This article investigates the perceptions of anglicisms—English borrowings in other languages—among L1’ French speakers with German as an L2’, challenging the prevailing monolingual lens in language ideological research. The analysis of interview data shows three dominant language ideologies. First, an ideology of neutralization is present in German, with anglicisms being more accepted and unmarked in German (L2’) compared to French (L1’), reflecting a greater openness in the second language and a protective attitude toward linguistic purity in the first language. Second, the ideology of linguistic elitism sees the use of English words in French as a form of social distinction or an attempt to appear fashionable. Third, the ideology of linguistic ambivalence reflects the tension between resistance and globalization in multilingual contexts, as opposing anglicisms is viewed as contradictory with a multilingual identity and foreign influences. Finally, the study highlights that the ideology of naturalness leads to language ideological phenomena being viewed as unmarked in the L2’, whereas changes are more often resisted in the L1’. This disparity emphasizes the need for further contrastive sociolinguistic research on how multilingual contexts and migration shape evolving language ideologies.

This article reports findings from autobiographic interviews on the value of English resources as traveling capital. The participants in this study are two refugees of war from the Democratic Republic of the Congo who have had long transits in Uganda before being resettled to Norway by the United Nations. These refugees attribute value to English as linguistic capital due to its potential to provide help for oneself and others, inside and outside one’s community of experience. Consequently, these findings may challenge central foundations in Bourdieu’s framework of capital and exchange, foundations that assume individualism and competition for limited status to be important underlying factors in why social actors exchange linguistic capital for other forms of capital. The findings further complement research on language and migration with more emic perspectives from speakers with forced South-South-North trajectories, as well as research on the value of English resources globally that often focus on more macro-level perspectives.

This longitudinal multi-case study focuses on the multilingual identity development of three Korean international students during their first three years of doctoral study. The themes identified from multiple rounds of interviews and prolonged observations were viewed in light of a theoretical framework that can be used to conceptualize multilingual identity development of international students in a new context. The framework comprises three multifaceted dynamics - target language characteristics, identity markers, and investment - that function to identify and interpret contextual and internal instances of multilingual identity renegotiation. Results indicated that the participants experienced numerous instances of marginalization in academic and social settings because of social status and language characteristics. It was also found that perceptions of mainstream ideologies held about Asians impact investment in interacting with local students, and that structured opportunities for interaction and social status changes within the institutional context can affect language development and self-esteem. Overall, the research findings indicate a need to internationalize close-minded curricula and pedagogical approaches, to create structured opportunities for positive intercultural exchange and understanding, and to foster a commitment among all campus stakeholders to embrace their roles in realizing a more identity-affirming experience for Korean graduate students.

In addition to the linguistic work which goes into identity-building in any one language, code-switching is an important way in which many multilingual speakers perform identity. So too is music, with its semiotic richness and prominence in social life. Language and music are independently important sites of identity creation, but are particularly powerful when they function in concert in semiotic bundles to create social meaning. In this article, this combination is explored through the multilingual music of three Welsh rock artists: Super Furry Animals, Gorky’s Zygotic Mynci, and MC Mabon. Using a multimodal, musicolinguistic approach which treats musical and linguistic signs as part of a unified whole, it examines how co-temporal musical and linguistic shifts – shifts between different semiotic bundlings of music and language – help enact the distinctive global and local Welsh identities of each artist: a Welsh-language band succeeding in the English-language mainstream while resisting globalization; a bilingual, bi-stylistic band adopting ironic Englishness to accentuate and define their Welshness; and a global-citizen MC with links to Wales, Patagonia, and beyond.

In this article, we elaborate on our journey as researchers and educators developing cultural humility (Tervalon & Murray-García, 1998). Moreover, we describe a pedagogical approach to developing critical literacy among hearing and Deaf and Hard-of-Hearing (DHH) students in higher education enrolled in the School of Architecture and Design (SAD) at a Mexican university. We argue for a Critical Sociocultural Linguistic Literacy (CriSoLL) approach. CriSoLL-based pedagogies have the potential to support students in critically evaluating their own sociolinguistic practices and developing other languages and styles beyond notions of “correctness” and normative cultural hegemony in academic settings that still follow and perpetuate ideologies of “deficiency.” Through CriSoLL, as a team of researchers and educators, we have started developing materials to develop critical literacy. In this piece, we also share these Open Educational Resources as thematic units that offer opportunities for shifts in attitudes and beliefs about how people’s ways of communication are perceived and the social meanings associated with how they look and/or sound. We believe this approach supports creating a more inclusive campus climate that better understands and serves all students.