse, but also strictly hierarchical.","PeriodicalId":46413,"journal":{"name":"Multilingua-Journal of Cross-Cultural and Interlanguage Communication","volume":"64 1","pages":"261 - 280"},"PeriodicalIF":2.3,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76571963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}