Multilingual Environment Research Articles

Investigating the Impact of Multilingualism on Language Development: A Case Study Approach

This research study follows the effects of a multilingual setting on the language development of a toddler. The participant of this research grew up in a household where three languages were spoken. The case study investigates the participant's language development via observational analysis, unstructured child interviews, and parental questionnaire. The findings conclude that the respected individual’s language development progressed at a slower pace compared to normal language development patterns. Her exposure to different linguistic structures and limited peer-peer interactions affected her language development, resulting in code mixing and cross linguistic influence. Moreover, there is also a comparison of the participant’s language milestones to the normal pattern of speech development in this study. Lastly, the study concludes that multilingualism can have both positive and negative influence on language development, and early intervention strategies are recommended for children with language delay in multilingual environments. Further research is encouraged to explore the impact of cross linguistic influence on multilingualism in diverse populations.

Multilingual learning environments in early childhood education in Finland

Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries during collaborative, play-based activities. In Finland, the language policies of the National Core Curriculum for Early Childhood Education and Care have been changed to promote multilingualism. This study focuses on data provided by early childhood education and care (ECEC) staff, documenting changing language policies in learning environments through the management of space and practice. The study analyzes what ECEC staff (N = 81 participant groups) report on constructing multilingual learning environments and what type of barriers and enablers are described as present in such environments. Theoretically, the analysis draws on pedagogical translanguaging. The data were collected using the LangPeda tool, and the participant groups’ textual documents were scrutinized via qualitative content analysis. The findings suggested that although most of the groups’ textual documents reflected either pre-planned or spontaneous pedagogical translanguaging, not all the groups were eager to change their monolingual practices. Linguistic hierarchies were found, and the development of children’s linguistic repertoires appeared to be hindered by misconceived understanding of language learning. Enabling pedagogical translanguaging to become part of ECEC institutions’ (spatial) practices requires sufficient resources, materials, and systematic education for ECEC staff.

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I

Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.

Применение цифровых инструментов обработки естественного языка для оптимизации подготовки учителя-предметника в полилингвальной образовательной среде

The aim of the research is to automate the analysis process of the most common grammatical forms and syntactic structures of a foreign or second language to optimize the content and acquisition of English language programs in the training of future Mathematics teachers for professional activities in a multilingual educational environment. The paper theoretically justifies the necessity of a comprehensive frequency analysis of language structures. Software tools for natural language processing (the Python programming language and the spaCy library) were developed, which were subsequently applied in the course “Methods of Mathematical Data Processing” to identify the most frequent grammatical forms and syntactic structures characteristic of the English language of Mathematics. Based on the data obtained, methodological recommendations were formulated for the content and outcomes of English language programs for future Mathematics teachers in a multilingual educational environment. The scientific novelty of the research lies in using digital natural language processing (NLP) tools for a quantitative and statistical analysis of language data, necessary for the development of methodological recommendations for the content and outcomes of foreign/second language programs for subject teacher training. As a result of the research, it was found that digital natural language processing tools can be used to improve the language training of subject teachers in a multilingual educational environment.

Using vignettes to understand the social-emotional experiences of three-year-olds in diverse language contexts

In this article, we report on the educational experiences of young Afrikaans mother tongue South African children who are exposed to multilingual learning environments during their preschool years. We carried out phenomenological research using a vignette research design that provided observational, co-experiential data of the lived experiences of three-year-old boys as they engaged with formal and informal learning. We controlled vignette data that had been collected through observations, written teacher validation, and face-to-face interviews against existing literature to provide in-depth insights into the participants' different experiences of and within their learning environments. Findings indicate specific areas in which young children may need additional support in multilingual learning environments, in terms of 1) social-emotional security experienced in the learning environment, 2) intentional development of empathy for peers, 3) independence and initiative taking in informal settings, and 4) interactive communication. Although we focused on a South African context, these findings may inform future interventions to support children in multilingual language environments in their early years.

Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces: a qualitative inquiry

PurposeThis study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings.Design/methodology/approachThe study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data.FindingsThe results showed that the participating teachers produced recurring themes such as the significance and limitations of translanguaging, techniques for training multilingual learners and the restrictions imposed by policies that discourage the use of L1 in language institutes in Iran. A noteworthy observation made in this investigation was that educators who possessed competency in three or more languages exhibited greater endorsement of translanguaging in both their perceptions and practices.Practical implicationsThis study has significant implications for instructors, teacher trainers and policymakers operating within multilingual environments. It serves as a pioneering study that invites a productive synergy between Western and Asian researchers in exploring bi/multilingual spaces within Asian educational contexts.Originality/valueThis study brings a fresh perspective to the current body of research on teacher agency in bi/multilingual educational settings. By utilizing qualitative methods, it offers unique and original insights. Particularly noteworthy is the discovery that educators who are proficient in three or more languages are more inclined to support translanguaging. This observation adds a distinctive understanding of translanguaging in language education. It opens up new possibilities for exploring the application and efficacy of the translanguaging approach in Asian bi/multilingual spaces in education.

Comprehensive approaches, materials, and evaluations of TEFL along with the manifestation of multilingual competencies’ challenges from the perspective of public and private universities of Bangladesh

: Language is the one of the important mediums of expressing thoughts. It has the power to create tremendous revolution, devastating confliction as well as fruitful solution. Due to the blessings of language; social, cultural and regional gap has also been reduced. Years after years, we are habituated with the habit of viewing English Language teaching from one or two modes in our country. The fact cannot be denied that so many teachers from the public and private universities are not aware of the modified policies and materials for that reason learners are still caged at the turbulent level. It can also be highlighted that at this time multilingual environment is keeping a positive impact both socially and economically in drawing profit at many countries. Time has come to consider the issues.

Associating Academic Identity with Language Socialization in Virtual Community: A Case Study of a Chinese Graduate Student’s Learning Experiences in Religion Studies

This longitudinal case study explored the academic identity and language socialization of a Chinese graduate student enrolled in an online religion course at a U.S. university during the COVID-19 pandemic. Data were collected via online classroom observations, oral interviews, and artifacts. The theoretical framework was taken from language socialization and identity, together with positioning theory. The study differs from previous research, arguing that instead of language competence, the constructed academic identity is occasionally crucial for the successful academic discourse socialization of international students in bilingual and virtual settings. Moreover, the inclination toward interactive positioning between students and instructors can arise and advance in virtual academic communities and, while students’ academic identities might be resistant to change, they can be negatively impacted by disorganized course design. The conclusion sheds light on first and second language socialization through which international graduate students can navigate and maintain their academic identities within digitally mediated and multilingual learning environments.

Analysis of rumor spreading with different usage ranges in a multilingual environment

<p>This paper investigates rumor propagation in a multilingual environment, taking into account language usage variations. Firstly, a 2I2S2R model is proposed within a heterogeneous network framework that incorporates both immunologic and cross-transmitted mechanisms. Secondly, the paper calculates the basic reproduction number $ R_0 $ by the next-generation matrix method. Thirdly, the local asymptotic stability and the global asymptotic stability are further explored, which indicate that whether the rumor continuously spreads or becomes extinct is determined by the threshold. Finally, the numerical simulation and sensitivity analysis are given to illustrate the effectiveness of theoretical results and the influence of model parameters on rumor spreading.</p>

Research on Real-Time Semantic Understanding and Dynamic Evaluation of Artificial Intelligence Techniques in Multilingual Environments

Abstract NPMI is used to describe the local co-occurrence properties of words, and the collected text data is constructed into a homogeneous graph composed of words. A word-granularity graph convolutional neural network (VGCN) is used as a graph encoder to achieve parallel training of graph convolutions. The output of the VGCN is used as a kind of embedding vector for BERT, and the VGCN is fused with other embedding using a transformer for feature fusion. The reprojection layer converts the model output to semantic representation vectors, and the post-projection layer converts the semantic representation vectors to vectors for loss computation. NT-Xent is chosen as the loss function of the model, while the real-time semantic understanding effect of the model is evaluated using the Spearman correlation coefficient in statistics. The CBOW model provided by Word2vec is learned from the training set and constantly updated for each parameter to calculate semantic similarity between words. The LDA model is used to extract topic keywords from each document and calculate the probability, which finally completes the dynamic assessment of the credibility of text content based on semantic understanding. The ROUGE-L index and BLEU-4 index of the VGCN-CL model in this paper are 66.47% and 63.86%, respectively, which are 23.20% higher than the baseline model ROUGE and 25.14% higher than BLEU-4. When the content assessment results are true, the accuracy and other metrics of this paper’s model are 90.36%, 89.87%, and 90.09%, respectively, which are the best performance among all models.

The dynamics and control of a multi-lingual rumor propagation model with non-smooth inhibition mechanism.

In this paper, the dynamic behaviors and control strategies of a rumor propagation model are studied in multi-lingual environment. First, an S2E2I2R rumor propagation model is proposed, which incorporates a non-smooth inhibition mechanism. Meanwhile, the existence and stability of the equilibrium are analyzed, grounded in the spreader threshold of the government intervention. Finally, the optimal control and the event-triggered impulsive control strategies are proposed to mitigate the spread of rumors, and the comparison of their effectiveness is further presented by the numerical simulation and a practical case.

Performance of ChatGPT incorporated chain-of-thought method in bilingual nuclear medicine physician board examinations.

This research explores the performance of ChatGPT, compared to human doctors, in bilingual, Mandarin Chinese and English, medical specialty exam in Nuclear Medicine in Taiwan. The study employed generative pre-trained transformer (GPT-4) and integrated chain-of-thoughts (COT) method to enhance performance by triggering and explaining the thinking process to answer the question in a coherent and logical manner. Questions from the Taiwanese Nuclear Medicine Specialty Exam served as the basis for testing. The research analyzed the correctness of AI responses in different sections of the exam and explored the influence of question length and language proportion on accuracy. AI, especially ChatGPT with COT, exhibited exceptional capabilities in theoretical knowledge, clinical medicine, and handling integrated questions, often surpassing, or matching human doctor performance. However, AI struggled with questions related to medical regulations. The analysis of question length showed that questions within the 109-163 words range yielded the highest accuracy. Moreover, an increase in the proportion of English words in questions improved both AI and human accuracy. This research highlights the potential and challenges of AI in the medical field. ChatGPT demonstrates significant competence in various aspects of medical knowledge. However, areas like medical regulations require improvement. The study also suggests that AI may help in evaluating exam question difficulty and maintaining fairness in examinations. These findings shed light on AI role in the medical field, with potential applications in healthcare education, exam preparation, and multilingual environments. Ongoing AI advancements are expected to further enhance AI utility in the medical domain.

Cultural Values and Student Identity Formation in Multilingual Environment

Cultural Values and Student Identity Formation in Multilingual Environment

The Difficulties and Challenges of Learning English in a Multilingual Environment

The Difficulties and Challenges of Learning English in a Multilingual Environment

Language and the Church in Kenya: Unity, Diversity or Unity in Diversity?

Religion is an important aspect of the life of man and the society. This is because it is an important tool for relations within the society. Religion brings unity among people and the society at large. The unity of the church is of utmost importance for Christian religion and is, therefore, non-negotiable given that it determines the church. However, cultural and language differences exist even within churches of the same belief. So, in the church, should diversity violate unity and vice versa? The function of language in the church in the light of unity and diversity is therefore important. Which language should be used for the sake of the unity of the church in a diversified multilingual Kenyan environment? English, Kiswahili, local languages or an amalgamation of the three? Given that preaching is a social act, the study to which this paper is based adopts a descriptive design and discusses the social functions of language in religious sermons, showing how diversity in language is used in church to foster or hamper unity. The study demonstrates that different languages are used to elicit different social responses, thereby achieving different social functions and effects in the coordination of church activities. The ultimate goal being that respect for each other leads to recognition of the other, culminating into deep Christian confidence. Language is, therefore, used to bring a diversified people together as a unified community of faith, hence promoting unity in diversity in the church.

A DIDACTICAL APPROACH TO FOSTERING LANGUAGE SENSITIVITY IN MULTILINGUAL CLASSROOM SETTINGS: THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) AS A TOOL TO UNITE NATIONS

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine’s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria’s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria’s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine’s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine’s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal.

Enhancing Multilingual Environment Services at the University of Derby: A Reflective Commentary and Marketing Analysis

This research focuses on the implementation of Multilingual Environment services at the University of Derby, aimed at enhancing customer satisfaction and organizational development. The study encompasses a reflective commentary and marketing analysis, evaluating the features, servuction, services theatre, and promotion strategies of the new services. Through the application of Lovelock’s classification of services and the servuction Framework, the study analyzes the intangibility, inseparability, variability, perishability, and rental/access factors of the Multilingual Environment services. Anticipated potential problems are identified, and solutions are proposed to address staff emotional issues and ensure effective service delivery. Additionally, a comprehensive marketing mix strategy, including product, price, place, promotion, people, process, and physical evidence, is developed to promote the new services. Furthermore, a reflective commentary highlights the necessary skills and knowledge for effective management, emphasizing the importance of time management, communication, critical thinking, and problem-solving abilities. Overall, this research provides valuable insights into the implementation of Multilingual Environment services, offering recommendations for improvement and emphasizing the potential for enhancing customer satisfaction and organizational success at the University of Derby.

Language planning in the context of complex multilingual schools

Object of research: This article discusses language planning and multilingualism in complex environments such as in education.
 Investigated problem: The failure in language-in-education policy has raised arguments about the approach that is applied by schools. Using a context-based approach it is argued that success in multilingual education is constrained by various micro, meso and macro factors, usually also referred to as immediate, proximal, and distal circumstances. These are based on language planning and policy.
 The main scientific results: The research uses data from three different types of government/public schools. The study involved learners, teachers, parents’ representatives, principals and an educational official through interviews and observations. The study found that there were challenges in the implementation of a schools’ language policy based on different types of schools.
 The area of practical use of the research results: The results benefits schools and policy makers since the study recommends a development of a holistic approach and a diversified model that will address specific contexts rather than using one-size-fits-all approach.
 Innovative technological product: The language planning approaches in multilingual schools that are investigated in this study provide advise and relevant innovative methods to policy makers, teachers, and parents. There will be an improvement in various learning settings and schools.
 Scope of the innovative technological product: The development of Language-in-education policy in 1996 provided a new outlook in language learning and teaching approach in schools. This has created grounds to produce aligned language policies by schools to give effect to the democratic constitution of the country and to provide the choice of language of learning by learners. This shows how the policy is conceptualized and implemented in a multilingual school environment such as in South Africa

Development of professional and personal qualities of MA students in the context of multilingual education

Relevance. The relevance of the study lies in its exploration of the development of professional qualities among Master (MA) students within the framework of multilingual education in Kazakhstan, offering insights crucial for addressing the nation's human resource needs and fostering socio-economic advancement. Purpose. The aim of the study was to find the optimal criteria for assessing the multilingual competencies of MA students. Methodology. The study was based on the Abai Kazakh National Pedagogical University. MA students of the first and second years in the amount of 38 people and teachers of the university in the amount of 25 people. The analysis of statistical and theoretical data on multilingual education, a focus group to identify the existing problems of multilingual education at this stage and a pedagogical experiment conducted with students of the specified university were chosen as research methods. Results. Various models of multilingual education in the Republic of Kazakhstan were considered. The problems that teachers face in conditions of multilingual education were identified. The criteria and indicators of the development of professional qualities, as well as the parameters of their manifestations in the conditions of multilingual education, have been determined. Conclusions. The work highlights the problem of the development of professional qualities among MA students in the process of professional training. In the future, the study can become the basis for creating a program for training personnel for a multilingual educational environment.