International Journal of Multilingualism最新文献_第5页

Perspectives and practices on using Swahili to teach and learn English in Tanzania’s secondary schools 坦桑尼亚中学使用斯瓦希里语教授和学习英语的观点和实践

IF 2.3 1区文学

International Journal of Multilingualism Pub Date : 2024-02-06 DOI: 10.1080/14790718.2024.2312887

Jafari Abdala

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Analysing persuasion strategies in online advertising for third-hand cars in Tanzania: translanguaging in the virtual linguistic landscape 分析坦桑尼亚三手汽车在线广告中的说服策略：虚拟语言景观中的翻译语言

IF 2.3 1区文学

International Journal of Multilingualism Pub Date : 2024-02-06 DOI: 10.1080/14790718.2024.2312893

Gerald Eliniongoze Kimambo

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Asturian cider in Madrid? Linguistic identity and the multilingual signage of Asturian restaurants in Madrid, Spain 马德里的阿斯图里亚斯苹果酒？西班牙马德里阿斯图里亚斯餐馆的语言认同和多语言标识

IF 2.3 1区文学

International Journal of Multilingualism Pub Date : 2024-01-30 DOI: 10.1080/14790718.2023.2301537

Alba Arias Álvarez

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Digital media as language and literacy learning spaces in multilingual families – survey results from Luxembourg 数字媒体作为多语言家庭的语言和扫盲学习空间--卢森堡的调查结果

IF 2.3 1区文学

International Journal of Multilingualism Pub Date : 2023-12-18 DOI: 10.1080/14790718.2023.2293706

M. Obojska, Potheini Vaiouli

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Achieving representativity in opportunity sampling: the ‘Bradford effect’ in the multilingual families Covid-19 survey 在机会抽样中实现代表性：多语言家庭 Covid-19 调查中的 "布拉德福德效应

IF 2.3 1区文学

International Journal of Multilingualism Pub Date : 2023-12-13 DOI: 10.1080/14790718.2023.2284291

Megan L. Wood, Lydia Gunning, Cecile De Cat

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Learning additional language(s) in collegiate multilingual education programmes: how learners perceive and utilise institutional affordance 在大学多语言教育课程中学习额外的语言:学习者如何感知和利用机构的提供

IF 2.3 1区文学

International Journal of Multilingualism Pub Date : 2023-11-19 DOI: 10.1080/14790718.2023.2269979

Yuanyuan Liu, Chenxin Wang, Hui Jin

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The mosaic of language and identity: territorial identification, linguistic attitudes, and proficiency in young immigrants of Catalonia 语言和身份的镶嵌:加泰罗尼亚年轻移民的领土认同、语言态度和熟练程度

1区文学

International Journal of Multilingualism Pub Date : 2023-11-14 DOI: 10.1080/14790718.2023.2280682

Fernando Senar, Judit Janés, Àngel Huguet, Josep Ubalde

{"title":"The mosaic of language and identity: territorial identification, linguistic attitudes, and proficiency in young immigrants of Catalonia","authors":"Fernando Senar, Judit Janés, Àngel Huguet, Josep Ubalde","doi":"10.1080/14790718.2023.2280682","DOIUrl":"https://doi.org/10.1080/14790718.2023.2280682","url":null,"abstract":"ABSTRACTThis study investigates the relationship between identification with the local territory, language attitudes and language proficiency in young immigrants in Catalonia, a region in Spain. The aims of the study are to examine how identification with the local territory affects attitudes and proficiency in languages, and whether language attitudes have a mediating effect on these relationships. The study used a sample of 543 students from the three main immigrant groups in Catalonia. Multigroup path analysis was performed. The results showed that identification with the local territory favoured attitudes to, and proficiency in, the language associated with that territory while disadvantaging the other language. However, the effect that identification with the local territory had on the level of language proficiency depended on the mediating effect of language attitudes. These findings help to explain why young immigrants’ acquisition of language proficiency varies, and they highlight the facilitating or attenuating roles in the process of language acquisition of identification with the local territory and language attitudes.KEYWORDS: Identification with the local territorylanguage attitudeslanguage proficiencysecond language acquisitionpath analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Spanish Ministry of Economy and Competitiveness under Grants EDU2017-82479-R & IJCI-2016-28250; and Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia under Grants 2017 SGR 322 and 2020 FI SDUR 00172.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"27 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The longitudinal development of language attitudes towards Spanish and Catalan during the transition from primary to secondary school 从小学到中学过渡时期对西班牙语和加泰罗尼亚语语言态度的纵向发展

1区文学

International Journal of Multilingualism Pub Date : 2023-10-17 DOI: 10.1080/14790718.2023.2268124

Llorenç Comajoan-Colomé, Cristina Illamola, Montserrat Sendra, F. Xavier Vila i Moreno

{"title":"The longitudinal development of language attitudes towards Spanish and Catalan during the transition from primary to secondary school","authors":"Llorenç Comajoan-Colomé, Cristina Illamola, Montserrat Sendra, F. Xavier Vila i Moreno","doi":"10.1080/14790718.2023.2268124","DOIUrl":"https://doi.org/10.1080/14790718.2023.2268124","url":null,"abstract":"ABSTRACTThis study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do individual and environmental variables contribute to the longitudinal development of language attitudes? The results from a sociolinguistic questionnaire showed that the participants demonstrated positive (for Catalan) and neutral (for Spanish) language attitudes. Regarding their longitudinal development, the findings indicate that the attitudes towards Catalan developed from positive to neutral. These attitudes developed significantly during the transition from primary to secondary and within secondary. Attitudes towards Spanish stayed neutral but significantly decreased over time between primary and secondary education. Results from longitudinal mixed models showed that the variables that accounted the most for attitude differences were environmental, which included the language used in the participant’s social network, at home, and with peers. These results are discussed in relation to the development of language attitudes and the impact of individual and environmental factors.KEYWORDS: Language attitudessocial psychologyCatalan sociolinguisticslongitudinal studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Ministerio de Ciencia e Innovación of the Spanish government. [Grant nos. HUM2006-05860, FFI2016-75416-P and FF12009-09968].","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136038383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course 跨语言教学中教师教育的人性化:基于在线英语教学(EMI)课程的经验

1区文学

International Journal of Multilingualism Pub Date : 2023-10-17 DOI: 10.1080/14790718.2023.2268120

Rui Yuan, Shuwen Liu, Zhaoxuan Wang

{"title":"Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course","authors":"Rui Yuan, Shuwen Liu, Zhaoxuan Wang","doi":"10.1080/14790718.2023.2268120","DOIUrl":"https://doi.org/10.1080/14790718.2023.2268120","url":null,"abstract":"ABSTRACTThis study examines how a teacher educator perceives and enacts translanguaging to humanise teacher education in an online English-medium instruction (EMI) course in China. Drawing on multiple sources of data, including classroom observations and the post-course interview, the findings reveal a set of translanguaging strategies, which helped the teacher educator humanise the students, field of knowledge, as well as himself in the online course. The findings enrich the existing understanding about the intertwined and mutually supportive relationship between translanguaging and humanising pedagogy. In particular, the study shows that when translanguaging is used in an embodied, emergent, and interactive manner, it can create a humanising space to support students’ content learning and whole-person development. The paper concludes with a clarion call for humanising teaching and teacher education through translanguaging in increasingly globalised and multilingual classrooms.KEYWORDS: English-medium instructionhumanising pedagogyonline teachingteacher educationtranslanguaging AcknowledgementThis article is supported by a start-up research grant [SRG2020-00028-FED] of the University of Macau as well as the Education Fund of the Macao SAR Government (Ref no. HSSUMAC-2021-12).Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors 导航后苏联地区EMI的潜力和障碍:来自哈萨克斯坦大学生和教师的见解

1区文学

International Journal of Multilingualism Pub Date : 2023-10-10 DOI: 10.1080/14790718.2023.2265428

Mir Afzal Tajik, Gulnara Namyssova, Duishon Shamatov, Syed Abdul Manan, Gulnissa Zhunussova, Seth Kwadwo Antwi

{"title":"Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors","authors":"Mir Afzal Tajik, Gulnara Namyssova, Duishon Shamatov, Syed Abdul Manan, Gulnissa Zhunussova, Seth Kwadwo Antwi","doi":"10.1080/14790718.2023.2265428","DOIUrl":"https://doi.org/10.1080/14790718.2023.2265428","url":null,"abstract":"Kazakhstan has made remarkable strides forward in internationalisation of its higher education by adopting a trilingual education policy, joining the Bologna Process, cooperation with foreign universities, and academic mobility. As a result, there has been a dramatic increase in the number of English medium instruction (EMI) programmes offered by Kazakhstani universities. However, despite the growing popularity of EMI, there is very little empirical evidence on how EMI is received in Kazakhstan. Using a qualitative research design, this study investigated graduate students’ and instructors’ perceptions and experiences of EMI in three purposefully selected universities in Kazakhstan. The data collected through semi-structured interviews revealed that EMI, in general, is seen as a prestige and high social status, a passport that facilitates entry to universities and job markets around the globe, and a pedagogical tool. However, the data also explored that EMI is a factor that creates inequalities and hardships, causing stress and anxiety in students. There are also concerns over the way the EMI policy is implemented on the ground, indicating a gap between policy aspirations and implementation that can be witnessed in many other countries around the world.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1