Issue Of Bilingualism Research Articles

Latina/o Canadian Literature: The Issues of Migratory Mourning and Bilingualism in Guillermo Verdecchia’s Fronteras Americanas: American Borders (1993) and Carmen Rodríguez’s and a body to remember with (1997)

Canada comprises a wide variety of people of multifarious ethnic and cultural heritages with immigrants constituting 23% of the entire population (Statistics Canada 2022). Among those groups, Latina/o Canadians are a small but vibrant community whose artistic output is often overlooked. This paper provides a brief overview of the history and characteristics of Latina/o presence and literary output in Canada as well as discusses two Latina/o Canadian texts, namely and a body to remember with (1997), a short story collection by Chilean-Canadian author, Carmen Rodríguez, and Fronteras Americanas: American Borders (1993) by Argentinian-Canadian playwright, Guillermo Verdecchia. The analysis is focused on the discussion of the characters’ migratory mourning, as defined by Joseba Achotegui (2019), which is involved in the formation of immigrants’ hybrid identities as they continually reevaluate their relationship with the host and home country. Additionally, this paper touches upon the textual representations of military trauma that has impacted generations of Latina/o immigrants fleeing dictatorships in the 1970s and 1980s (Hazelton 2007). Finally, this paper investigates the ways in which the Spanish language is employed in the texts. This paper argues that bilingualism underscores Rodríguez’s and Verdecchia’s hybridity and decolonial approach as they undermine the notion of America as a predominantly English-speaking continent dominated by the imperial US.

Neuropedagogical Guidelines for Translation Studies: Perceiving the Linguistic-Cultural Markers of the Other (Foreign) in Translation

This article highlights the need for a neuropedagogical approach to exploring the “self-other” category in current translation theories and practices, especially concerning sensitive linguo-cultural elements (e.g., non-equivalent vocabulary, cultural gaps, linguo-cultural semes, concepts and connotations). The relevance of the article stems from the growing accessibility of neuroscientific tools that can address translation and educational challenges characterized by high interlingual entropy, ambiguity, limited intercultural and linguistic awareness, and the issues of bilingualism within the context of post-cultural consciousness. Consequently, the article aims to identify the neuropsychological phenomenon of the “other” and its relation to translation, viewed as a discourse transformation along the self-other (foreign) continuum. The primary goal is to observe future translators’ spontaneous reactions to linguistic-cultural units with pronounced “other” semantics and provide neuropedagogical recommendations to manage the educational process and foster future translators’ deontological awareness of otherness. The research combines standard methods, such as analysis, comparison and generalization, with semantic analysis, cultural reflection and the recording of facial and emotional responses, interpreted by students and experts. Educational modelling has been the final method in a quasi-experimental study with 78 future translators. The main outcome of the article is a concise summary of typical, potentially destructive neuro-reactions, their impact on the translation process and practical educational insights and advice. The theoretical contribution of the article involves integrating neuropedagogical perspectives into the philosophical and methodical aspects of translation. The article proves that translators’ neuro-reactivity is a fundamental challenge in establishing professional ethics, particularly within the cultural and identity-related dimensions that comprise individual and collective consciousness.

Between audio and visuality – on the difficulties of learning sign languages on the basis of culinary lexis in the Polish Sign Language

The article focuses on the issue of audio and sign bilingualism – a topic that has not yet been thoroughly covered in Polish source literature. The most frequent research in the field of glottodidactics (understood as a specially developed plan that aims to implement literacy in the youngest children, by adapting to their mental, physical and emotional abilities.) focuses on bilingual people who use phonic languages (unimodal bilingualism – phonic). In terms of bilingualism of the deaf, one can speak of either unimodal bilingualism (communicating in two sign languages) or bimodal, sign-print bilingualism, in which a deaf person communicates both in a sign language and a phonic language (Polish) in its written form[1].Different modalities between phonic-modality Polish and the sign language, which is based on visual and spatial modalities, constitute difficulties both for people with hearing impairments, as well as hearing Poles willing to learn a sign language. The further section of the text examines difficulties involved in the acquisition of culinary lexis that may be experienced by hearing people attempting to learn a sign language, as well as deaf people who want to learn Polish.

A World Full of Creativity

Republic of Imagination. That is what Iranian-American writer Azar Nafisi calls the land of belonging for those that don’t belong anywhere but belong everywhere. As she puts it, it is a place that is intensely personal but shared globally.The Republic of Imagination. Sublime.Sublime because nothing drives the need to belong and connect like not belonging and not connecting. Sublime because The Republic of Imagination belongs to all sof us. Sublime because I am a resident of that republic. Today, we are announcing a three-year partnership with Tsinghua University and Zhuangshi Journal of Art and Design. During this time, we will publish three special, bilingual issues of Leonardo examining key and emerging concepts in design and technology. Anchored around a global call for papers, we invite and seek to include diverse views on issues impacting our planet and species.While we have been in conversations for years, the fact that our journey is beginning at a time of tension reminiscent of decades ago, is ironic. This partnership is a reflection of our history, our legacy, and our mission. Leonardo journal’s founder, Frank Malina, envisioned international cooperation on earth and believed in open information exchange. This partnership is the natural result of the friendship between Malina and Tsien Hsue-Shen that began in the 1940s and the collaboration with Shao Dazen, co-editor of the journal in the 1970s. Frank Malina looked beyond walls and past curtains to build connections between people and build trust. This partnership is very Leonardo.Today, what I think of is the global community connected through our imagination and buoyed by our creativity. What I find ironic is that while some recognize and expand the definition of stakeholders of our future to multispecies participants, others focus on redrawing lines on paper that limit our ability to fully harness our collective power to address critical planetary issues.We want to amplify the magic that occurs when hybrid creatives cross boundaries, color outside the lines, and unleash their imagination. We will learn together, learn from each other and create a platform for exchanging ideas on crucial topics.We will collaborate, we will critique, and we will imagine together.Join our boundaryless world of creativity.

A bibliometric analysis of postgraduate theses on bilingualism covering the preschool period in Turkey

Preschool education describes the education process of the child until primary school, and it is also within the scope of child bilingualism. This study examined the studies on bilingualism covering the preschool period in Turkey. The main statement of this study is that related postgraduate theses in different disciplines investigating the issue of bilingualism covering the preschool period are insufficient in the national literature in Turkey. This study aimed to analyze postgraduate theses between 2003 and 2022 registered in the Turkish Higher Education Institution (YÖK) database and to break down different variables. The main findings are that bilingualism studies are mostly concentrated on master's theses, they are not the subject of doctoral theses. Furthermore, education- and teaching-oriented theses are at the forefront and should be handled together with other disciplines. The model of the study is a qualitative case study, and the data of the study were obtained from theses on the website of YÖK. In the analysis of the data, the bibliometric technique is used, and statistics about the subject are created.

Emerging through Fermentation

This year marks the 30th anniversary of Leonardo’s three decades-long partnership with MIT Press. As a tribute, amidst kickoff celebrations, this special, bilingual issue of Leonardo champions the power and promise of the creative spirit to counter the trauma and devastation of a tumultuous time.Created in collaboration with CYLAND Media Arts Lab, the efforts to bring Volume 55, Issue 6 to light required overcoming pressures of dislocation, discrimination, disaster, and war with all the associated anguish, fears, and insecurities. We deeply admire the courage, fortitude, and patient dedication of all those whose contributions made this special issue so special. We are especially grateful to our exceptional editorial colleagues, staff, and partners.Nonetheless, as the events of 2022 unfolded, questions arose regarding Leonardo’s decision to go ahead with this issue and publish work in English and Russian. The following statement reflects our response and our enduring commitment to creative collaboration: We stand for the free and open exchange of culture, ideas, and arts. Our deep partnership with the international arts organization CYLAND Media Arts Lab is an important collaboration that has expanded our international reach and understanding promoting international tolerance and cooperation. In light of the Russian invasion of Ukraine, our colleagues at CYLAND needed to evacuate their offices and homes in St. Petersburg and relocate to safe spaces in Armenia, the US, and Western Europe. As CYLAND no longer had safe access to their festival venue in St. Petersburg, we are privileged to stand by our colleagues and create open space for the exchange of ideas around arts, science, and technology as a statement against censorship and for freedom of expression.In addition to this publication, we have facilitated a satellite of CYLAND’s CYFEST on the theme of Fermentation, taking place at Arizona State University as a companion to the Emerge Festival (November 2022, postponed from March 2020), which Leonardo proudly co-sponsors. Like CYFEST, the Emerge Festival explores the future in evocative ways. This year’s Emerge Festival theme, Eating at the Edges, asks what it means to eat in an increasingly hostile and fragile world of environmental extremes, setting a compelling context for CYFEST’s Fermentation.Both themes resonate with Leonardo as we explore the alchemy of transformation, transmutation, and metamorphosis. Depending on its phase, fermentation can be invisible or unspeakably picturesque, grotesque, putrid, or intoxicating. What might we learn from the process of fermentation and what might emerge from it? Perhaps this is the quest for Leonardo to consider, not only in this special issue, but in the years to come as we find ourselves on the cusp of the next 30 years of provocative inquiry and adventurous publications. Thank you for joining us on this journey.

Bilingualism in Bangladeshi education:

While English overwhelms a section of the Bangladeshi society by virtue of its ‘power and prestige’ factors, it has consolidated its position in the academic domains preserving its ‘fear and resentment’ aspects. Academic authorities demand producing considerable ‘English-knowing’ graduates every year, but a generic apprehension persists that these graduates can hardly meet the challenges of the white-collar local job markets. This apprehension proves that the stature of English is trapped inside an obscure policymaking. If we underscore the concern, also articulated by Pennycook (2002) for constant reciprocity between globalization and localization to avoid the hegemonic influence of English, we might be interested in critically reassessing the issue of bilingualism in our context based on this simple query: should bilingualism be imposed on all Bangladeshis? At the same time, given the falling standard of Bangla proficiency, the imperialism of English—as defined by Phillipson (1992)—also demands attention. Incorporating critical lenses of language planning and bilingualism and bilingual education, based on the content analysis of secondary sources such as published literature and expert opinions, we attempted to highlight the association of power and prestige with English leading to its imposition on Bangladeshi education system.

Bilingualism, Multilingualism and Translingualism as Problems of Modern Culture

On December 3-4, the Faculty of Humanities and Social Sciences of the People’s Friendship University of Russia (RUDN University), in cooperation with Al-Farabi Kazakh National University and the University of Texas at San Antonio, held the 7th International Conference Bilingualism, Multilingualism, Translingualism and Language Education. This unique research and practice project on bilingualism in post-Soviet countries takes place under the guidance of the International Association of Teachers of Russian Language and Literature (IATRLL). The initiators and hosts of the Conference are professors of the RUDN University U. M. Bakhtikireeva and V. P. Sinyachkin. The Conference opened with the speeches of A. V. Dolzhikova (Institute of Russian Language, RUDN University), N. S. Trukhanovskaya (Ministry of Science and Higher Education), S. Kellman (University of Texas), E. D. Suleimenova (Kazakhstanian ATRLL), L. G. Balasanian (Armenian ATRLL). Plenary papers concerned the issues of language crosscultural development, bilingualism, translation in intercultural communication. One of the key topics was the transformation of the institutional language discourse and its impact on education policy. Thematic sessions elaborated on these problems and covered the history and reality of group and individual bilingualism, theory and practice of language teaching and translation. Participants of the Knowledge Transfer workshop discussed possibilities of a systemic approach to teaching Russian for native and non-native speakers. Researchers and language teachers had a great opportunity to share their academic and practical expertise on language education and intercultural communication. In line with the previous conferences, theoretical issues of bilingualism, the study and description of its features attracted considerable attention. The Conference attracted specialists in numerous fields and served as a venue for cooperation: bilingualism today needs further discussion and searching for new answers to the long-standing questions.

СОЦИОЛИНГВИСТИКАНЫН АЙРЫМ МАСЕЛЕЛЕРИ ЖӨНҮНДӨ

The relevant issues of Kyrgyz Sociolinguistics were analyzed in the proposed article. There have been great changes in the language area of Kyrgyzstan after gaining independence. The use of the state language in all domains, the improvement of language policy, as well as the language situation in the language space, the improvement of minority languages, exogloss balanced, exogloss unbalanced language situations and language changes are reflected in this article. Since Kyrgyzstan is a multinational, multi-confessional country, it is necessary to develop a flexible language policy. Thus, it is believed that sociolinguistics and sociolinguists make a great contribution to solving new issues in recent years. To some extent, this article also examines the issues of bilingualism and multilingualism in society.

Kazakh-Russian сode mixing in metacommunicative perspective

The present study focuses on the ethnic bilingualism in Kazakhstan and the code-mixing as a special form of the Kazakh-Russian and Russian-Kazakh bilingualism. The bi- and multilingualism in Kazakhstan is caused by its long standing multiethnicity. Thus, the socio-cultural context in Kazakhstan provides a special angle on the issue of bilingualism and code mixing and differs from bilingual and code-mixed practices caused be active migration processes in the 20th century. The study, first, presents the main outcomes of the sociolinguistics and its new frameworks and methodological applications. Second, the paper analyzes the traditional approaches to Kazakh-Russian bilingualism and the factors that influence the Kazakhs and Russians in using code mixing. The suggested study is guided by the following research question: how consciously and intentionally proceeds the switching between the in the Kazakh and Russian languages and how the hybrid practice is evaluated by the participants of communication. In the questionnaire design the quantitative perspective on research questions asked (where? when?) was extended by its qualitative perspective (how? why?). We demonstrate that there are no fixed ties between educational level of the speakers and their linguistic competence and the language mixed practice, that is not to be labelled in pejorative terms as linguistic errors. In this analysis we show the codemixing not as interference mistakes as influenced by Russian language and culture, presupposed by low language competence of the speakers, but as a dynamic resource and linguistic choice in the interactional communication.

Cognitive and Neurolinguistic Aspects of Interpreting

Over the past decade, a large and growing body of literature has explored the cognitive and neural foundations of interpreting processes. The article explores the relevance of cognitive and neurolinguistic approaches to the process of both simultaneous and consecutive interpreting. The main objective is to reveal the interpreter’s status, his/her mental and linguistic operations as cognitive units in the approaches under review. Firstly, we discuss how both interpreting modes have been understood and defined by various researchers. Secondly, we present the overview of diverse research works on cognitive and neurolinguistic scientific approaches to interpretation, trying to understand and explain the operating of interpreters’ minds. Finally, we focus on the issues of bilingualism and its impact on language comprehension and its production. It has been revealed that interpreting contributes significantly to improving cognitive and neural functions of the brain. Interpreters have always been a key figure in facilitating and bridging communication across cultures and languages. They can input, retain, retrieve, and output data but are limited in processing capacity at any given time. Quite recently, scholars in both interpreting and neurolinguistics have attempted to provide insight into the organization of bilingual speakers’ minds. In interpreting and translation tasks, it has been complemented by research works into language control in a bilingual language mode, with both language systems being simultaneously activated. Taken together, the cognitive and neurolinguistic studies reviewed in the paper support strong recommendations to regard an interpreter as a conceptual mediator relying on both his/her decision-making and probability thinking mechanisms.

Dialectic Second language acquisition and optimal learning age: جدلية اكتساب اللغة الثانية والعمر الأمثل للتعلم

The issue of language education is one of the most delicate human issues. It is very relevant to the social and political history of society and is also one of the issues imposed by human reality. It is also one of the issues that has intensified the differences between linguists and psychologists in the ways of acquiring them. Perhaps there are things that stand in front of the acquisition of the second language, language is not a neutral system or a tool to be used in a timely manner or in a generation and that’s it, but is a language with its luster and heritage and attractiveness, what are the factors that stand in front of the acquisition of the second language? Is there a real conflict between languages ​​affecting the acquisition of language in children? What are the most important stages of growth in children and their relation to linguistic development? In fact, there is a difference between mother tongue, second language and foreign language, differentiating between these concepts will make it easier for us to reach the appropriate age to acquire the language. The reason is that the acquisition or learning of any language stems from the goals related to the life of the individual, whether professional, economic or social. The bilingual issue raises an important question: Are the two linguistic systems of the human brain separate or connected?

Prescriptum: Women on the Road

This bilingual issue which we are now submitting to the reader takes up the theme of broadly understood travelling, being on the road, wandering, both near (not far from home) and very distant (into unknown realms of time and space). Travelling is associated with discovering new places, getting to know people and cultures, gaining experience, sometimes also pursuing a goal along winding and difficult paths. At other times, travel becomes an end in itself; it can be a way of life in which movement and change are core values. Not all journeys presented in this volume serve the purpose of recreation. Some were caused by oppressive conditions and threats to life and livelihood, which result in emigration, alienation and sacrifices that leave their mark on many generations. An inseparable element of travelling is the risk taken by the explorer. However, as the presented collection of articles confirms, journeys often become a creative impulse that leads to discovering oneself and one’s own culture in contact with the people one meets, with their customs and the places one gets to know.

Prescriptum: Women on the Road

This bilingual issue which we are now submitting to the reader takes up the theme of broadly understood travelling, being on the road, wandering, both near (not far from home) and very distant (into unknown realms of time and space). Travelling is associated with discovering new places, getting to know people and cultures, gaining experience, sometimes also pursuing a goal along winding and difficult paths. At other times, travel becomes an end in itself; it can be a way of life in which movement and change are core values. Not all journeys presented in this volume serve the purpose of recreation. Some were caused by oppressive conditions and threats to life and livelihood, which result in emigration, alienation and sacrifices that leave their mark on many generations. An inseparable element of travelling is the risk taken by the explorer. However, as the presented collection of articles confirms, journeys often become a creative impulse that leads to discovering oneself and one’s own culture in contact with the people one meets, with their customs and the places one gets to know.

How to Ensure Bilingualism/Biliteracy in an Indigenous Context: The Case of Icelandic Sign Language

The paper discusses the implementation of a bilingual education language policy in the context of endangered indigenous sign language—Icelandic Sign Language (íslenskt táknmál, ÍTM). Unlike other indigenous endangered languages (e.g., Sámi), or other sign languages (e.g., American Sign Language, ASL), ÍTM has received certain recognition typically associated with equitable language policy—by law, it is considered the “first language” of the deaf/hard of hearing Icelanders; further, Iceland overtly states that ÍTM-signing children must be educated bilingually. However, we show that as a country that has committed itself to linguistic equality as well as the support of indigenous languages under the United Nations Declaration of the Rights of Indigenous People, Iceland still has a way to go—both in terms of language attitudes and the associated implementations. We analyze the current situation focusing on the issues of bilingualism and biliteracy (vis-à-vis indigeneity and endangerment), explain the reason for the state of affairs by contextualizing the barrier to both for signers, and offer an explicit path forward which articulates the responsibilities of the power structures as well as potential outcomes related to revitalization, should these responsibilities be fulfilled.

LINGUISTIC HYBRIDITY AND DEVELOPMENTAL PERSPECTIVES IN CAMEROON

Language politics and the issue of official bilingualism have been factors in Cameroonian politics since the country obtained independence from its respective colonial masters. These phenomena have impacted not only on the operation of state institutions, but also on the cultural and linguistic make-up of the society. This has given birth to cultural and linguistic and perspectives in development. French and English, the two official languages of the country and a legacy of colonialism have created linguistic and sometimes political, social and cultural barriers. Bilingualism, a policy adopted by the government of Cameroon to achieve national unity and integration has often been criticized because of some of its shortcomings. However, this article seeks to prove that despite such shortcomings, cultural and bilingualism have positively impacted the political, historical, economic, social and cultural factors of development in Cameroon.

ТЕХНОЛОГИЯ НАСТАВНИЧЕСТВА КАК ВОЗМОЖНЫЙ СПОСОБ ПРЕОДОЛЕНИЯ РИСКОВ ДОШКОЛЬНОГО БИЛИНГВАЛЬНОГО ОБУЧЕНИЯ / MENTORING TECHNOLOGY AS A POSSIBLE WAY TO OVERCOME THE RISKS OF PRESCHOOL BILINGUAL EDUCATION

At the present stage bilingualism is an actual trend of the time. It should be noted that in Armenia in the methodology of teaching foreign languages this issue is practically not given due attention. The relevant state institutions do not deal with the issues of preschool bilingualism at the proper level. In the modern methodological literature, there is still no clear definition what age period can be considered an early start of language learning and what are the specific features of teaching during this period. Methods of control are not yet clearly developed. The methodology of accounting the extralinguistic factors has not been developed either. When studying the need for pre-school bilingual education, a new serious problem of continuity between preschool and school arises. The article presents the problems, the solution of which requires a great responsibility and professionalism.

PERCEPÇÕES DE FILHOS DE IMIGRANTES SOBRE O AUXÍLIO AOS SEUS PAIS E FAMILIARES EM UM CURSO DE PORTUGUÊS PARA ESTRANGEIROS

Este artigo tem como objetivo identificar as percepções de dois filhos de imigrantes (um paquistanês e uma venezuelana) residentes em Brasília quanto à própria vivência no Brasil, à língua de acolhimento e ao auxílio aos pais e responsáveis em sala de aulas de português como língua adicional. A discussão teórica com temas da questão linguística do Brasil, imigração e bilinguismo foi desenvolvida com base nas obras de McNamara (1967), Grosjean (1982), Henriques (2000), Bolognini e Payer (2005), Megale (2005), Rodrigues, Strey e Pereira (2007), Flores (2009), Cabete (2010), Grosso (2011), Becker e Borges (2015), Cruz (2017), entre outros. Foi feita uma pesquisa qualitativa de natureza exploratória na forma de um estudo de caso (MEIRINHOS; OSÓRIO, 2010; YIN, 2001). Para tanto, os instrumentos de pesquisa para o presente estudo foram escolhidos, como segue: a observação não participante e a entrevista semiestruturada. Como resultado, foi revelado que os participantes reconheceram que o Brasil apresenta uma vasta diferença em termos socioculturais e de religião, possuindo um sentimento afetivo quanto ao seu país natal. Cabe ressaltar, também, que eles ainda estão no processo de desenvolver as quatro habilidades linguísticas da língua de acolhimento e estão vivenciando uma nova experiência por meio do processo de auxílio aos pais e familiares no contexto educacional.

ABOUT THE HOLES OF LANGUAGE LANGUAGE DICTIONARY

This article describes the extralinguistic factor that plays animportant role in the development of languages, as well as the processes ofborrowing words. In particular, the issues of bilingualism are discussed as a result ofbilingualism, which arose under the influence of millennial historical, cultural,economic, political and literary relations between the Uzbek and Tajik peoples.

Cultural and Linguistic Practice with Children with Developmental Language Disorder: Findings from an International Practitioner Survey

Background: The cultural and language diversity across many European countries presents a range of challenges and opportunities for speech and language therapists and other practitioners working with children with developmental language disorders (DLD) and their families. Objective: The aim of this study was to explore practitioners’ perceptions of cultural and linguistic differences in response to children with DLD across different countries. Methods: A survey was developed by practitioners and researchers working with children with DLD across Europe and beyond as part of the work of Cost Action IS1406. Data from 1,358 practitioners from 8 European countries – Ireland, UK, Bulgaria, Poland, Croatia, Spain, Norway and Sweden – and 2 neighbour countries – Turkey and Lebanon – were included in the present analyses, which address two groups of questions. The first focuses on practitioners’ perceptions of the way that parents think about cultural differences and their relationship to language development in their children. The second concerns the extent to which practitioners consider themselves to have the skills to work with children from other cultures and using different languages. Results/Conclusions: Most countries present a similar profile with intermediate results about their perception of cultural issues, but Lebanon and Turkey are the group with the most positive responses. In terms of bilingual issues most practitioners indicated that they only worked in their country’s primary language. The only country where this was not the case was Lebanon. Professionals from Spain and Lebanon form a subgroup in terms of their confidence to work with different cultural/language groups. The paper highlights both the universal importance of cultural and linguistic competence in managing young children’s needs and indicates that in most cases professionals do not think they have the necessary expertise to work with cultural and linguistic diversity.