Languages Other Than English Research Articles

The ideal multilingual self of individuals in conflict-affected situations

ABSTRACT Little research has explored individuals’ multilingual selves when learning a language other than English (LOTE) in conflict-affected situations. Therefore, this qualitative study sought to understand the motivation and ultimate vision of a group of internally displaced Syrians learning Turkish as an L3 or L4 in Afrin on the Syrian-Turkish border. The data were collected from the participants’ written narratives and two subsequent rounds of individual online semi-structured interviews. The data suggest that the participants’ desire to learn Turkish ranged from the need to secure a job in Afrin to reasons associated with achieving their ideal selves by imagining themselves working/studying at a Turkish university and being integrated into the Turkish community in future. The participants were proactive agents, recognising that attending Turkish private tutoring courses with under-qualified tutors was not sufficient to improve their language proficiency. They capitalised on the availability of technology-mediated learning artefacts and the support of some informal actors. This qualitative study has pedagogical implications and provides further evidence of the need for SLA research to serve all multilingual people, not just the privileged, by conducing empirical studies in non-affluent geographies.

Building towards best practice for governments’ public communications in languages other than English: a case study of New South Wales, Australia

ABSTRACT Through NSW’s recent run of bushfires and COVID-19, the importance of government communications reaching the whole public has become increasingly obvious. Other Australian governments, and governments worldwide, face similar challenges. Linguistic exclusion from government communications can create real dangers to individuals and communities and push people towards misinformation. It is a fundamental problem for societies founded on principles of equality, responsible government, and equal civic participation. Yet official government communications practices in languages other than English (LOTEs) are rarely studied. This socio-legal study brings both visibility and an analytic critique to the NSW Government’s public communications practices, building on the authors’ prior analysis of the underlying laws and policies in this journal. This empirical examination of web-based communications from 28 departments and agencies identifies real problems, even though the NSW Government makes some effort to publicly communicate in LOTEs: we found no consistency or predictability across websites in relation to the range of LOTEs used, the amount of LOTE content produced, or the steps by which it could be accessed. The study raises serious concerns about the government’s responsiveness to, representation of, and accountability to NSW’s highly multilingual public, and bolsters the call for more informed and strategic communications policy.

Motivators for learners of languages other than English in college elective courses in a monolingual social setting

Guided by the Second Language Motivational Self System (L2MSS) framework, this study examined to what extent the three L2MSS components of ideal self, ought-to self, and learning experience described the motivation of learners who chose to enroll in college elective courses of modern languages other than English (LOTEs) in the monolingual social setting of Taiwan. Questionnaire surveys were conducted at the end of two consecutive semesters and learners were interviewed. Triangulation of survey and interview data suggested that a positive learning experience was the strongest factor in motivating effort. Although some classroom factors were known, others worth further exploration in instructional settings were pointed out. The ought-to L2 self was found to be an insignificant predictor with questionable validity. Instead, academic responsibility and instrumentality proved more relevant factors in LOTE. Results on ideal self were less straightforward, suggesting that the ideal self for LOTEs may be qualitatively different from the English ideal self. Comparisons of data sets across time and learner groups indicated motivation did not change over time. By considering major L2MSS components and related constructs together, this study uncovered their relative adequacy in explaining LOTE motivation and suggested possible new perspectives for studying motivation in instructed LOTE acquisition.

Translated Transcripts From Covert Recordings Used for Evidence in Court: Issues of Reliability

Nation states increasingly apply electronic surveillance techniques to combat serious and organised crime after broadening and deepening their national security agendas. Covertly obtained recordings from telephone interception and listening devices of conversations related to suspected criminal activity in Languages Other Than English (LOTE) frequently contain jargon and/or code words. Community translators and interpreters are routinely called upon to transcribe intercepted conversations into English for evidentiary purposes. This paper examines the language capabilities of community translators and interpreters undertaking this work for law enforcement agencies in the Australian state of Victoria. Using data collected during the observation of public court trials, this paper presents a detailed analysis of Vietnamese-to-English translated transcripts submitted as evidence by the Prosecution in drug-related criminal cases. The data analysis reveals that translated transcripts presented for use as evidence in drug-related trials contain frequent and significant errors. However, these discrepancies are difficult to detect in the complex environment of a court trial without the expert skills of an independent discourse analyst fluent in both languages involved. As a result, trials tend to proceed without the reliability of the translated transcript being adequately tested.

Language learners as invisible planners: a case study of an Arabic language program in a Chinese university

ABSTRACT Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and dialogical construct. We investigated how 24 participants representing three groups of actors—people with power, people with expertise, and people with interest—exercised their agency during the five stages of language planning stipulated by the process model of Language Management Theory (i.e. noting, evaluation, adjustment design, implementation, feedback). Drawing on narrative accounts and semi-structured interviews, the findings revealed constant interactions between different actors distributed through the five stages. In particular, we found that the five stages did not proceed in a linear way, and the findings demonstrated the presence of an internal cycle in addition to the external cycle in the micro language planning process. Language learners are invisible planners in the LOTE program. The study concludes that different actors in the local context need to make coordinated efforts to negotiate spaces to sustain the teaching and learning of less commonly taught languages, despite various structural constraints.

Understanding China’s LOTE learners’ perceptions and choices of LOTE(s) and English learning: a linguistic market perspective

ABSTRACT This study examines how China’s LOTE (languages other than English) students perceive English and their target languages as different types of linguistic capital with different values, and how they exercise their agency as micro level LPP (language planning and policy) actors in language learning. Data were gathered from in-depth interviews with 35 university students (including Hindi, Persian and Thai learners) and analysed through the lens of individual agency in language planning and policy, as well as the Bourdieusian constructs of linguistic capital and the linguistic market. The findings reveal that English is regarded as a requisite, while LOTE(s) is/are perceived as a plus by LOTE learners. It was also found that English learning seems to be a default choice among LOTE learners, while LOTE learning is more often an extra choice in their language learning investment. Such findings have a counter-intuitive implication, namely that without recognizing the role of LOTE learners as micro LPP agents and the gap between the individual needs of career development and the macro and meso level demands for high-level multilingual personnel, LOTE education planning and policy may contribute to the English domination over LOTE(s) rather than enhancing (supra-)national linguistic capacity and multilingual and multicultural diversity.

Changes in Rates and Modality of Interpreter Use for Pediatric Emergency Department Patients in the COVID-19 Era.

BackgroundAs the COVID-19 pandemic continues, health care systems around the world have changed care delivery in significant ways. Racial and ethnic disparities have emerged for COVID-19 infection rates, morbidity, and mortality. Inequities in care and underutilization of interpretation for patients who use a language other than English (LOE) for care existed prior to this era. This study sought to evaluate interpreter use in a pediatric emergency department (ED) as changes associated with COVID-19 were implemented.MethodsED records were reviewed from December 1, 2019, to July 31, 2020. Patients were classified as having LOE if they preferred a language other than English and consented to interpretation. Statistical process control was used to analyze changes in interpreter use over time, relative to the onset of COVID-19–related operational changes. Beginning March 1, 2020, in-person interpreters were no longer available and staff were encouraged to communicate from outside the patient room when possible; this change served as the exposure of interest. Interpreter use for LOE patients, overall and by triage acuity level, was the study outcome.ResultsA total of 26,787 encounters were included. The weekly mean proportion of encounters that used interpretation for patients with LOE increased from 59% to 73% after the onset of COVID-19. This increase met criteria for special cause variation. Interpretation modality changed to being mostly by phone from previously by video or in-person.ConclusionOperational changes in the ED related to COVID-19 were associated with increased interpreter use. Possible explanations include lower patient volumes or changes in model of care that encouraged interpreter use by a variety of modalities.

Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China

Abstract This study explores language other than English (LOTE) learners’ third language (L3) motivational dynamics within the framework of the L2 motivational self-system theory. Analytical primacy is given to the role of the language learning experience in generating individual variances and non-linearities in motivational development. Four Japanese-major university students depicted their distinct L3 motivational fluctuations on a Motivational Timeline Sheet and recounted their stories of learning experience through narrative interviews, which were coded revealing the corresponding changes in learners’ L3 self-guides. It is found that learners’ meaning-making of experience provides the foundation for their self-guide construction, which leads to the emergence of motivation. Self-efficacy, relational influences, and perceived relevance of L3 learning play mediating roles between the learning experience and motivational change. This study calls for a non-reductionist and developmental way of conceptualising LOTE-as-L3 motivation and for attention paid to the unique opportunities and struggles faced by LOTE learners.

I Want to Teach in the Regional Areas: A Qualitative Study about Teachers’ Career Experiences and Decisions in Regional Australia

The Australian government seeks to develop regional and rural communities and school systems. One of the challenges would be the human resources and workforce for registered and qualified teachers, particularly in the field of Languages Other Than English (LOTE). Based on social cognitive career theory (Dos Santos, 2021a; Lent et al., 1994), this study focused on the career perspectives and career decision-making processes of registered and qualified teachers in the field of Languages Other Than English (LOTE). The following research question guided the direction of this study, why would registered and qualified teachers in the Languages Other Than English (LOTE) field (i.e. foreign languages) decide to move to Australian regional and rural communities to develop their teaching career? With the general inductive approach, 18 participants were invited for the interview sessions and focus group activities. The results of this study indicated that missions and goals for development in the regional and rural communities and governmental encouragement for regional and rural developments are the two personal consideration elements. The sharing and comments become a blueprint for government agencies, school leaders, and policymakers to reform the current human resources plans and schemes to attach additional workforce to the regional and rural communities, particularly for teachers. Received: 20 May 2021 / Accepted: 13 July 2021 / Published: 5 September 2021

Translanguaging multimodal pedagogy in French pronunciation instruction: Vis-à-vis students’ spontaneous translanguaging

Researchers have emphasized the significant potential of translanguaging and multimodal pedagogical strategies for language teaching, but their application in teaching languages other than English (LOTEs) has yet to be examined. Furthermore, previous studies have distinguished pedagogical translanguaging from spontaneous translanguaging, but few of them have discussed their interaction in teaching. To address these two gaps, this paper reports on a practitioner research project into the implementation of translanguaging multimodal pedagogical strategies, based on multilingual students’ spontaneous translanguaging practices and their effects on achievement and satisfaction while learning beginner French in a Chinese university. The data consists of recordings of 34 multilingual students’ pronunciation tasks before and after an intervention, classroom videos, semi-structured interviews with seven students, and the teacher’s self-reflection journal. The analysis reveals that the learners generally displayed statistically significant academic achievement and a strong preference for the new pedagogy. The findings not only provide positive evidence for the application of translanguaging multimodality pedagogy in LOTE classrooms, but also develop a dynamic and interactive system for translanguaging pedagogy. In addition, the study has devised a set of operational procedures for pedagogical translanguaging design and holistic evaluation, for application in foreign language education more generally.

The emergence of the multilingual motivational system in Chinese learners

What motivates people to learn a language other than English (LOTE) in addition to English? As distinct as the motivational systems to learn different languages might be, they can also be understood as different interconnected subsystems embedded in a larger system. Previous studies have argued that such motivational systems may be in constant interaction with each other, in co-adaption to the learning context, and lead to the emergence of an ideal multilingual self system. Following this argumentation, the current study examines the emergence of a multilingual motivational system among Chinese learners. English + LOTE (E-LOTE) learners were compared to English-only learners to uncover the special attributes in E-LOTE learners' motivations; then the relationship between the E-LOTE learners' motivation to learn English and to learn the LOTE was investigated. The results demonstrated that E-LOTE learners had a higher interest in English than the English-only learners and had established a more salient ideal English self. Moreover, the E-LOTE learners’ motivation to learn the two languages interacted with each other over time. These results confirm the hypothesis that a multilingual motivational system emerges from the self-organization of the learner system and the co-adaption to the context.

Current L2 self-concept of Finnish comprehensive school students: The role of grades, parents, peers, and society

L2 (second/foreign language) motivation research in Finland has been scarce. Furthermore, international motivational research has focused more on ideal and ought-to selves, leaving the current L2 self-concept in the background. In the present study, we attempted to address this gap, exploring what shapes L1 (mother tongue) Finnish students' understanding of themselves as users and learners of L2s. Using structural equation modelling, we studied the relationships between students' (n = 1,206) current L2 self-concept and parental encouragement, peer pressure, societal expectations, and grades. We further studied which of these factors are the best predictors of students' current L2 self-concept. We explored these relationships separately for English and languages other than English (LOTEs). The analysis showed that while in both groups, students' grades and societal expectations shaped students' current L2 self-concept the most, other factors played a greater role in the LOTEs group than in the English group. We discuss these findings with reference to the teacher's role in shaping students' current L2 self-concept.

The linguistic landscape of an Urban Hispanic-Serving Institution in the United States

ABSTRACT This paper critically analyzes the linguistic landscape (LL) of the three campuses of Northeastern Illinois University (NEIU), a federally-designated Hispanic-Serving Institution (HSI) located in Chicago, to examine the role that languages other than English (LOTE), Spanish specifically, play in signage on the campuses vis-à-vis English. This paper argues that despite NEIU’s HSI status, Spanish plays no dominant role in public signage on the three campuses, even on the campus called “El Centro.”

Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?

The present quantitative study is part of the new wave of research into the psychology of language teachers and their emotions (Gkonou, Dewaele & King, 2020). It also answers the call for more studies on languages other than English (LOTEs) by considering feedback from 174 Italian as Foreign Language (FL) teachers based in Italy and abroad. The study investigated the relationship between two psychological factors, Well-being and Resilience and one novel emotional factor, namely Foreign Language Teaching Enjoyment (FLTE), adapted from previous studies on learners’ Foreign Language Enjoyment. Correlations analyses followed by a multiple regression analysis showed that Resilience was the strongest predictor of FLTE, explaining 12.4% of variance, followed by Well-being which explains a further 3.9% of variance. The findings of the study are discussed in the light of previous studies. We suggest that happy and resilient teachers who enjoy their profession constitute the very basis of students’ progress, as the positive emotional atmosphere they establish in the classroom is a pre-condition for linguistic and psychological growth. The new 9-item scale is recommended for future research on FLTE.

Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities

Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.

Influence of language skills on the choice of terms used to describe lung sounds in a language other than English: a cross-sectional survey of staff physicians, residents and medical students

IntroductionThe value of chest auscultation would be enhanced by the use of a standardised terminology. To that end, the recommended English terminology must be transferred to a language other than...

Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates

AbstractMultilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and learning of languages. As a result, research on language teaching and learning in super‐diverse contexts has acquired greater importance, yet the teaching of languages other than English (LOTE), specifically LOTE teacher beliefs and practices, has received comparatively little attention to date. To shed more light on teacher beliefs and practices as these concern the teaching of LOTEs to multilingual students, this study explored the extent to which 100 Arabic language teachers, working in UK‐curriculum secondary schools in the United Arab Emirates, used their students’ multilingualism as a resource during lessons and developed their self‐regulation and language awareness through specific activities. The findings regarding the participants’ efforts to develop their students’ self‐regulation and language awareness revealed an unexpected, negative correlation between their degree of multilingualism and their reported practices.

Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self

ABSTRACT While interest in multilingualism is growing, in the field of motivation little research has examined the role played by learners’ multilingual selves in constructing their motivation to learn a foreign language other than English (LOTE). Based on a dynamic model of the L2 Motivational Self System, this study explores how Chinese undergraduates’ LOTE motivation is constructed temporally and contextually. In particular, it examines how motivation for being multilingual influences the formation of LOTE motivational trajectories. A longitudinal qualitative research design, which focused on learners’ introspection and behaviours, was adopted to reveal the complexity of LOTE motivation. Interviews, written journals and class observation were employed to collect data at one Chinese university over a course of one academic year. Findings suggest that learners’ motivation was constructed through the interplay between their future language selves and current learning experiences, during which they interacted with their situated contexts and negotiated the value of learning a LOTE. Notably, during this process the development of a multilingual motivation was revealed to be crucial for learners to understand the significance of LOTE learning and strengthen their LOTE motivation. Implications emphasise the importance of language educators helping learners to obtain cross-linguistic experiences and construct ideal multilingual selves.

Representations of Asia in Western Australian Public Library Collections

ABSTRACT This research examines Western Australian (WA) public library collections and the representations of Asia in these collections. Serving the needs of the general public within a certain geographic area, public libraries collect materials in all formats and genres based on institutional priorities related to community or user needs and interests. This paper presents findings from a 2019 survey and series of interviews with librarians from WA public libraries to find out more about their collections by examining two types of materials: (1) items about Asia and, (2) items in Asian languages. The key findings are as follows: (1) relatively little attention is paid to cultural representations of the community in the development collections in WA’s public libraries (2) LOTE (Languages other than English) materials make up a small percentage of WA public libraries’ overall collections; and (3) representations of Asia within the collections are associated thematically with migrant support, travel destinations, cool Asia, and food cultures. This study makes a contribution to research and practice in this area by employing an interdisciplinary approach using cultural studies, library and information studies frameworks, introducing new ways of thinking about these collections and how library materials connect to cultural identity.

Cultural and Linguistic Diversity Among Children and Families Referred for Diagnostic Evaluation of Developmental Delay and Disability: Implications for Service Delivery

AbstractA significant proportion of health‐ and disability‐sector consumers in Australia speak a language other than English (LOTE) at home. Barriers to service access in culturally and linguistically diverse (CALD) populations are acknowledged; however, there is limited data to guide service delivery among care providers. The aims of the present study were to investigate the linguistic diversity of preschool‐aged children and families presenting for diagnostic assessment of developmental delay and disability at the Disability Specialist Unit, a multidisciplinary assessment service, and assess whether CALD status was associated with poorer service engagement. Specifically, it was hypothesized that CALD status would be associated with decreased likelihood of receiving intervention (particularly multidisciplinary intervention) and attending center‐based care, and an increased likelihood of requiring referral to access available government funding. A retrospective record audit was undertaken of 88 clients seen by the Disability Specialist Unit over a 12‐month period to collect information about CALD status (whether a LOTE was spoken at home) and a range of clinically relevant variables including clinical diagnosis/es, age at assessment, involvement with therapies, attendance at center‐based child care, and whether a referral to access government funding was required. Differences between CALD and non‐CALD groups were explored statistically via odds ratios and independent samples t test. Children from CALD backgrounds were significantly less likely than non‐CALD children to be engaged in multidisciplinary therapy at the time of assessment and significantly more likely to require support to access funding than children from non‐CALD families. Furthermore, children from CALD backgrounds were significantly more likely to receive a diagnosis of autism spectrum disorder and global developmental delay or ID. These findings suggest that children from CALD backgrounds are disadvantaged compared to non‐CALD children with respect to service access at the point of tertiary diagnostic evaluation of a developmental disability. Implications for service delivery are discussed.