International Journal of Multilingualism最新文献

{"title":"A systematic review of research on translanguaging in EMI and CLIL classrooms","authors":"Chaoqun Lu, Michelle Mingyue Gu, John Chi-Kin Lee","doi":"10.1080/14790718.2023.2256775","DOIUrl":"https://doi.org/10.1080/14790718.2023.2256775","url":null,"abstract":"ABSTRACTThe past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A search of five databases identified 103 publications on translanguging in EMI/CLIL contexts, published from April 2015 to May 2022. Among them, 66 were peer-reviewed journal articles, with research conducted in EMI/CLIL classrooms across various subject disciplines. In-depth analysis identifies five major research foci, including translanguaging practices in pedagogy, translanguaging practices and language ideology, translanguaging practices in teacher-student and/or peer interactions, and the effect of translanguaging practices on language and content learning. The review suggests a need of conducting more empirical research on translangugaing-oriented assessment in EMI/CLIL, the lack of which may lead to unsustainability of the discussions on the issues related to equity, repertoire and creativity in translanguaging pedagogy. Furthermore, more research is needed to explore translanguaging practices in EMI/CLIL with the affordance and constraint of digital practices, considering the increasing integration of digital technologies in learning and teaching. The implications of the findings for methodology, research directions, and pedagogy are discussed.KEYWORDS: TranslanguagingEMICLILmultilingual classrooms Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by General Research Fund (GRF) [grant number 18621622].","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193544","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}

{"title":"Commentary on the special issue “Language policies and practices in early childhood education: perspectives across European Migration Societies”. Agency in language policies and practices: a response to multilingual early childhood education and care","authors":"Edina Krompák","doi":"10.1080/14790718.2023.2262351","DOIUrl":"https://doi.org/10.1080/14790718.2023.2262351","url":null,"abstract":"ABSTRACTThis commentary discusses the theoretical and methodological issues highlighted by the special issue ‘Language Policies and Practices in Early Childhood Education: Perspectives across European Migration Societies’. A systematic review of the seven contributions in this special issue makes evident the concept of agency. Consequently, this commentary introduces agency in language policy and planning with a focus on multilingual early childhood education and care, and discusses how this concept emerged from the theoretical background and its presence in the interpretation of results, as well as how it unfolds in different contexts. This is followed by a reflection on the continuities and discontinuities in the ethnographic approaches employed. To address agency in early childhood education and care in more depth, a model of agency will be introduced. Lastly, future directions for participatory approaches in ethnography and advocacy will be discussed as new avenues for the investigation of language policy and practice.KEYWORDS: Agencyearly childhood education and carelanguage policyethnographic approachadvocacy Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135343819","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}

{"title":"Comparative analysis of morphosyntactic rule learning among monolingual, bilingual, and trilingual speakers: a study on Spanish preterite forms","authors":"Roha M. Kaipa, Sarah Wendelbo","doi":"10.1080/14790718.2023.2256788","DOIUrl":"https://doi.org/10.1080/14790718.2023.2256788","url":null,"abstract":"ABSTRACTThe research on language acquisition and retention has primarily focused on monolinguals and bilinguals, with comparatively few studies including trilinguals. To address this gap, the current study compares the acquisition and retention of a novel morphosyntactic rule in Spanish in twelve monolinguals, twelve bilinguals, and twelve trilinguals. The participants underwent training on the preterite verb tense in Spanish, and their ability to correctly identify the rule was tested after two days of training. The study also investigated the effect of verb type on the acquisition of novel morphosyntactic rules in monolinguals and multilinguals. The results revealed that all participants performed better during the delayed retention phase than the other phases. However, bilingual participants demonstrated significantly better accuracy in identifying newly learned tense forms than their monolingual and trilingual counterparts. The study also revealed that regular past tense forms were easier to learn than irregular past tense forms. Overall, the findings from this study suggest that individuals who speak more than two languages may face challenges in acquiring additional languages.KEYWORDS: Morphosyntaxtrilingualsmultilingualsnovel language Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementThe Institutional Review Board approved the current study at the authors’ university. This study was a part of the second author's master's thesis.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385832","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}

{"title":"Celebrating local heritage while marginalizing local language: the multilingual linguistic landscapes of Seongsu-dong in Seoul","authors":"Tae-Sik Kim, Jong-Soo Ahn","doi":"10.1080/14790718.2023.2260423","DOIUrl":"https://doi.org/10.1080/14790718.2023.2260423","url":null,"abstract":"ABSTRACTThis study analyses the multilingual linguistic landscapes made up of languages, visual materials, and built environments in Seongsu-dong, where old industrial sites and new commercial places are indiscriminately juxtaposed. This study focuses particularly on (1) how languages are associated with different built environments of new commercial places and old industrial sites, (2) how the local industrial heritage is visually mobilised by new commercial places in ‘the pursuit of visibility’, and (3) how remaining industrial sites are both linguistically and visually marginalised. The languages, built environments, and visual materials, along with the users of the spaces, create contrasting semiotic aggregates. These aggregates expose the hierarchical tension between the commercial and the vernacular landscape in the neighbourhood. The commercial places highlight the local industrial heritage as globally trendy visual components, achieved through well-designed Roman alphabet letters or minimally inscribed Korean letters. This creates a cosmopolitan commercial landscape. In contrast, old industrial sites are filled with banal industrial texts in Korean, resulting in a vernacular landscape. The visual representation of the trendy industrial heritage, the use of Western-originating languages, and their cosmopolitan values combine to form a semiotic aggregate that reveals the underlying aspiration embedded in the town’s nickname, the Brooklyn of Seoul.KEYWORDS: Seoulsemiotic aggregatelinguistic landscapeindustrial heritagevernacular landscapemultilingualism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The origin of the nickname, the Brooklyn of Seoul, as well as the individual responsible for coining it, remains uncertain. However, the comparison to Brooklyn gained prominence as commercial spaces transformed from old warehouses started to appear in Seongsu-dong. This analogy gained traction in various forms of media, social media posts, and marketing materials.The nickname has also been officially used by the local government promoting the urban regeneration as the panel was installed by the local government in the subway station.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771154","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}

{"title":"Forbidding and valuing home languages – divergent practices and policies in a German nursery school","authors":"Evamaria Zettl","doi":"10.1080/14790718.2023.2253266","DOIUrl":"https://doi.org/10.1080/14790718.2023.2253266","url":null,"abstract":"ABSTRACTThis study analyses practices regarding home languages in a nursery school from a multilingual district in Germany, and the language policies and discourses that become visible in these. First, the context is outlined of Early Childhood Education and Care for multilingual children in Germany; then, the concepts of practices, discourses and language policies are set into relation with each other. After an outline of the ethnographic research design, data are presented from participant observation and analysed with the help of Grounded Theory. Practices and policies of teachers, children and the researcher in a nursery group are explained that either forbid the home language Turkish or value it in accordance with discourses that consider multilingualism a deficit, respectively an asset. The practices of valuing Turkish have the side effect of co-constructing a ‘Turkish speaking’ identity with a child who is not a speaker of Turkish. The researcher unwittingly participated in this construction of a linguistic identity, which exemplifies the entanglements of research in this field. Both practices and policies of forbidding and valuing home languages generate a dichotomy between ‘German’ as the norm and ‘Turkish’ as different. This paper contributes to understanding how nursery teachers and children deal with multilingual contexts.KEYWORDS: German nurserymultilingual city districtmonolingualisationhome languageslinguistic identities AcknowledgementsI thank the journal’s editors and reviewers for their encouraging words and their insightful comments and my proofreader Jackie Pocklington for his thorough work. I am also grateful to the nursery school under research and its staff for their cordial cooperation.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 This widely and often imprecisely employed term (‘Migrationshintergrund’) is set in inverted commas as it can contribute to marking children labelled as migrant children as ‘different’ from the norm.2 A frame curriculum is a curriculum for all federal states of Germany, whereas more detailed curricula are written by the respective federal states.3 The term nursery school is used here as a translation for the so-called ‘Kitas’ or ‘Kindergärten’ in Germany. Nursery schools have curricula and legal regulations determined by the federal states. Although they are not compulsory, almost all children in Germany attend. Some nursery-school educators have diplomas from professional schools, others from colleges of higher education or, more recently, universities. Nursery schools focus on education and care; in the decades following the PISA 2000 study, language education (i.e. learning German) for immigrant children has received special focus.4 Otheguy et al. (Citation2015, p. 281) define translanguaging as ‘the deployment of a speaker’s full linguistic repertoire’ without distinguishing named languages, such as Turkish and German in this example.5 These issues","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136101906","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}

{"title":"Linguistic landscape in a rural Basque area: a case study in Ondarroa","authors":"Gorka Basterretxea Santiso","doi":"10.1080/14790718.2023.2256781","DOIUrl":"https://doi.org/10.1080/14790718.2023.2256781","url":null,"abstract":"Basque is one of the official languages spoken in the Basque Country and although it is usually considered the minoritised language, its situation might be different in rural areas. The presence of Basque and Spanish has been previously reported in urban areas [Cenoz, J., & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism, 3(1), 67–80. https://doi.org/10.1080/14790710608668386], but their presence in rural areas remains unknown. To address this gap, the linguistic landscape (LL) of a rural town (Ondarroa, Bizkaia) is examined. For such a purpose, the signs in the main shopping street of Ondarroa (both top-down and bottom-up signs) are included in the analysis. The results show that contrary to the situation of Basque in urban areas (Cenoz & Gorter, 2006), Basque is the language with the largest presence in the LL of the street in Ondarroa. This is an indicative of the reproduction of the linguistic situation of the town, which subverts the current institutional linguistic policies. This particular LL could be considered as highly bilingual due to the presence of bilingual signs in Basque and Spanish; the presence of Spanish monolingual signs is minimal. The analysis of this LL would indicate that Basque sometimes is the majority language, at least in rural Basque areas.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734348","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}

{"title":"‘It’s a bit contradictory’: teachers’ stances to (practiced) language policies in German-language ECEC in Italy","authors":"Nadja Thoma, Verena Platzgummer","doi":"10.1080/14790718.2023.2237061","DOIUrl":"https://doi.org/10.1080/14790718.2023.2237061","url":null,"abstract":"ABSTRACT Linguistic minority spaces tend to have a long history of language-ideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as ‘German-speaking’, inevitably leading to challenges to the language education policies of these institutions. Drawing on ethnographic research, this paper investigates how teachers in early childhood education and care (ECEC) interpret and position themselves in relation to institutional and practiced language policies in this context. We show that teachers base their interpretations of language policies on a variety of sources, including written and ratified policy texts, the structural organisation of their institution, and their own beliefs and experience. We argue that contradictions embedded in institutional language policies require teachers to professionally navigate the demands placed on them in upholding the monolingualism of their institution, and in educating multilingual children. This paper sheds light on the complexities of (practiced) language policies in multilingual societies characterised by migration, providing insights into the challenges faced by ECEC teachers and highlighting the potential for ethnographic research to inform professional development initiatives.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48076925","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}

{"title":"Challenging journeys for minority language-speaking parents: teaching heritage language in inter-lingual families","authors":"Jia Chen, Lin Wang, Youngsoon Kim","doi":"10.1080/14790718.2023.2253271","DOIUrl":"https://doi.org/10.1080/14790718.2023.2253271","url":null,"abstract":"","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48590770","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}

{"title":"More cues or more languages? word segmentation using statistical learning in multilinguals, bilinguals, and monolinguals","authors":"Yasmine Tachakourt, Outhmane Rassili","doi":"10.1080/14790718.2023.2239836","DOIUrl":"https://doi.org/10.1080/14790718.2023.2239836","url":null,"abstract":"","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44274680","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}

{"title":"Effects of plurilingualism and pluriculturalism on creativity: testing the mediating role of tolerance and intolerance of ambiguity","authors":"Anatoliy V. Kharkhurin, Valeriya Koncha, M. Charkhabi","doi":"10.1080/14790718.2023.2242373","DOIUrl":"https://doi.org/10.1080/14790718.2023.2242373","url":null,"abstract":"","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48729989","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}