Bilingual Context Research Articles

Overcoming Speech Anxiety in English Language Classrooms

This study investigates the impact of anxiety indicators on the speaking abilities of students in a bilingual junior high school setting, focusing on the challenges faced in English language usage within the classroom. Employing qualitative descriptive methods, including observations and interviews, the research encompassed 27 students and one English teacher. The analysis identified two predominant forms of anxiety affecting the students: a fear of making mistakes and a lack of self-confidence, which notably impaired their interaction in English with peers and educators. The study suggests implementing "English Day" activities as a strategic intervention to reduce linguistic anxiety and promote language skills, thereby improving students' communicative performance in English. This approach holds implications for enhancing language acquisition strategies in bilingual educational contexts.

Developing bilingual expressions pocketbook for secondary students at Assalafiyah Language Center (ALC)

The objective of this research was to develop bilingual expressions pocketbook. This research used the type of research and development (RnD) that applied the ADDIE model, which employed five steps, including analysis, design, development, implementation, and evaluation. The product of the research was bilingual expressions pocketbook. The contents of the pocketbook consist of a cover, vocabularies of each topic, and the expressions of each topic. This research was conducted in ALC’s Secondary Students at Assalafiyah, which contained 27 students. In collecting data, the researchers employed some techniques like interviews, questionnaires, tests, and documentation. The result of this research showed that the validation result from the material expert was an average of 3.5. It was categorized as very good. The validation result from the media expert was average, which is 3.6. It was categorized as very good. Therefore, it can be concluded that developing bilingual expressions pocketbook is appropriate to be implemented at ALC. Also, the development of a bilingual expressions pocketbook for Secondary Students at Assalafiyah Language Center (ALC) holds significant promise for enhancing language learning and communication skills. The design phase focuses on creating clear and measurable learning objectives, selecting appropriate instructional strategies, and devising assessment methods that cater to the unique bilingual context. The pocketbook provided students with a handy reference for learning and practicing common bilingual expressions. Also, it can increase students’ motivation and engagement in learning vocabularies.

The Dual Role of Code-Switching in Alejandro Morales’s Reto en el paraíso

ABSTRACT Although most contemporary Chicano authors tend to write exclusively in one language, English or Spanish, they have a range of linguistic options available to them – as would any member of a bilingual community – including code-switching. Code-switching in US literature dates back to the Mexican–American War and has been employed to establish aesthetic or stylistic credibility and to communicate biculturalism or ethnic identity. This article examines the dual role of code-switching in Alejandro Morales’s only bilingual novel, Reto en el paraíso. It explores how code-switching serves as a narrative technique to develop character identity in a bilingual and bicultural context, while also performing some of the socio-pragmatic and communicative functions commonly attested in natural bilingual discourse. Morales’s linguistic choices exemplify how Chicano writers living between two cultures may, and often must, use both languages to depict accurately the intricate cultural and linguistic realities of their characters.

A better start to literacy for bilingual children in New Zealand: findings from an exploratory case study in te reo Māori and English

ABSTRACT This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context of English and te reo Māori (Māori language) in Aotearoa New Zealand. The current paper discusses changes in the development of early literacy skills in English and te reo Māori in two groups of children aged from 5 years 0 months to 7 years 5 months. Twenty-six children from two bilingual classrooms in a rural school participated in a programme implemented by teachers over 15 weeks. The programme included explicit instruction in phonological awareness and vocabulary. One classroom was from Level 1 te reo Māori immersion, and one was from Level 3 te reo Māori/English. Results were analysed at cohort and class levels. Analyses indicated that both groups of children significantly improved in phonological awareness skills, non-word reading, and expressive vocabulary. Correlational analyses indicated that growth in te reo Māori skills was positively associated with growth in English skills. These findings suggest that further investigation into how the explicit teaching of te reo Māori can benefit the development of phonological awareness and print-related skills in English.

A SMARTPHONE APPLICATION FOR LEARNING ARABIC VOCABULARY: A COMPREHENSIVE SYSTEMATIC REVIEW

The drastic technological advancement has paved the way for innovative approaches to language learning, with smartphone applications emerging as powerful tools in education. This systematic review explores the design and evaluation of a smartphone application that enhances Arabic vocabulary acquisition. Numerous language learning applications exist. Nevertheless, a gap exists in the literature regarding the specific design elements and evaluation criteria tailored for Arabic vocabulary acquisition. This review addresses the lack of a consolidated understanding of the challenges and opportunities in developing a smartphone application dedicated to learning Arabic vocabulary. This comprehensive systematic review explores the design and evaluation of smartphone applications dedicated to enhancing Arabic vocabulary acquisition, employing advanced search techniques on Scopus and Eric databases with keywords “smart phone,” “Arab,” and “vocabulary.” The flow of the study is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The final primary data (n = 28) articles were identified, clustering around three main themes: (1) Language Skills and Comprehension in Bilingual Contexts, (2) Technology and Language Learning, and (3) Corpus and Text Analysis. This systematic review contributes to the academic discourse by highlighting the current landscape and paving the way for future research in the dynamic intersection of technology and Arabic language education. This systematic review sheds light on the current landscape of smartphone applications designed for learning Arabic vocabulary. The findings from this review are expected to inform educators, developers, and policymakers, ultimately contributing to improving Arabic language education through innovative technological solutions.

English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition

Abstract Research on loanword semantics seldom investigates systematic patterns of change because semantic change is not nearly as constrained and predictable as phonological change. Hong Kong is a bilingual city of English and Chinese/Cantonese, where people frequently use English loanwords in Hong Kong Cantonese (ELCs). Drawing upon the notion of cognates, this questionnaire-based study examines the extent to which Hong Kong Cantonese speakers are aware of the contrasts in meaning between ELCs and the English words from which they have been borrowed. Three ELCs that are false friend cognates with their English source words were selected to be included in the study. Respondents who completed the questionnaire included a group of native English speakers (N = 19) and a group of native Cantonese speakers (N = 107). Their responses were compared and contrasted through both qualitative and quantitative methods. The results show that the ELCs affect the Cantonese speakers’ understanding of the English source words. The English proficiency of native Cantonese speakers has been identified as a contributing factor that correlates with the accuracy of understanding word meanings. This study delineates the relationship between false friend cognates, ELCs and English vocabulary acquisition. It offers pedagogical implications for vocabulary learning and teaching in bilingual contexts.

First language interference in speaking and writing Indonesian language of Azerbaijani students in Indonesian language course at Azerbaijan University of Languages

This study examines the issue of first language interference in spoken and written Indonesian by Azerbaijani students who are taking an Indonesian language course at Azerbaijan University of Languages. The study is framed within the context of bilingualism, where first language interference occurs when individuals learn a foreign language. The aim of this research is to identify the types and causes of interference displayed by Azerbaijani-speaking students when using Indonesian language, with a focus on speaking and writing during classroom activities. A descriptive qualitative approach was used to collect data through observation and documentation, including oral recordings and written assignments. Analysis revealed that Azerbaijani students face pronunciation, morphology, and syntax challenges due to interference based on Weinreich’s theory. Pronunciation challenges arise from the lack of the phonetic sound [ê] in Azerbaijani, resulting in substitutions with [é]. Morphological complexities arise from the unfamiliarity with prefixes in Azerbaijani, making it difficult to transform active sentences into passive structures. Syntactic challenges arise due to the differing sentence structures between Azerbaijani (S-O-P-C) and Indonesian (S-P-O-C). To mitigate interference, it is recommended to include targeted phonological drills, increased morphological exercises, and enhanced syntactic practice to facilitate a smoother language acquisition journey for Azerbaijani students who are mastering Indonesian language.

English Language Teacher Motivation in Bilingual School Contexts: Focus on Influencing Factors and Rewards

Research on English as a Foreign Language (EFL) teacher motivation in bilingual schools has been quite scarce. To fill this gap, this study investigated the main sources of motivation for EFL teachers and the rewards in a bilingual school context. The intrinsic/extrinsic motivation distinction served as the main theoretical framework of the study. Furthermore, the role of self and contextual factors that contribute to teachers’ persistence in the profession was emphasized. The participants, selected through the convenience sampling method, were thirty EFL teachers at a bilingual school in Iran. The study applied a mixed-method research design in which quantitative data were collected through two questionnaires on teacher motivation and the corresponding rewards and then triangulated with qualitative data from semi-structured interviews with some of the participants. Employing both descriptive and inferential data analysis methods, the results demonstrated the importance of a wide range of extrinsic and intrinsic factors in motivating EFL teachers. More value was placed on intrinsic factors, specifically ‘having an enjoyable and stimulating job’ rather than the extrinsic factors. However, extrinsic factors related to external recognition of the teachers’ efforts by their supervisors and students, and factors related to organization and work benefits, such as job security, played an important role in satisfying the teachers. Moreover, the teachers’ perception of the rewards received lower satisfactory ratings, implying that the rewards were somehow incongruent with what motivated teachers. Overall, the findings suggest that certain characteristics of bilingual schools in Iran, such as the autonomy to use diverse materials, can contribute to a higher level of job satisfaction among EFL teachers.

Contactul româno-slav: efecte convergente în sintaxa românei vechi și a istroromânei

In this paper I present two cases of Romance-Slavic contact: direct contact in bilingual context (Istro-Romanian and Croatian), and indirect contact via translations (old Romanian and Old Church Slavonic). After briefly presenting the syntactic features attested in Istro-Romanian and in old Romanian (but which have disappeared from modern Romanian), I focus on two features: the prenominal position of relational adjectives and auxiliary inversion, features explained by convergence (as they are attested both in Latin/Old Romance and in the Slavonic contact languages, Croatian and Old Church Slavonic). Finally, I make some theoretical remarks on the consequences of contact in syntax.

Protective effect of bilingualism on aging, MCI, and dementia: A community-based study.

Lifelong bilingualism is associated with a delayed age at onset of dementia, but evidence from community-based studies is limited. We investigated the relationship between bilingualism and the prevalence of cognitive impairment in a linguistically diverse community. A door-to-door community study was conducted from January to December 2021 in urban Bengaluru, India. 1234 individuals aged ≥60 years participated in the study. Participants were diagnosed with no cognitive impairment (NCI), mild cognitive impairment (MCI), or dementia using established diagnostic criteria. Dementia prevalence was higher in monolinguals (4.9%) than bilinguals (0.4%) (P=.001). The prevalence of MCI was also higher in monolinguals (8.5%) than bilinguals (5.3%) (P=.001). The study also revealed better cognitive function in bilinguals than monolinguals with NCI, after controlling for confounding variables. The current study provides significant support for the protective effect of bilingualism on cognitive impairment in an urban community with extensive bilingual interactional contexts in everyday life. Bilingualism has been demonstrated to protect against dementia and mild cognitive impairment in a linguistically diverse community with extensive code-switching contexts. Bilingual older individuals had superior baseline cognitive performance compared to monolingual older individuals. Bilingualism was found to have an independent effect on general cognition after adjusting for major social determinants of health in the group without cognitive impairment.

English-medium education in Kazakhstan: A multifaceted exploration of student and alumni perceptions on language proficiency, academic performance, and career prospects

English-medium education (EME) has become a global trend, especially in bilingual and multilingual university contexts, aiming to enhance students' English proficiency and their readiness for an internationalized workforce. While EMEʼs potential benefits and challenges to English language development have been explored, its impact on content knowledge acquisition and employment prospects remains debated. This study investigates the interplay of English linguistic proficiency, academic performance, and workplace opportunities in a single EME university in Kazakhstan, a bilingual context typically with Kazakh and Russian as dominant instructional languages. This mixed-methods study, adapted from a case study of a Chinese university (Huang & Curle, 2021), surveyed students (n = 61) and alumni (n = 48) who evaluated their development in EME and their experiences in hypothetical comparison with Kazakh or Russian as a language of instruction. Ten students and seven alumni were interviewed to contextualize survey responses. Results showed strong beliefs in EME's advantages for proficiency, content knowledge, and employment, with correlations observed between these beliefs and English or Kazakh proficiency levels. These insights underscore the need for pedagogical strategies tailored to the diverse needs of EME students.

Zafer ŞENOCAK Novels: Bilingualism and Mother Tongue Issue

Turkish-German Immigrant Literature from the 1960s to the Present covers the works created by Turkish-origin artists living in Germany, whether in German or Turkish. This literature is based on the issue of identity, as it is created by looking at the identities of the authors and poets rather than examining the commonalities in the content of the works. The attempt to merge Turkish and German identities under one roof has nourished the artists and served as a source of inspiration for their literary works. We can see traces of both identities in the novels written by Zafer Şenocak, who is considered among the second generation of Turkish-German immigrant literature authors. In this study, five Turkish-language novels by Turkish-German author Zafer Şenocak (Tehlikeli Akrabalık, Alman Terbiyesi, Yolculuk Nereye, Köşk, Dünyanın İki Ucu) will be examined. The main characters in these novels are Turks who live in Germany or have lived there for many years. In these works where the identity issue is predominant, one can also discern traces of the bilingual life that Turkish immigrants living in Germany experience. The characters in the mentioned novels, within the framework of the German society and family in which they live, maintain a dual life in language and culture, leading the protagonists into a profound quest to question their identities. In our study, the issue of identity in Zafer Şenocak's novels will be discussed within the context of bilingualism and mother tongue. In this regard, the novels will be analyzed using text analysis methodology, and changing attitudes towards the mother tongue will be identified.

Language Retention and Attitudes Among Foreign Students in Learning Mandarin at Jinan University: Sociolinguistic Studies

This research is entitled "Language Retention and Attitudes Among Foreign Students in Learning Mandarin at Jinan University: Sociolinguistic Studies". The purpose of this study is to describe language retention and attitudes among foreign students in learning Mandarin at Jinan University: a bilingual context. The method used to analyze is a quantitative approach to describe the maintenance of the mother tongue in learning Mandarin by foreign students at Jinan University. In this study, two variables were used, namely the dependent variable and the independent variable. The method used in collecting data is a questionnaire method with interviews. Data obtained by distributing questionnaires to respondents. The research data assessment method uses a qualitative method with the generation of a sample of the population. Data were analyzed by applied sociolinguistic theory by J.A.Fishman

Is bilingualism linked to well-being? Evidence from a big-data survey

Abstract In applied linguistics generally and bilingualism research in particular, psychological variables remain a much under-investigated sub-category of individual differences compared with cognitive ones. To better understand the under-researched psychological effects of bilingualism, this study investigated well-being, a psychological construct, based on a big-data survey. Drawing upon a national survey (N = 12,582), we examined the influence of bilingualism (operationalised as foreign language (FL) proficiency) and 13 sociobiographical variables (e.g., socio-economic status, SES) on well-being. Among these 14 initial independent variables, perceived social fairness, SES, and health emerged as important predictors for well-being, with FL proficiency and national language (NL) proficiency as potentially important predictors; crucially, FL proficiency was more important than NL proficiency. As the first systematic attempt to link bilingualism with well-being, our study advocates (1) a more holistic perspective towards language (including NL and FL(s)) in any bilingual context and (2) fuller use of effect sizes.

Translinguagem na educação bilíngue: uma análise das práticas orais nas interações de estudantes do 5° ano

Drawing on Translanguaging theory, which views language as a holistic repertoire, this study examines how students’ translanguaging practices (TP) are manifested and for what purposes. The participants were seven fifth-grade peers in a bilingual school in Brazil (Brazilian Portuguese - English). Their TP were recorded during an oral task based on a wordless, short video stimulus. The data were qualitatively analyzed and coded. Results indicate that TP occurred spontaneously and for specific purposes. The most frequent TP use included gestures, task management, meaning negotiation, lexical creativity, syntactic translanguaging, peer correction, and form negotiation. Findings suggest that translanguaging pedagogy is valuable in bilingual contexts where minority languages are developed because it enables students to communicate freely and critically in a fluid and dynamic environment.

Indirect translation in advertising: the case of Estrella Damm

ABSTRACT The Catalan brand Estrella Damm (a beer produced in Barcelona) is very popular for its summer advertisements. The ‘Mediterràniament’ commercials (2009–2021) reinforce the Mediterranean culture through its people, gastronomy and landscape. Estrella Damm commercials are produced in Catalan and Spanish, and some are produced in Catalan, then translated into Spanish, and finally subtitled in English, since Estrella beer is sold internationally. This paper examines how indirect translation (Catalan, Spanish, English) has been used in Estrella Damm ‘Mediterràniament’ advertising campaign through textual analysis of commercials and through interviews to the translators who created the Estrella Damm international versions from mediating texts. In indirect translation involving related languages, each version can affect one another: creative options for one text in Catalan can be adopted in the Spanish version, which may also influence the final English version. Therefore, translation for advertising in bilingual contexts contributes to visibilizing mediating languages and versions.

Exploring sociolinguistic attitudes among multilingual youth in Kazakhstan

Relevance. This study explores the complex interplay between the Kazakh and Russian languages in Kazakhstan, examining how these languages coexist and interchange at individual and societal levels due to their paradigmatic, vertical linguistic relationships stored in native speakers' consciousness.Purpose. The purpose of the study is to conduct a sociolinguistic investigation into the sociolinguistic attitudes of Kazakhstani youth in a multilingual environment.Methodology. The research employed a sociological survey using a closed-ended questionnaire for data collection, which was then analyzed and modeled. The study was based on a comprehensive sociolinguistic survey of 96 students aged 17-20 from the Kazakh departments of L.N. Gumilyov Eurasian National University and Abai Kazakh National Pedagogical University. For the first time, a comparative analysis of language attitudes among Kazakh youth was conducted.Results. The findings reveal the nature of their sociolinguistic attitudes at micro and macro-social levels. The analysis shows that the Russian language exerts significant influence on language loyalty and attitudes. Within the context of Kazakh-Russian bilingualism, Kazakh youth tend to symbolize their native language, indicating a transformation in their linguistic consciousness driven by socio-global mechanisms. While Russian serves a functional and instrumental role, the native Kazakh language holds communicative and personal significance for them.Conclusions. The practical application of this research is to contribute towards promoting linguistic purity, raising linguistic consciousness, and strengthening the social significance of the Kazakh language among the nation�s youth.

Language Attitudes and Multilingualism: Perceptions of Native and Non-Native Accents in Multilingual Communities

This research explores into the complex interplay between demographics, language preferences, and how an audience interprets an accent in multilingual communities. Our study employed a quantitative methodology to examine how receptive individuals of three age groups were to linguistic variety. The purpose of the research was to learn more about the linguistic diversity present in these active groups. Our findings add significantly to the body of knowledge on this subject. The study's results highlight the importance of age in influencing linguistic attitudes in bilingual and multilingual contexts. It is important to note that younger generations have generally more positive attitudes regarding dominant or prominent languages associated to modern trends and global communication. On the other hand, older people tend to have a deep love for their native tongue and regional identity. The aforementioned generational differences underscore the dynamic nature of linguistic attitudes and emphasize the role of age-related sociolinguistic factors in shaping individuals' linguistic preferences and connections. Curiously, in multilingual societies, age does not have a major role in how an accent is perceived. This research provides new insight into how people of varying ages respond to and interact with speakers with a variety of accents. Exposure to a variety of languages, individual views about language, and the effects of being multilingual all contribute to the development of adaptability. Potential implications for promoting linguistic diversity, easing cross-cultural communication, and creating welcoming environments that encourage contact among people of different language backgrounds are shown by this study's findings.

Narratives of linguistic victimhood and majority groups’ acculturation strategies and multilingual attitudes: The mediating role of intergroup empathy

Language is a crucial element of the acculturation process. In immigration-receiving societies, studying the linguistic acculturation of majority groups is socially and theoretically relevant. In bilingual contexts where co-official languages have a history of conflict, the narrative of linguistic victimhood may play an important role in predicting responses to linguistically diverse immigrants. In two correlational studies in historically linguistically oppressed societies, specifically in the Basque Country (N = 589) and Catalonia (N = 526), using representative samples, we explored the relationship between a society's narratives of inclusive linguistic victimhood, encompassing both general perceptions (i.e., perceived similarities between in-groups' and out-groups' experiences of linguistic victimization) and context-specific perceptions (i.e., perceived similarity between the linguistic victimhood of the host society group and of immigrant linguistic minorities), and majority group attitudes towards linguistic acculturation (i.e., willingness to learn the languages of immigrant groups or to maintain the majority group language) and multilingual policies. Additionally, we examined the mediating role of intergroup empathy in these associations. The results indicated that, while general inclusive victimhood narratives were associated with native language preservation, context-specific narratives were linked to stronger willingness to learn immigrants' languages and supporting multilingual policies. Empathy played a mediating role between general inclusive victimhood and the willingness to acquire immigrant group languages, as well as in the relationship with attitudes towards multilingual policies. The theoretical and practical implications of these victimization narratives for acculturation processes and structural changes in the host society are also discussed.

Language skills and unemployment: post-Soviet bilingualism in Latvia

ABSTRACT This study investigates the relationship between the unemployment of working-age men with their skills in the local languages, Russian and Latvian, and in English, the most spoken foreign language in Latvia. To determine who benefits and from which language skills in the labour market, the analysis uses data from the Eurostat Adult Education Survey (AES 2016) and the Baltic Institute of Social Sciences Language Survey (BISS 2008). The results show an inverse link between language skills and unemployment for Latvians and Russian speakers, but more so for the latter. English skills benefit the older Latvian workers without a tertiary degree, while for Russians the benefits are greater and more general. Latvian skills benefit the younger tertiary-educated Russian speakers. For Latvians, the link between Russian-language skills and unemployment remains inconclusive. The analysis considers the bilingual context and the measurement bias of self-reported language skills.