Multilingual Development Research Articles

Linguistic identity changes of Chinese international students in Germany

AbstractThis article presents findings from a pilot study that aimed to examine Chinese international students’ linguistic identity changes in relation to their English as a lingua franca (ELF) experience and their multilingual competencies in Germany. Data were collected through two rounds of in-depth, semi-structured interviews with seven Chinese postgraduate students over a period of three to five months, with email reports as a supplementary method. A phenomenological approach was then used to interpret four students’ study-abroad experience by looking at relationships among language, identity, and context. The findings suggest that most of the ELF-users demonstrated positive transformation of linguistic identities within the university setting, but ELF also led to a role of ‘bystander’ in German society. The Chinese students’ multilingual identity development demonstrated diverse features and various reasons for this were identified, such as the context in which their social interaction took place, the perceived power relationships between speakers, and the extent of their multilingual competencies.

The bread of two worlds: a duoethnography on multilingualism

ABSTRACTIn this duoethnography, Lori Howe, whose familial roots are in Appalachia, and Dilnoza Furkatovna, whose roots are in Uzbekistan, employ the qualitative approach of the mystory to illuminate the thread of multilingualism in our lives, through personal histories, poems, vignettes, and short stories based upon our wildly different cultural and lingual researcher histories. At the center of our experiences, many questions of power, responsibility, and cognitive growth and opportunity are located at the intersections of mono- and multilingualism. Throughout the three sections of this duoethnography, we have woven a review of the literature on the following themes: Multilingualism and Cognitive Development; Inclusiveness of L1 Dialects in Monolingual Classrooms; Multilingual Children: Raising Global Citizens; Inside these three sections, the literature is nested with our creatively-presented lived experiences, histories, and perspectives on the need for multilingualism and inclusiveness of multiple dialects in the global community.

Obstacles to bilingual education

The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus comes from the sociology of knowledge which examines how social policy connects to social practice by applying the concepts of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data was derived from interviews and participant observations between 2006 and 2009 with three different ninth grade classes from same school. The results show that in the formulation arena the policy was in favor of active bilingualism (a holistic and comprehensive approach throughout the curriculum), strong support for mother tongue education, and creating in students a bicultural identity. However, in the realization arena, the bilingual education program was reduced to the employment of bilingual teachers who provided mother tongue tuition. Support for the bicultural and multilingual development of students’ language and culture was never fully incorporated into the ordinary teaching and instruction. This was due in part to obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000). Five types of obstacles to the appropriation of bilingual education were observed. Two primary obstacles in the formulation arena were 1) a strong separation of languages, and 2) bilingual teachers as representatives of diversity. In the realization arena the following three obstacles were observed: 1) teacher resistance to polylingual education, 2) insufficient study support for mother tongue tuition, and 3) a monolingual norm. In sum, the overriding obstacle is an overall lack of consensus about the aim and purpose of bilingual education. The discussion develops issues concerning the gap between what should be versus what could be in both the formulation and realization arenas (Lundberg, 2015).

Special Section on Multimodal Multilingual Development of DHH Learners

This issue begins the inclusion of a series of articles on multimodal, multilingual communication development. This special section is intended to run for two or three issues, with two or three contributions in each issue.

Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)

AbstractThe longitudinal study “Multilingual Development: A Longitudinal Perspective” (MEZ) follows two cohorts of secondary school students with monolingual German, German-Turkish and German-Russian language backgrounds over the course of three years. The project investigates language-based, personal, and contextual factors that influence students’ multilingual development and examines how multilingual skills are related to other dimensions of educational success (e.g., transition decisions and processes in the educational system). The objective of MEZ is to identify starting points for developing strategies to increase young people’s chances for educational success.

Desarrollo del plurilingüismo a través del Portfolio Europeo de las Lenguas Electrónico (e-pel) en la Escuela Oficial de Idiomas: estudio de un caso

ict have revolutionized the way we interact and inform, so that the multilingual and intercultural communication has become essential in the Information Society, an aspect that advocates the cefr (Common European Framework of Reference for Languages). To this end, some European initiatives have been implemented in this regard with varying degrees of impact. This article presents the results of a research on the eelp (Electronic European Language Portfolio). The aim has been to analyze the development of multilingualism through this electronic document of the Council of Europe, as to attitudes and multilingual activities. The study was conducted for six months, from November 2015 to April 2016 in four groups of German students (levels A2.1, B1.1 and B1.2) at the Official School of Languages in Alicante, with a total of 109 students. A quantitative methodology was used with a pretest and posttest: students filled out a questionnaire of the 18 descriptors on multilingualism on the eelp before and after the implementation to find out the degree of achievement of goals. The data were analyzed globally and broken down by sex and age groups. According to the results, it can be concluded that the eelp has contributed to the development of multilingualism, especially in multilingual activities. However, it would take more time to implement attitudes towards linguistic and cultural variety, particularly among men and the age groups of less than 20 years and more than 50 years.

ФЕНОМЕН ПОЛИЛИНГВИЗМА В УСЛОВИЯХ ОГРАНИЧЕННОЙ ЯЗЫКОВОЙ СРЕДЫ

The article discusses the history of the development of multilingualism, the urgency of studying this phenomenon. The paper presents the point of view of scientists on the problem of bi-multilingualism. The goals and objectives of the study are determined by the need for analysis of the phenomenon of children multilingualism in conditions of modern globalization. The result of this research is the practical guidelines for specialists working with bilingual children in a limited language environment. We suppose that deep understanding of the inner forms of language units, its cultural components help the students with their free communication in Russian. We make the assumption that the main goal of learning the language in a limited language environment is the process of formation of images of language consciousness.

Življenje z več jeziki: razvoj večjezičnih govorcev s perspektive vseživljenjskega učenja

Namen članka je ponuditi vpogled v koncept večjezičnosti, prikazati dinamike, ki so pomembne za razumevanje večjezičnosti, in preučiti dejavnike, ki oblikujejo večjezične posameznike in družbo. Po začetni opredelitvi večjezičnosti kot individualnega in družbenega fenomena so v nadaljevanju predstavljeni različni dejavniki, ki vplivajo na večjezični razvoj posameznika. Pri tem sledi avtorica logiki koncentričnih krogov – posameznik, družina, družba/okolje, izobraževalne institucije – in življenjskim obdobjem – zgodnje otroštvo, obdobje šolanja, odraslost. Razumevanje dejavnikov in dinamik je ključna premisa za spoštovanje večjezičnosti in razvijanje medkulturnih kompetenc. Današnja družba je potencialno večjezična, vprašanje pa je, ali bomo znali ta potencial razviti in ovrednotiti. Zato je zavedanje specifičnih okoliščin in dinamik, ki spodbujajo oziroma zavirajo večjezični razvoj posameznikov in družbe, odločilnega pomena.

Children's Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts

Children's Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts

Children's multilingual development and education: fostering linguistic resources in home and school contexts

The study of families and educators who successfully sustain children's linguistic resources is a novelty in current educational research, where focus has largely been on the development of students' English language skills. In this book, Alison L. Bailey and Anna V. Osipova provide a systematic examination of the beliefs and practices of parents and educators who share the common goal of improving educational and social outcomes for multilingual children. Giving voice to parents and educators, they explore the strategies being devised to foster multilingualism and support its development both at home and in the classroom. This book presents new research findings and combines these with compelling firsthand accounts of the successes and concerns of both families and educators, making its content pertinent to a wide audience of researchers and a range of higher education courses.

Many Mansions: Conceptualizing Translingual Curriculum

ABSTRACTThis article presents a vision for fostering multilingualism in schools that extends the notion of translanguaging to include the realm of multilingual curriculum theorizing. We locate our analysis at the intersection of multicultural education, multilingual education, and curriculum studies in order to conceptualize language, culture, and curriculum that are responsive to students’ language practices and cultural locations, as well as reflexive of the dynamics of power and privilege within the classroom. By placing “languaging” practices at the heart of curriculum development, the article takes up Spivak’s postcolonial discursive work, which eloquently articulates the distinctions between translation and transcoding and suggests that the former is a necessary, ethical obligation within the global moment. The article concludes with a review of successful examples of multilingual curriculum development and offers suggestions for future work in this area.

Language Identity and the Development of Multilingualism in South Africa

Language Identity and the Development of Multilingualism in South Africa

Language Identity and the Development of Multilingualism in South Africa

Eleven languages have been declared official in the South African Constitution, which was adopted in 1996. Some citizens, especially Blacks, fail to acknowledge that the African languages are just ...

“Do you want an idea of what they’re doing?” Transgressive data generation and analysis within a bilingual writers workshop

We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants in motion within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher’s and students’ discursive moves during the event tactically disrupted the researchers’ agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers’ work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data “collection.” We end with implications for interpreting and representing research findings.

Fostering multilingual competence in the EFL classroom

As classrooms around Europe are becoming increasingly more linguistically and culturally diverse, teachers need to adapt their teaching to accommodate minority languages students. While developing their proficiency in the language of the target community, these students almost invariably receive instruction in English as a foreign language (EFL). Recognizing the important role EFL teachers play in the overall cognitive and linguistic development of minority students, this paper discusses the following pedagogical practices for the 21st century, diverse EFL classrooms: welcoming diversity, multimodality of input, funds of knowledge, clear goals, opportunities for interaction, integrating language with compelling content, facilitating multi-literacy, and differentiating instruction and assessment. By providing both theoretical support and practical tips, the paper aims to empower EFL teachers to foster linguistically and culturally rich environments and support their students’ multilingual development.

Intellectual disability and the ICD-11: towards clinical utility?

Purpose – The 11th revision of the International Classification of diseases which sets global standards for defining, reporting and managing health conditions is under way. The International Classification of Diseases (ICD) underpinning principle of clinical utility is currently poor for persons with Disorders of Intellectual Development (DID) and mental disorders. This impedes access to healthcare resources; services and social inclusion thereby further aggravating their vulnerability. The purpose of this paper is to present a critical overview and evidence informed recommendations within the context of an international collaborative programme, undertaken by the Faculty of Psychiatry of Intellectual Disability, Royal College of Psychiatrists, UK with support from the World Health Organisation (WHO). Design/methodology/approach – The authors carried out: first, a systematic review (SR) of literature, using PRISMA guidelines regarding the reliability, validity and utility of the ICD-10/Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic criteria in people with DID (PWDID); second, a national and international consultation exercise with partners, stakeholders and experts; third, a multicentric survey of problem behaviours in PWDID; and finally, information dissemination/dialogues including presentations and workshops at key scientific events, consultation networking, data gathering and consensus building. Findings – The SR revealed a dearth of robust studies – most consisting of weak research methodologies. Significant difficulties were highlighted regarding the application of diagnostic criteria in the current classificatory systems – particularly in people with severe/moderate DID. Recommendations supported the introduction WHERE APPROPRIATE of modifications based on observed phenomena (signs) in PWDID in lieu of reported symptoms to facilitate DIAGNOSIS AND better access to healthcare and the community. Heterogeneity precluded quantitative pooling and meta-analysis. The consensus building exercise globally revealed that problem behaviours were the commonest reasons for referral to healthcare services with significant numbers without a diagnosed mental disorder being prescribed psychoactive medication. Research limitations/implications – The consensus gathering exercise WAS SELECTIVE AND did not cover all of the 194 member states of WHO due to resource and time constraints and this constitutes the main limitation of our study. Based on the SR and expert consensus, the authors submitted evidence informed pragmatic proposals to the WHO aimed at addressing the shortcomings of the ICD-10. The key recommendations focused on improving clinical utility within the context of epistemic iteration which would consolidate and strengthen the future evidence base. It was also recommended that self-injurious behaviour should form a standalone sub category in view of its relevance for healthcare services and resources which underpin clinical utility. Practical implications – The ICD-11 is a global, multidisciplinary and multilingual development for public health benefit with 70 per cent of the world's health expenditures assigned using this system for resource allocation. Currently mental disorders in PWDID can be misinterpreted, unrecognised and under reported resulting in barriers to access to treatment and healthcare resources. Conversely disorders may be over diagnosed when the inherent discrepancies between the chronological age and the developmental level of functioning are not considered. Conclusions and recommendations from this study will result in better diagnosis of mental disorders and healthcare resources in this population. Social implications – PWDID are a vulnerable sector of the population with an increased prevalence of mental health problems who are marginalised and discriminated by society. Early detection, treatment and management of these conditions will prevent further decompensation and stigmatisation. Originality/value – To the best of the authors knowledge this is the first comprehensive, large-scale study which evaluates the ICD classificatory system within the context of clinical utility for PWDID, including experts and stakeholders from both lower/middle- and high-income countries. The international consultation/consensus building process culminating in the formulation of evidence informed recommendations, aimed at improving the clinical utility of the ICD-11 for this population, has the potential to improve access to appropriate healthcare and treatment and consequent enhancement of their quality of life.

Transformation of discourse: multilingual resources and practices among Filipino mothers in Japan

Family language practice can be significantly influenced by social, historical, and political contexts, especially in immigrant households where a society's minority languages are used. Set in a large city in Japan, this study examines how institutional power can affect Filipino mothers' language use at home. Drawing from the cultural historical activity theory, this study examines both individual and collective discourses. After conducting individual interviews, participants and I collectively engaged in workshops, the topics of which included child–parent communications at home, experiences of Japanese schools, and multilingual development. Interactions during the workshops revealed the characteristics of the collective discourse to mitigate the repercussion from the dominant ideology and indicated participants' heightened awareness toward a supportive parental community. The findings also highlight the paradoxical role of English for Filipino women in Japanese society. English served as a resource to empower these women, but its economic and political power also hindered them from using their first languages at home. This study highlights the institutional power affecting Filipino mothers' language use and suggests the significance of cultivating a supportive parental community.

The Problems of Language Personality Formation in Russia (the Analysis of Language Processes and Pedagogical Technologies)

The formation of a language personality in changing Russia acquires technological nature: the levels of a language personality formation are explained, psychological and methodological principles of a language formation are developed, and the techniques of bi- and multilingualism formation on the basis of important text features are explained. The development of bilingualism and multilingualism in Russian schools with the support of these characteristics contribute to the solution of task complex, provided with all humanities training, forms pupils’ individual way of verbal behavior.

Investigating Cantonese speakers' language attitudes in Mainland China

The People's Republic of China (PRC) has often been considered a monolithic, monolingual state but, in fact, it is linguistically and culturally diverse. Despite the size, there is still a lack of sociolinguistic studies on the Han Chinese in the PRC. Therefore, this study focuses on the language attitudes of Cantonese-speaking students in Mainland China towards Cantonese, Putonghua and English. Surveys were conducted to assess the language attitudes of Cantonese-speaking university students. The results showed students' strong integrative attitudes towards Cantonese, whereas Putonghua and English were recognised as instrumental tools for career advancement and international communication. Although the respondents of this study positively supported multilingualism, the active language policy of the PRC does not adequately promote a multilingual environment or cultural development of Han Chinese languages. Therefore, the authors call for policies that equally value official, minority and regional languages in China.

Second Language Learning in the Early School Years: Trends and Contexts

This book has the laudable aim of providing a ‘bird’s eye view’ on ‘research evidence on L2 learning in childhood’, focusing on ‘contexts of learning in children that intersect and interact with educational provision’ (Preface, p. vii). As a unifying strand through the chapters, the author sets her sights on the well-worn but still lively and relevant debates around the critical period hypothesis (CPH). As Murphy points out, the enduring notion of an optimal age for second language learning has had powerful influences on provision for young (and not-so-young) learners in all areas of L2 teaching and learning, as well as in the politics of second language provision. She optimistically hopes that, as one of the outcomes of the book, ‘future policy makers might make more evidence-based decisions about educational provision that best supports multilingual development’ (p. ix). But, as she herself indicates through referring at different points both to the debates about modern foreign languages (FLs) in primary schools in England and to the sorry example of recent government policy for English as an additional language (EAL) learners, this desire may be doomed from the start, at least in the current political climates. Provision for EAL learners has shrunk almost to nothing since the coalition government took office in 2010, despite their rapid rise in numbers in mainstream schools. Thus, as TESOL courses for ‘young learners’ continue to grow in popularity, Murphy sets herself some valuable goals. Though she makes a very good attempt to achieve everything she sets out to do, it is perhaps an impossible task in one volume. Despite this, she makes a welcome contribution to the literature on young learners’ second language learning.