Monolingual Contexts Research Articles

TIEMPOS VERBALES Y NARRACIÓN: UN ANÁLISIS DEL SISTEMA VERBAL EN LAS PRODUCCIONES DE HABLANTES DE ESPAÑOL COMO LENGUA DE HERENCIA

Resumen Este artículo se propone estudiar el empleo de los tiempos verbales en narraciones escritas, producidas por niños hablantes de español como lengua de herencia (ELH), que crecen en un contexto plurilingüe. En esta contribución, analizamos la distribución y el nivel de adecuación de los tiempos verbales, con un foco particular en dos aspectos problemáticos para los hablantes de lengua de origen: el contraste perfectivo/ imperfectivo y el uso del subjuntivo. Asimismo, comparamos los textos de hablantes de lengua de herencia (LH) con narrativas producidas por niños que crecen en un contexto monolingüe español. Los participantes fueron 165 niños (edades 8.6 -13.7): 118 niños ELH y 47 niños que crecían en un contexto en el que el español es la lengua mayoritaria. Los resultados mostraron un nivel de adecuación en el empleo de los verbos y una distribución similar de los tiempos utilizados en ambos grupos. Sin embargo, los niños del grupo ELH utilizaron formas particulares de los tiempos del pasado y eran menos precisos en la oposición del aspecto y en el uso del modo subjuntivo.

Epistemic Diversity and the Question of Lingua Franca in Science and Philosophy

Epistemic diversity is the ability or possibility of producing diverse and rich epistemic apparati to make sense of the world around us. In this paper we discuss whether, and to what extent, different conceptions of knowledge—notably as ‘justified true belief’ and as ‘distributed and embodied cognition’—hinder or foster epistemic diversity. We then link this discussion to the widespread move in science and philosophy towards monolingual disciplinary environments. We argue that English, despite all appearance, is no Lingua Franca, and we give reasons why epistemic diversity is also deeply hindered is monolingual contexts. Finally, we sketch a proposal for multilingual academia where epistemic diversity is thereby fostered.

The effects of CLIL on content knowledge in monolingual contexts

ABSTRACTThe adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming. This study, which forms part of the wider MON-CLIL investigation into CLIL instruction in monolingual areas of Spain, aims to contribute to the developing body of knowledge by comparing academic performance in science in primary education and natural science in compulsory secondary education. In addition to comparing school results for a sample of 93 public, charter (semi-private) and private primary students and 139 public and charter secondary students (total = 232), this study also involved a stepwise discriminant analysis with other potential intervening variables in order to determine the extent to which differences might be due to instruction type or to other factors. Significant differences were detected between certain school types in favour of non-CLIL groups in primary education, while differences also existed between public secondary groups in favour of CLIL. These findings seem to indicate that CLIL instruction had no detrimental effects on the science learning of the secondary learners participating in the study.

The effects of CLIL on L1 competence development in monolingual contexts

ABSTRACTVery little research has been conducted on the effects of CLIL on L1 competence development. This article compares CLIL and non-CLIL learners’ levels of attainment in Spanish Language and Literature in seven public schools in the South of Spain. Learners’ verbal intelligence and motivation were previously matched in order to homogenise the sample. This study focuses on a total of seven public schools (N = 271) in the province of Seville, at both primary and secondary level. Students’ performance in L1 (Spanish) was compared to check differences between CLIL and non-CLIL strands. The results suggest that students in CLIL programmes do better in their end-of-year Spanish Language and Literature assessment, compared with students in non-CLIL strands, and that these differences are not due to setting (rural vs. urban). There is also some evidence to suggest that amount, distribution and type of L1 and FL input in CLIL classes might be factors accounting for CLIL learners’ positive results in the L1. Teachers and students surveyed generally believe that CLIL has a positive impact in this area, particularly on students’ understanding of how language works.

Impact of the socio-economic status on the German receptive noun and verb vocabulary in simultaneous bilingual children with Russian and Turkish as heritage languages

A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.

Secondary schools’ administration perspective on content and language integrated learning: the case of Lithuania

The aim of the present study is to investigate the present state and existing models of Content and Language Integrated Learning (CLIL) in the monolingual context of Lithuania and the current perspective of school administrators (school principals and vice-principals) on CLIL and its implementation in Lithuanian secondary schools. A survey of three hundred and one school administrators was conducted. The article discusses the results of the survey by considering the present state of CLIL in Lithuanian secondary schools, the factors that would motivate school administrators to be more willing to engage in CLIL implementation, and the help that school administrators perceive as necessary for more efficient CLIL implementation in their schools. The results of the present study are intended to provide suggestions and recommendations for using CLIL more effectively in Lithuanian secondary school classrooms. / Keywords: CLIL, bilingual education, secondary schools, school administrators, survey

CLIL and elitism: myth or reality?

ABSTRACTThis article aims to shed light on the question of elitism in CLIL by exploring empirical evidence taken from a large-scale longitudinal investigation based in Spain. To this end, it reports on a quantitative study into the effects of CLIL programmes on the English language attainment of primary and secondary education students in monolingual contexts. The study uses a sample of 2024 students from twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups; and has factored in several intervening variables. It approaches the topic from a three-pronged perspective: by determining whether the most motivated, intelligent, and linguistically proficient students are in fact found in CLIL groups; by analysing the possible differential effect of socio-economic variables on L2 attainment; and by examining whether CLIL has the potential to work even in disadvantaged contexts. The results suggest that, while certain variables impact on language education in both CLIL and non-CLIL settings, others do not have such a substantial effect in CLIL scenarios as in non-bilingual settings. Thus the broader take-away is that commonly harboured beliefs vis-à-vis the elitism of bilingual programmes need to be re-examined and a possible future research agenda is suggested to continue advancing in this area.

Multiple pathways to multilingual investment: a collective case study of self-identified Mexican students in the U.S

ABSTRACTThe children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual, and multicultural students often encounter mononational, monolingual, and monocultural ideologies in their schools and communities. The result is that potentially hybridized learning contexts turn into sites of struggle for continued positive multilingual identities and investments. This multiple case study implemented surveys and interviews to explore the factors that contribute to the high multilingual investment of three self-identifying Mexican students residing in the U.S. Findings indicate that strong family relationships, formal coursework in Spanish, as well as a strong ethnic identity as Mexicans are interrelated factors that contribute to their high multilingual investment. In turn, this study suggests there are multiple pathways for Spanish-speakers residing in the U.S. to maintain, develop, and regularly use their Spanish abilities even in English hegemonic contexts. Dual language education is a powerful factor, but formal Spanish courses at the secondary and post-secondary level are also equally strong contributors when dual language education is not available. Furthermore, years of schooling in Mexico can counter monolingual educational contexts that adolescents often encounter. Implications for how educators may further facilitate positive and powerful multilingual identities and investments with their students along the educational pipeline are explored with a specific attention to Spanish language programming and raciolinguistic ideologies.

Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context

This cross-sectional study examines the impact of CLIL programmes on Primary and Secondary Education learners’ oral abilities in the monolingual community of Extremadura (Spain). The evolution of the bilingual (CLIL) and non-bilingual (EFL) strands from Primary Education to Compulsory Secondary Education to Baccalaureate is traced through the administration of post- and delayed post-tests. Results indicate that the experimental group (CLIL) obtains better results in both oral abilities than the control group (EFL), with such differences being much more noticeable with time and experience, especially speaking. Contrary to what might be thought, the extramural exposure intensity factor does not operate with the expected impact on CLIL learners’ developing oral competence in terms of statistical significance.

The impact of CLIL on English language competence in a monolingual context: a longitudinal perspective

ABSTRACTThis study examines the impact of CLIL on the English language competence achieved by students in primary and secondary education in the monolingual autonomous community of Extremadura (Spain) and extends investigation to a year after the end of the secondary CLIL programme when students were finishing their first year of bachillerato. To compare CLIL and non-CLIL strands effectively, the homogeneity of participants was carefully controlled. This study also looked at ‘type of school’ (public schools vs. charter schools) as a variable having a potential differential effect on students’ L2 achievement. Comparing CLIL and non-CLIL groups in public schools, significant advantages were observed for CLIL pupils at the end of secondary education and were even more marked at the end of the first year of bachillerato. However, when comparing public school CLIL students with charter school non-CLIL students, no statistically significant differences were found in the language competences tested. The public school non-CLIL students showed significantly lower performance on all measures at all levels compared with charter school non-CLIL students. Thus it could be argued that CLIL streams in public schools may help to compensate for the advantage that charter schools typically represent in general academic achievement and English language competence.

Language policy as ‘frozen’ ideology: exploring the administrative function in Swedish higher education

ABSTRACTThis article examines Language Policy documents within higher education institutions in Sweden. Its main focus is on how national language policies and policies for internationalization of the higher education are reinterpreted as local language policy. The analysis of ideologies surrounding the prescribed language(s) in meetings of decision making bodies in fifteen local Language Policy documents reveals how a monolingual national language policy is negotiated to accommodate an internationalized multilingual workplace. When the multilingual context of the internationalized university intrudes on the nationally oriented context of public administration, which favors Swedish as a default language, there are two solutions to be found in the language policy documents. (1) a temporary or permanent shift towards an internationally oriented monolingual context by allowing the use of another language, favoring English, or (2) a temporary or permanent shift towards parallel language-informed practices. Restrictive measures are found to construct situations where participation is made possible for non-regular non-Swedish-speaking members, while permissive measures provide inclusion for regular non-Swedish-speaking members, too.

The possibilities of elective bilingualism in BFLA: raising bilingual children in monolingual contexts.

The possibilities of elective bilingualism in BFLA: raising bilingual children in monolingual contexts.

The possibilities of elective bilingualism in BFLA: raising bilingual children in monolingual contexts.

The possibilities of elective bilingualism in BFLA: raising bilingual children in monolingual contexts.

CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia

ABSTRACTThis paper presents an investigation into stakeholder perspectives on the methodology, materials and resources and assessment procedures employed in a bilingual (CLIL) programme in a monolingual context. A total of 873 respondents (544 students, 92 teachers and 237 parents) in Andalusia, Spain (more specifically, in the provinces of Málaga and Cádiz) took part in the study. Questionnaires and focus groups were used to gauge stakeholder perspectives on important curricular issues, which were then interpreted within the framework of a SWOT (strengths, weaknesses, opportunities and threats) analysis. The most commonly reported methodological strength of the programme was its use of innovative pedagogical practices, which seem to be spreading from the CLIL programme into the mainstream programme. Inadequate teacher training in the CLIL methodology was the most commonly reported weakness by teachers. To provide a more comprehensive picture of stakeholders’ views of the programme between-group comparisons were also performed. These indicated that there were group differences in perceptions of numerous CLIL-related issues, which emphasises the need to pay attention to how the different groups involved interpret the CLIL educational experience.

Language, ethnicity, and the nation-state: on Max Weber’s conception of “imagined linguistic community”

Methodological nationalism in sociological theory is unfit for the current globalized era, and should be discarded. In light of this contention, the present article discusses Max Weber’s view of language as a way to relativize the frame of the national society. While a “linguistic turn” in sociology since the 1960s has assumed that the sharing of language—linguistic community—stands as an intersubjective foundation for understanding of meaning, Weber saw linguistic community as constructed. From Weber’s rationalist, subjectivist, individualist viewpoint, linguistic community was a result of social actions, not a prior entity as assumed by German metaphysical organicism (and historicist holism). Indeed, Central Europe in Weber’s era was a battlefield of linguistic nationalism(s); in contrast to the national societies of the Cold War period, national borders were unstable and ultimately the multiethnic empires of the region were dismantled after World War I into ethnolinguistic nation-states. Experience of this contemporary reality brought Weber to the core of the relationship between language and politics: A language community is an imaginary one demarcated not by language itself but by conscious opposition against outsiders, with monolingual contexts within borders created artificially by homogenizing policies like linguistic standardization and national education—the first modernity of language. In this way, Weber felt, language can be a means to domination.

La ficcionalidad como estrategia didáctica en el desarrollo de la competencia comunicativa intercultural en las lenguas-culturas extranjeras

Este artículo es el resultado de una investigación en la que se didactiza la Competencia Comunicativa Intercultural (CCI) a través de la Hermenéutica Crítica y el Aprendizaje Colaborativo en el proceso de enseñanza-aprendizaje del francés como lengua extranjera. Para vencer las barreras socioculturales que se encuentran en el contexto sociolingüístico mayoritariamente monolingüe en que se lleva a cabo el proyecto, se recurre a la ficcionalidad con el propósito de recrear espacios interculturales ambientados por mundos ficcionales creados por los equipos de trabajo de los estudiantes de la Universidad del Quindío del Programa de Licenciatura en Lenguas Modernas. Se pretende demostrar que el pacto ficcional es una alternativa narrativa didácticamente viable que permite ubicar a los estudiantes en espacios verosímiles.

Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development

Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers’ professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants’ discourses drew on hegemonic, colonial, and manipulative ideas. Nevertheless, when dialoguing and peer coaching, a discourse of resistance was constituted. The study suggested further research into teachers’ professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one.

The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts

This article reports on a quantitative study into the effects of CLIL programs on the L1 competence and content knowledge of Primary and Secondary Education students in monolingual contexts. It has worked with a sample of 2024 students in twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups in terms of motivation, verbal intelligence, and English level; and has factored in type of school, setting, and socioeconomic status as intervening variables. It has also carried out successive discriminant analyses in order to determine which variables are responsible for the differences ascertained. The results evince that CLIL is not detrimentally impacting L1 competence and is not watering down content learning, on which the positive impact of CLIL is particularly felt in the long term. The modulating effect exerted by the moderating variables considered is substantial for type of school and SES, but not for rural-urban setting.

Introducing the Special Issue: Clausal and Nominal Complements in Monolingual and Bilingual Grammars

To introduce this Special Issue entitled Clausal and Nominal Complements in Monolingual and Bilingual Grammars, we begin by explaining what originally motivated this Special Issue [...]

Phonetic drift in Spanish-English bilinguals: Experiment and a self-organizing model

Studies of speech accommodation provide evidence for change in use of language structures beyond the critical/sensitive period. For example, Sancier and Fowler (1997) found changes in the voice-onset-times (VOTs) of both languages of a Portuguese-English bilingual as a function of her language context. Though accommodation has been studied widely within a monolingual context, it has received less attention in and between the languages of bilinguals. We tested whether these findings of phonetic accommodation, speech accommodation at the phonetic level, would generalize to a sample of Spanish-English bilinguals. We recorded participants reading Spanish and English sentences after 3–4months in the US and after 2–4weeks in a Spanish speaking country and measured the VOTs of their voiceless plosives. Our statistical analyses show that participants’ English VOTs drifted towards those of the ambient language, but their Spanish VOTs did not. We found considerable variation in the extent of individual participants’ drift in English. Further analysis of our results suggested that native-likeness of L2 VOTs and extent of active language use predict the extent of drift. We provide a model based on principles of self-organizing dynamical systems to account for our Spanish-English phonetic drift findings and the Portuguese-English findings.