Multilingual Contexts Research Articles

Challenges and Techniques in Multilingual Fake News Detection

The spread of false information across language and cultural barriers poses a significant threat to global societies. This study investigates the obstacles in detecting misinformation in various languages, including linguistic diversity, limited datasets, cultural nuances, and the ever- changing strategies of disinformation propagators. These complex issues require advanced methods to effectively identify and combat false information across multiple languages. The research evaluates several prominent machine learning approaches, such as Support Vector Machines (SVM), Random Forest, K-Nearest Neighbors (KNN), Logistic Regression, Decision Trees, and Natural Language Processing (NLP) techniques. By examining their effectiveness in multilingual contexts, this study sheds light on the advantages and drawbacks of each method. It underscores the need for continuous innovation and collaborative efforts in developing robust detection systems that can adapt to the ever-changing landscape of misinformation. These initiatives aim to promote informed public discourse and improve information integrity across diverse cultural contexts. Key Words: Multilingual Fake News Detection, Machine Learning, Machine Learning algorithms, Natural Language Processing, Misinformation.

The joy of reading – Emirati fathers’ insights into shared reading with young children in a multilingual context

ABSTRACT This paper reports findings from a research and development project to support fathers’ involvement with their children’s literacy development. Eighty Emirati fathers attended workshops about sharing reading with their young children, where they were provided with a variety of children’s picture books in both Arabic and English, and reported their experiences of sharing reading in their homes with their young children. In the context of a rapidly evolving United Arab Emirates, the role of fathers is changing within this multilingual society to encompass enhanced engagement with their young children. Emirati fathers reported their experiences via WhatsApp voice-notes and text messages, which offered a naturalistic and culturally appropriate way for them to share their everyday shared reading activities. The overarching takeaway from these responses indicates a sense of their joy at engaging with their children in such volitional shared reading experiences. This leads to a feeling of wellbeing for themselves and their children, as well as a way of being more engaged in child-rearing in this nation which is moving towards more shared spousal responsibilities and more of an emphasis on the importance of connecting with their young children, for not only their children’s benefit but also their own.

English and Regional Media Coverage of the 2022 Heatwave in India

ABSTRACT The 2022 heatwave in India formed part of a pattern of extreme weather events in the country, which are becoming more intense, frequent, or prolonged. The aim of this study is to explore media coverage of climate change and extreme events in a multilingual media context such as India. Data analysis of a large and diverse sample of Indian media coverage of the 2022 heatwave (n = 309) suggests that only 1 in every 7 news articles (14%) mentioned climate change in their heatwave coverage in the English press, and less than 10% in the Hindi, Telugu, and Marathi language news media. However, many English-language articles reported the links between climate change and the heatwave, although the figure was much lower for the other languages. Two Event Attribution studies analyzing the heatwave were widely quoted, albeit with some inaccuracies. Indian scientists were the most cited, whereas politicians and NGOs were largely absent, in contrast to previous research. Journalists regularly covered three aspects that affect the impact of the heatwave on ordinary people, namely emergency responses, disaster planning, and vulnerabilities. This study concludes by exploring theoretical and practical recommendations for media coverage of heatwaves and climate change.

(Dis)empowering native speakers? Teachers’ perceptions in Malta

Abstract The article explores the perceptions of English language teachers in Malta with respect to native English-speaking teachers. It discusses the results of a small-scale study involving interviews with teachers working in a boutique English language school. Although the participants acknowledge English’s global significance, the idea of NS supremacy persists. Malta’s colonial heritage reinforces the authority belonging to the NS and influences teachers’ perceptions, with those participants hailing from former colonies struggling with how the NS/NNS dichotomy affected their self-perception. The study discusses the enduring power of the standard varieties possessing prestige, and how British colonialism still impacts teachers’ perceptions. It emphasizes the duty to oppose native-speakerism and promote teachers’ cultural diversity. Finally, the article underscores the necessity for further teacher professional development tailored to the changing Maltese multilingual context amid English’s transformation from the language of power to a lingua franca.

Developing and validating a scale for English-medium instruction pedagogical competency in multilingual and multicultural classrooms

ABSTRACT This study aimed to create a scale that is better aligned with and tailored to the needs and perspectives of students for evaluating teachers’ EMI pedagogical competency in the multilingual and multicultural higher education context. Based on a literature review, a preliminary scale was developed. After an expert survey of six EMI experts to ensure face and content validity, exploratory and confirmatory factor analyses were conducted to validate the scale by examining its convergent validity, discriminant validity, and internal consistency. The result suggested that the scale was comprised of 22 items and 3 factors, viz., ‘general EMI pedagogical competency’, ‘adapt teaching to adjust for variation in culture and academic/linguistic ability’, and ‘boosting student involvement and positive affection toward EMI. The scale exhibited adequate reliability and validity and could be employed to evaluate tutors’ EMI competency in multilingual and multicultural classrooms. This study argued that in addition to possessing general EMI pedagogical competency, teachers should also develop additional competency related to widely-discussed student EMI anxiety and multilingual and multicultural backgrounds. This scale could serve as a framework for EMI professional development in the higher education sector, but also a tool enhancing teachers’ reflexivity in their EMI practice.

Pedagogical translanguaging and trans-semiotizing in a LOTE Arabic classroom: the coordination of semiotic resources in alphabetic teaching and learning

ABSTRACT Purpose Based on the notion of translanguaging/trans-semiotizing, the study aims to explore an effective pedagogy in a foreign language classroom to respond to the multilingual and multimodal context and facilitate language teaching and learning. Specifically speaking, the study attempts to investigate the coordination of multiple semiotic resources during the teaching and learning of Arabic alphabet in a LOTE (Language other than English) Arabic classroom at a Chinese university. Design Drawing from a classroom ethnography for two academic years, the current study collected data from a focal Arabic teacher and learners via classroom recordings, semi-structured interviews, and stimulated recalls; multimodal conversational analysis and qualitative content analysis were used to analyze the data. Findings The findings illustrate how multilingual resources can be activated to organize the classroom, how multimodal resources can be coordinated to contribute to language learning, and how students’ individual resources can be integrated into the entire semiotic resources to enhance their understanding of Arabic orthography. Value The implications for LOTE education and teacher training programs are presented, including the encouragement of a multilingual, multimodal and multisensory teaching approach in the LOTE classroom. LOTE teacher's agentive role is demonstrated; LOTE learners are expected to make positive response to the teacher’s pedagogy, and become active co-constructors of the language classroom and agents of translanguaging/trans-semiotizing practices.

Translating official documents: an art of governance by translation in the Qing dynasty

State governance is, in many ways, a discursive practice that relies on the creation, translation, and transmission of governance-oriented texts. The act of governance by translation typically occurs in multi-ethnic, multilingual, and unified political contexts. When translation adheres to established patterns and effective regimes, it forms a governance technique known as “translation governmentality.” In the Qing dynasty (1644–1911), confronted with the challenge of governing a vast territory with diverse ethnic groups speaking different languages, the Qing authorities prioritized the translation of official documents to implement this translation governmentality. Despite its significance, a comprehensive overview of official document translation in the Qing dynasty within the framework of governance by translation has not received sufficient attention. This study employs documentary analysis to understand the historical contexts of official document translations, interpret the motivations behind these translations, and reconstruct the organized regimes of translation practices in the Qing period. The findings reveal that the Qing dynasty developed a relatively organized and mature translation regime for official documents by establishing translation agencies, appointing specialized translation officials, and adopting multilingual translation modes. This governance-oriented translation regime effectively shaped the core concepts, institutional systems, and organizational mechanisms of state governance in the Qing dynasty. Additionally, it contributed to establishing the legitimacy of state governance during that era.

Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa

In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed a great positive influence on communities and individuals after the initiatives. The predominant aim is to give extra weight to the indispensable importance of appreciating and paying attention to linguistic diversity through effective multilingual/translanguaging literacy opening moves. Using a survey design, this study paid attention to documenting instances of multilingualism implementation in educational settings, purposefully selecting South Africa and Nigeria as central points. Using a qualitative approach, the research examined success stories by analyzing reports, publications, archival materials, and scholarly articles associated with the projects. Special attention was paid to the Ife 1970 Nigeria’s Project and the 2002 Western Cape LOITASA’s project and the findings were presented in a descriptive narrative format. The study elaborated on the objectives, strategies, and results of these projects, presenting findings in a descriptive narrative format. Moreover, the study contributes valuable insights to the debates surrounding effective literacy practices in multilingual contexts. By presenting success stories from these African nations, the study provided practical guideposts for policymakers, educators, and practitioners who want to develop or improve multilingual literacy programs. Lastly, the findings stressed the significance of culturally responsive and context-specific approaches to literacy, proposing the adoption of multilingual/translanguaging pedagogies within school systems. Through these, the study will promote inclusive and efficient educational practices that honor and celebrate linguistic diversity. Keywords: Educational Outcomes, Language Diversity, Multilingual Education, Multilingual Literacy, Repertoire Knowledge

Trolls, bots and everyone else: the analysis of multilingual social media manipulation campaigns on Twitter during 2019 elections in Ukraine

ABSTRACT Using a mixed-methods approach, we investigate cross-language activities of both automated and nonautomated manipulation agents on Twitter in the run-up to the 2019 presidential elections in Ukraine. We find that in the Russian-language tweets, social media manipulation tactics were employed to a lesser extent compared to the Ukrainian-language tweets, highlighting a strategic use of social media manipulation that varied according to the linguistic context of the targeted audience. Our findings underscore the critical need for cross-language analysis in understanding social media manipulation, especially in multilingual contexts, revealing how manipulation campaigns' intensity and content can vary across languages, differentially affecting audiences.

Comparative Analysis of the Response Accuracies of Large Language Models in the Korean National Dental Hygienist Examination Across Korean and English Questions.

Large language models such as Gemini, GPT-3.5, and GPT-4 have demonstrated significant potential in the medical field. Their performance in medical licensing examinations globally has highlighted their capabilities in understanding and processing specialized medical knowledge. This study aimed to evaluate and compare the performance of Gemini, GPT-3.5, and GPT-4 in the Korean National Dental Hygienist Examination. The accuracy of answering the examination questions in both Korean and English was assessed. This study used a dataset comprising questions from the Korean National Dental Hygienist Examination over 5 years (2019-2023). A two-way analysis of variance (ANOVA) test was employed to investigate the impacts of model type and language on the accuracy of the responses. Questions were input into each model under standardized conditions, and responses were classified as correct or incorrect based on predefined criteria. GPT-4 consistently outperformed the other models, achieving the highest accuracy rates across both language versions annually. In particular, it showed superior performance in English, suggesting advancements in its training algorithms for language processing. However, all models demonstrated variable accuracies in subjects with localized characteristics, such as health and medical law. These findings indicate that GPT-4 holds significant promise for application in medical education and standardized testing, especially in English. However, the variability in performance across different subjects and languages underscores the need for ongoing improvements and the inclusion of more diverse and localized training datasets to enhance the models' effectiveness in multilingual and multicultural contexts.

Multilingualism rather than English-only: policy and practice in classical music higher education

ABSTRACT The rise of English-medium education in (European) higher education has attracted considerable attention, but most analyses of the topic to date have been conducted in traditional universities. Highly international fields such as that of classical music higher education (CMHE) remain under-researched. Dafouz, E., and U. Smit. 2016. “Towards a Dynamic Conceptual Framework for English Medium Education in Multilingual University Settings.” Applied Linguistics 37 (3): 397–415 and Dafouz, E., and U. Smit. 2020. ROAD-MAPPING English Medium Education in the Internationalised University. Palgrave Macmillan. The ROAD-MAPPING framework provides an analytical tool for examining such complex contexts and unpacking the various factors at play in these multilingual university settings. In this paper, we present a mixed-methods case study at one of Austria’s largest state-funded music universities, comprising a policy analysis, a survey and semi-structured interviews with students, teachers and management. Using the ROAD-MAPPING framework to guide our analysis, we found that university policy and reported practice were coherent among all groups, with German as the default medium of education. English is explicitly designated the second academic language, while multilingualism and multimodality are actively promoted as a means of achieving educational and professional goals. However, we also noted that many strategies for coping with these multilingual teaching and learning contexts seem to be rather ad hoc, suggesting that there is a need for more awareness of multilingual pedagogy, and confirming the value of the ROAD-MAPPING framework for examining such complex settings.

Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

Abstract In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.

(Trans)languaging-for-learning: A perspective from the South

Background: While the concept of translanguaging has gained significant traction in education in multilingual contexts, it is also debated and contested. Claims are made about what translanguaging can and cannot do, how different it might be from code-switching, whether it arises from a single repertoire of language resources or from use of separate languages, and whether it is detrimental to or supportive of the development and inclusion of marginalised languages.Objectives: In this article we consider what these debates might mean in the South African context and how translanguaging might be different in South Africa with its particular racialised history of marginalisation of African languages. Drawing on epistemologies of the South, we align with the argument that there are multiple multilingualisms. We argue for (trans)languaging pedagogies that embrace both more fixed or monolingual uses of named languages as well as fluid, multilingual use of repertoires.Method: We will review early conceptualisations of translanguaging, showing how these are born out of different contexts as well as how translanguaging is taken up in South African research. We will draw on three examples of fixed and fluid pedagogical translanguaging to show what is possible within a South African classroom context.Results: The three examples show that (trans)languaging-for-learning goes beyond communicating bilingually in a classroom and involves planned meaning negotiation.Conclusion: In (trans)languaging-for-learning, the emphasis is on using one’s full linguistic and semiotic repertoire in order to develop and show understanding of learning, rather than to demonstrate mastery of the use of standard named languages.Contribution: The article expands translanguaging theory by theorising (trans)languaging-for-learning from a Southern perspective.

International Students’ Investment in Learning Cantonese, English, Mandarin, and Portuguese in Multilingual Macao

ABSTRACT Extant literature describes challenges faced by international students, including language deficiency, culture shock, and identity crises. However, few studies have investigated international students’ second language (L2) learning in non-Anglophone higher education institutions using English as the medium of instruction (EMI), where English is used inside the classroom, and other language(s) are used outside. In a multilingual world, how international students’ L2 learning is shaped by their identities and social contexts, as multiple languages interact, is worth investigation. This study reports the L2 learning experiences of international students in Macao. Using semi-structured interviews, the researchers examined 15 participants’ routes for and negotiation of L2 learning investment in Cantonese, English, Mandarin, and Portuguese. Three main findings emerged: (a) participants’ main L2 learning routes were language courses and daily communication, with more investment in English and Mandarin than in Cantonese and Portuguese; (b) participants were discouraged from investing in L2s other than English, as they used English in Macao, identifying as “foreigners” and “deficient speakers” of other languages; (c) languages competed for participants’ limited resources, with English and Mandarin prevailing as more beneficial for their futures. This paper provides a unique perspective on the global language ecology through international student sojourners in a multilingual context.

Rural Undergraduate Students’ Narratives of English Language Learning Within Multilingual Classroom Contexts: A Namibian Perspective

Rural Undergraduate Students’ Narratives of English Language Learning Within Multilingual Classroom Contexts: A Namibian Perspective

The communication language and the fair trial in Cameroon

This paper deals with the incidence of communication channels treatment during court proceedings in a multilingual context like Cameroon. On the one hand, I will defend on the one hand the idea according to which the unbalanced treatment enshrined in the constitution, which confers preferential treatment to the so-called official, but imported languages and a marginal role to other local languages termed as national as well as other means of expression, affects the communication before courtrooms. The use of the former is reserved for an elitist minority group while that of the latter for a majority illiterate group. On the other hand, there has been an effort on the part of the state to curb this discrimination through the linguistic assistance. But still, there are challenges that confirm the legitimate fears of litigants, better lay-litigants of violation of their rights of access to justice and fair trial at large. The paper then suggests to the State to enhance the promotion of national languages, to emphasize on the training of judicial personnel and public awareness.

Eskola porrota hizkuntzen irakaskuntzan: motibazioaren azterketa hizkuntzen ebaluazioan irakasleen ikuspegitik

This work examines the correlation of motivation, as a main cause of academic failure and an important concept behind the aforementioned group of reasons. Likewise, and since this has been carried out in a multilingual context, the purpose of this study is also to examine whether there are differences in the evaluation of the different languages, that is, assigning a numerical grade according to their linguistic abilities - deriving academic failure from grades and said grades from evaluations. To this end, a qualitative study involved nine teachers from one school. The participating teachers teach different languages, thus following the multilingual path of this research. Although this study has examined the undeniable presence of motivation, the study has shown that other major concepts are more considerable to withstand as the main causes of academic failure. Similarly, research data has been demonstrated that multilingualism does not differ in the evaluation of different languages, so assessment and qualifications are equally given in various languages. As a result, the study has observed a low impact of motivation compared to the importance of other major reasons, as well as the fact that evaluation between languages does not perceive any differences regardless of the evaluated language.

Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs.

Comicasts as a form of interaction: some preliminary observations

Nigerian online performance humour in different forms of comedy skits deploys a range of linguistic resources. However, existing conceptualisations of Nigerian online comedy skits ignore the significance of the language forms to the genre. In this paper, I argue that given the Nigerian multilingual context with the domineering presence of the English language, the pervasive use of ungrammatical English utterances in online comedy skits is an intentional strategy meant to contextualise the scripted humorous narratives as interactions with the viewers. Ungrammatical utterances are forms of deliberate language play which, together with digital play, facilitate the recipients’ participation in the performance of online humour in the Nigerian ESL multilingual context.

Exploring the potential of pantomime games in medical education: Non-verbal exercise

The primary educational challenge in medical education is the lack of focus on non-verbal communication skills, such as body language, facial expressions, and gestures. This gap is crucial, particularly in multicultural and multilingual contexts where non-verbal cues can bridge language barriers and enhance understanding between healthcare professionals and patients. To address this, our wave explores the potential of integrating art, specifically pantomime games, into medical education as a non-verbal exercise. Inspired by ancient drama and role-play, pantomime games offer an innovative methodology for enhancing non-verbal communication skills. These games help students develop observation, empathy, and ambiguity tolerance—skills essential for effective healthcare delivery. Incorporating art and game-based learning into medical curricula has improved visual perception, personal reflection, and student engagement. The benefits of this integration extend globally, fostering emotional intelligence, creative thinking, and cross-cultural understanding. Educational games create a safe environment for students to experiment, learn from mistakes, and gain practical experience, ultimately reducing training time and instructor load. Moreover, non-verbal communication training can enhance professor-student interactions, improving feedback quality and learning outcomes. To implement these innovations, clear guidelines and effective facilitation are crucial. Educators should provide supportive environments for experimentation and learning, using minimal materials such as open spaces and simple props. High-resource settings can leverage AI technologies for feedback and create mobile applications to modernize the approach. This wave advocates for a student-centered, multimodal communication and learning environment, highlighting the transformative potential of integrating performing arts into medical education to prepare future healthcare providers better.