Multilingua最新文献_第2页

Phonetic loan, graphic borrowing, and script-mixing: key to the vitality of written Cantonese in Hong Kong 语音借用、图形借用和文字混合：香港书面粤语活力的关键

Multilingua Pub Date : 2024-03-18 DOI: 10.1515/multi-2023-0094

David C. S. Li, Wong Tak-sum

{"title":"Phonetic loan, graphic borrowing, and script-mixing: key to the vitality of written Cantonese in Hong Kong","authors":"David C. S. Li, Wong Tak-sum","doi":"10.1515/multi-2023-0094","DOIUrl":"https://doi.org/10.1515/multi-2023-0094","url":null,"abstract":"\u0000 This study aims at investigating how loanwords from Japanese and Korean are used in informal written Cantonese media discourse, including print and social media. Data from these media were collected from designated websites for 15 min every other day over a two-week period. The results show that loanwords from Korean, being written in a phonographic script hangul (한글), are rendered into written Cantonese typically through phonetic adaptation using Chinese morpho-syllables, while their Chinese-specific morphographic meanings are ignored. By contrast, lexical items from Japanese written in kanji tend to be borrowed directly through graphic borrowing, paying no regard to their Japanese pronunciation. Japanese being written with mixed scripts, kanji and two kana syllabaries, graphic borrowing from hiragana or katakana is rare, with the Japanese grammatical particle の being a notable exception. We conclude that lexical items written in a phonographic script tend to be rendered into written Cantonese phonetically, while those written in character-based hànzì are borrowed directly through graphic borrowing but assigned Cantonese pronunciation. In informal interaction between Cantonese-dominant Hongkongers, colloquial written Cantonese relies on the affordance of script mixing for its vitality, in print as much as in internet-mediated social media discourse.","PeriodicalId":501468,"journal":{"name":"Multilingua","volume":"210 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234037","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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The interplay between linguistic and non-verbal communication in an interpreter-mediated main hearing of a victim’s testimony 在以口译员为中介的受害者证词主要听证会上语言交流与非语言交流之间的相互作用

Multilingua Pub Date : 2024-03-13 DOI: 10.1515/multi-2023-0153

Simo Määttä, Tuija Kinnunen

{"title":"The interplay between linguistic and non-verbal communication in an interpreter-mediated main hearing of a victim’s testimony","authors":"Simo Määttä, Tuija Kinnunen","doi":"10.1515/multi-2023-0153","DOIUrl":"https://doi.org/10.1515/multi-2023-0153","url":null,"abstract":"This article examines verbal and non-verbal communication between the interpreter and the injured party in a video-recorded main hearing of a criminal matter at a court of first instance in Finland. The language of the court was Finnish and the interpreter and injured party communicated in French, the interpreter’s B language and the injured party’s second language. Due to differences in the two participants’ ability to communicate in French, their verbal communication was characterized by significant problems. A salient feature of their communication consisted of abundant gesturing on the part of the injured party and the interpreter’s mirroring of these gestures and putting them into words in her renditions. The interpreter’s renderings combined mimicking of the injured party’s gestures, language interpretation, and intermodal (gesture to language) interpretation, as well as elements that had been mentioned previously by other participants. The analysis highlights the problematic status of intermodal and multimodal translation from the viewpoint of legal norms, interpreting norms, and the theory of multimodality. It calls for increased sociolinguistic awareness among interpreters, legal experts, and interpreting studies scholars, as well as greater communication between the theory and practice of multimodality and intermodality in the dialogue interpreting of spoken languages.","PeriodicalId":501468,"journal":{"name":"Multilingua","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152599","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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“You are Apple, why are you speaking to me in Turkish?”: the role of English in voice assistant interactions "你是苹果，为什么用土耳其语跟我说话？"：英语在语音助手互动中的作用

Multilingua Pub Date : 2024-02-26 DOI: 10.1515/multi-2023-0072

Didem Leblebici

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Introduction: learning, re-learning, and un-learning language(s) in the multilingual family during COVID-19 lockdown 导言：COVID-19 封锁期间多语言家庭的语言学习、再学习和不学习

Multilingua Pub Date : 2024-02-26 DOI: 10.1515/multi-2023-0194

Fatma F. S. Said, K. V. Lexander

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Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces 促进还是削弱包容性？瑞典高等教育机构作为工作场所的语言政策

Multilingua Pub Date : 2024-02-24 DOI: 10.1515/multi-2023-0077

Hyeseung Jeong, Stephanie Lindemann

{"title":"Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces","authors":"Hyeseung Jeong, Stephanie Lindemann","doi":"10.1515/multi-2023-0077","DOIUrl":"https://doi.org/10.1515/multi-2023-0077","url":null,"abstract":"Research has suggested that Swedish higher education institutions’ (HEIs’) language policies may exclude some academic staff from work-related activities due to (dual) monolingual ideologies requiring one language at a time. This study, based on the analysis of twenty-one language policy texts, investigates HEIs’ policies using a lens of inclusion at workplaces with linguistic diversity, drawing on concepts from diversity management and language policy for democracy of inclusion. All documents examined began with statements of HEIs’ values relevant to the policies. Inclusion was seldom explicitly emphasized, although policies suggested ways to facilitate it. We argue that some of the approaches – namely, taking a top-down monolinguistic approach to language choice, requiring staff to be highly proficient in both Swedish and English, and offering unspecified language support – reinforce language-based in-groups and out-groups, likely compromising rather than facilitating inclusion. Another approach, emphasizing individuals’ rights to choose what language they use, facilitates inclusion only if support is provided for everyone’s understanding. Providing immediate language support and encouraging bottom-up, flexible language choice were less common approaches but seem particularly likely to facilitate inclusion. Our analysis suggests that policies prioritizing successful communication, not specific languages, facilitate inclusion and help employees develop job-related language and intercultural communicative competence.","PeriodicalId":501468,"journal":{"name":"Multilingua","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947238","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

Epilogue opportunity, fear, and well-being: heritage languages during COVID-19 后记机会、恐惧和福祉：COVID-19 期间的遗产语言

Multilingua Pub Date : 2024-02-13 DOI: 10.1515/multi-2023-0196

Lyn Wright

引用次数: 0

Epilogue opportunity, fear, and well-being: heritage languages during COVID-19 后记机会、恐惧和福祉：COVID-19 期间的遗产语言

Multilingua Pub Date : 2024-02-13 DOI: 10.1515/multi-2023-0196

Lyn Wright

引用次数: 0

Language ideologies and the use of French in an English-dominant context of Canada: new insights into linguistic insecurity 语言意识形态与加拿大英语主导背景下的法语使用：对语言不安全的新认识

Multilingua Pub Date : 2024-01-05 DOI: 10.1515/multi-2023-0109

Marie-Eve Bouchard

{"title":"Language ideologies and the use of French in an English-dominant context of Canada: new insights into linguistic insecurity","authors":"Marie-Eve Bouchard","doi":"10.1515/multi-2023-0109","DOIUrl":"https://doi.org/10.1515/multi-2023-0109","url":null,"abstract":"Teachers play an essential role in fostering linguistic security in their classrooms. The aim of this study is to identify the language ideologies articulated by teachers in the Francophone schools of the English-dominant context of British Columbia (Canada) in order to explore how the different practices they implement to foster the use of French in their multilingual classrooms and foster linguistic security may interact and expose contradictions. The findings are based on a thematic analysis of interviews with twenty-one French-speaking high school teachers. I argue that linguistic ideologies provide a useful locus for studying the tensions produced by institutional policies and practices and the possible impact on the students’ feelings of linguistic insecurity. Building on excerpts from the interviews, the findings indicate that the practices the teachers use to implement the French-language policy in their classrooms must be examined further as they might be harming the efforts they are making to increase linguistic security. This paper is intended to contribute to the ongoing conversation about the practical process of engaging with linguistic insecurity.","PeriodicalId":501468,"journal":{"name":"Multilingua","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376312","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

“Every word is a world”: loanword ideologies and linguistic purism in post-Soviet Armenia "每个词都是一个世界"：后苏联时期亚美尼亚的借词意识形态和语言纯粹主义

Multilingua Pub Date : 2023-12-29 DOI: 10.1515/multi-2022-0152

Emma Portugal, Sean Nonnenmacher

{"title":"“Every word is a world”: loanword ideologies and linguistic purism in post-Soviet Armenia","authors":"Emma Portugal, Sean Nonnenmacher","doi":"10.1515/multi-2022-0152","DOIUrl":"https://doi.org/10.1515/multi-2022-0152","url":null,"abstract":"Through the analysis of materials such as online articles, blogs, and radio broadcasts, this paper investigates linguistic purism toward Russian and English loanwords in the understudied context of post-Soviet Armenia. Our analysis finds that public commentators categorize potential loanwords as “borrowings” (փոխառություն [pʰokhaṛutʰyun]) if acceptable and “foreignisms” (օտարաբանություն [ōtarabanutʰyun]) if unacceptable, while also comparing these loanwords with acceptable and unacceptable Armenian equivalent words. In categorizing both loanwords and Armenian equivalents, commentators base their arguments on evaluative contrasts related to threats to the language, the desirability of word meaning and usage, and stylistic appropriateness. Though commentators situate themselves into opposing purist and moderate camps, differentiated by their tolerance of loanwords and classifications of individual words, the two camps rely on the same ideological framework of contrasts and use similar argumentation. Thus, while the debate invokes binary criteria for evaluating words, similar to those identified in other instances of linguistic purism, Armenian commentators themselves often defy binary categorization, falling along a fluid language-ideological continuum in which seemingly opposing commentators sometimes demonstrate striking similarities. Framed alongside prior studies of language ideologies in post-Soviet spaces, this evidence suggests that the loanword debate has a more symbolic than practical function in Armenia’s contemporary multilingual society.","PeriodicalId":501468,"journal":{"name":"Multilingua","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139072270","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

Parental involvement in online education during Covid-19 lockdown: a netnographic case study of Chinese language teaching in the UK Covid-19 封锁期间家长对在线教育的参与：英国中文教学的网络案例研究

Multilingua Pub Date : 2023-12-08 DOI: 10.1515/multi-2023-0007

Luyao Li, Xiaoli Liu, X. Curdt-Christiansen

{"title":"Parental involvement in online education during Covid-19 lockdown: a netnographic case study of Chinese language teaching in the UK","authors":"Luyao Li, Xiaoli Liu, X. Curdt-Christiansen","doi":"10.1515/multi-2023-0007","DOIUrl":"https://doi.org/10.1515/multi-2023-0007","url":null,"abstract":"Abstract This paper reports on a study of Chinese parents’ involvement in their children’s heritage language (HL) development during the COVID-19 lockdowns in the UK. Involving seven transnational families, we examined the roles parents played during the online learning sessions and the factors shaping their involvement. Employing a netnographic approach, this study incorporates online classroom observations, semi-structured and focus group interviews with parents, and analysis of their Instagram posts. The study underscores the critical role of parental involvement (PI) in enhancing children’s HL education, offering insights into distinct parental roles, including as emotional supporters, co-educators, teaching assistants, and technical supporters. The study introduces a three-dimensional PI model within the framework of family language policy (FLP), enhancing our understanding of FLP by concretely manifesting what, how and why parents get involved in their children’s HL development. This study contributes to the discourse on PI and FLP, shedding light on the evolving roles of parents and the complexity of their involvement during the unique circumstances of the pandemic.","PeriodicalId":501468,"journal":{"name":"Multilingua","volume":"5 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586368","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