Multilingual Competence Research Articles

AN ANALYSIS OF CODE SWITCHING AND CODE MIXING USED BY GITA SAVITRI IN HER VIDEO ENTITLED “EVERYTHING WRONG WITH HUSTLE CULTURE”

There are many languages in this world which used as a tool of communication. For that reason many people are bilingual or even multilingual. The ability to speak in more than one language is causing the sociolinguistic phenomenon called code switching. Code switching is the situation when someone switches his language from one into another. This is commonly happening everywhere includes in Indonesia. There are many Indonesian people who have bilingual or multilingual competence who often do code switching. One of them is Gita Savitry, a famous young Youtuber. For that reason this research is trying to find out the code switching that Gita’s used, classify it and explain the reason behind it. Furthermore this is a descriptive qualitative research, and the data was taken from Youtube website. The finding showed that to most dominant type occurring in the speech video was intra sentential switching, it occurred 40 times or 80, 10% of total code switching occurred. Mainly, the reason for using code switching is related to particular topic which is talked. Furthermore the other reasons are lexical needed, interjunction, emphasizing or clarifying statement and showing solidarity. Keywords : Code Switching, Code Switching Types, Code Switching Reason

Language practice in the multilingual workplace: A Confucius Institute in Macau

This article reports on an ethnographic study that investigated language practice in a multilingual workplace, a Confucius Institute in Macau. In the study we collected multiple data from five staff members through participatory observations, open-ended interviews, and field notes, to examine their language practice in the Institute. The analysis revealed that multiple languages were chosen to fulfill different purposes on different occasions. Specifically, Putonghua served as the working language of the Institute, English emerged as an auxiliary language along with Putonghua, and Cantonese was used as a group language for native-Cantonese speaker staff. This study also identified that the staff members adopted multilingualism (flexibly using different languages) and English as a lingua franca for communicating with learners outside the classroom, as important strategies for dealing with tasks in encounters with language diversity, divergence between spoken communication and written communication, and lack of multilingual competence. These findings suggest that the stakeholders in Confucius Institutes need to pay more attention to the language practice in these multilingual settings, and provide resources and support to enhance the staff’s bilingual/multilingual communication competence

Ich kann keine andere Sprache verwenden : A survey of attitudes towards multilingualism in German integration courses for adult migrants

Abstract Integration courses in Germany started in 2005 as a consequence of the newly promulgated immigration law, the so-called Zuwanderungsgesetz, a set of laws that restructured the 2005 legislation on foreigners in the Federal Republic of Germany with the first version of the Residence Act and the Freedom of Movement Act. Since then, although these laws have experienced changes in structure and audience, what has not changed is the presence of multilingual competences in classrooms in German as the norm. The mere presence of multilingualism in the courses does not automatically equal multilingual pedagogy. In this article, we present a quantitative study participants concerning the attitudes towards multilingualism and multilingual pedagogy of teachers in courses of German as a Second Language. The results indicate that one third of the participants present a consistent and marked “monolingual habitus” (Gogolin 1994; 1997), possibly influencing how open they are to including multilingual practices in their teaching. The remaining two thirds indicate openness to a multilingual orientation, but still engage in predominantly monolingual teaching practices: a contradicting stance in need of further investigation.

Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace

Abstract Existing literature argues for the urgent need to improve workplace and professional communication in the engineering field across the world. This paper reports on a study examining Chinese/English bilingual engineers’ translanguaging practices in their communications in English-speaking high-tech corporations in the United States. Evidence showed that bilingual engineers translanguaged extensively to construct meaning to meet the diverse communication needs at their workplace, which enables them to demonstrate their professional talents and skills. However, when English was the sole language for the interaction, they struggled to sound like English native speakers to convey their ideas and present their work, which disadvantaged them professionally, socially and emotional as professionals. Therefore, this study calls for a creation of a translanguaging space in the workplace to empower bilingual engineers and also a need to modify engineering education programs that recognize multilingual competence of bilinguals and enhance the development of their English professional communication ability (speaking and writing) in higher education.

‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning

ABSTRACT This longitudinal study draws on family language policy (FLP) research to examine a group of Chinese parents’ ideological beliefs, practices, and management efforts related to their children’s learning of multiple languages, including Chinese, English, and Spanish in an international boarding school in China. Based on data analysis, including interviews, parents’ recorded learning journals, and follow-up observations and discussions, the study revealed that the participants value multilingual competence as a critical resource for access to international education, to maintain alternative identities, and to enable their children to pursue aspirational futures globally. These ideological beliefs underpin their varying practices and management efforts associated with different languages. The data suggest that these parents’ FLP is largely influenced by the school curriculum and different layers of contradictions associated with their social, educational, and linguistic realities. The study not only generates insights about the intersections of family and broader contexts (e.g. the international school) in terms of FLP research, it also adds a cultural aspect to understanding FLP processes in the Chinese context.

Developing Requests in Multilingual Classroom Interaction: A Case of Second Language Development in Middle Childhood

Abstract Much research has been conducted in adult second language learning through interaction, but knowledge about the child language learner has remained scarce. To address social language development in middle childhood, the article presents a longitudinal case study concerning a nine-year-old L1 Russian-speaking learner of Finnish. The data consist of 48 h of video-recorded lessons. By examining requests, the article demonstrates how a learner’s actions built on interaction, the affordances of the local context and embodiment, and access to multiple languages identifiable as Russian, English, and Finnish. The analysis focuses on the very beginning of language learning and the middle of the academic year. Through a detailed analysis of multimodal interaction, the study demonstrates the progress from simple language such as free-standing nouns and adjectives to more complex language in actions such as requests constructed as clauses by the focal learner. In addition, the analysis enhances understanding of the development of multilingual competence in interaction. Finally, the results indicate that learning a language is intertwined with embodied interactional competence and growth in linguistic repertoires.

Towards multilingual competence: examining beliefs and agency in first year university students’ language learner biographies

ABSTRACT As working life across the world is increasingly multilingual, multicultural and multidisciplinary, higher education language teaching is faced with a challenge of how to prepare students for it. Many universities have recently developed multilingual pedagogies but central to their success is learners’ perceptions of these practices. To fill this gap, this article explores first year university students’ language learner biographies to gain insight into how learners construct their linguistic realities. The biographies were studied with discourse analytical methods to examine the participants’ beliefs about language learning and their sense of agency in it. The results reveal that participants tend not to portray themselves as agentive learners but rather position agency as an outside factor affecting their language learning. In addition, the participants’ discourses differed in terms of languages, which adds to previous studies noting the complexity of learner beliefs. Understanding these dynamics can help teachers address students’ beliefs in the classroom and accordingly support learners to create meaning in their language learning. The findings further suggest that beliefs should be studied from multilingual perspectives also in the future.

Introductory classes for newcomer primary school students in Sweden: Pedagogical principles and emotional understanding

ABSTRACT Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found, where the acknowledgement of the students’ prior languages differs from previous research. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care formed an important part of the inner logic of discourse and practice. We find this multilingual and emotional support to be contingent upon the IC teachers’ multilingual competencies and long-term experience with ICs, multilingualism and migration, and support from school management. We welcome interrelated discussions of underpinning logics based on research within different educational contexts comprising migrant students.

Proyectos STEAM con formato KIKS para el desarrollo de competencias clave

Secondary education curricula highlight competence-based learning; however, meaningful school-intervention habits have not yet been observed. The initiatives implemented have focused primarily on promoting the combined development of no more than three key competences. This article presents an international study, under the Erasmus+ and H2020 programmes, for analysing the impact of the STEAM project-based learning approach with KIKS format (Kids Inspire Kids for STEAM) on the interwoven development of key competences. The sample included 267 high school students divided into 53 teams from 29 educational centres in Finland, England, Hungary, and Spain. Each team carried out several projects, for no less than two academic years, by means of the following two approaches: STEAM project-based learning and KIKS format. Data from this qualitative study were collected from observations and interviews with students, teachers, and KIKS trainers. Analyses revealed that the combination of these two approaches facilitated the development of all eight key competences. The project-based learning focus essentially fostered the enhancement of the mathematical competence and competence in science, technology, and engineering, while KIKS format promoted literacy and multilingual competences. The remaining competences were encouraged by the combination of both approaches. It is noteworthy that prolonged participation in the programme, as it was implemented, was crucial to achieving the obtained outcomes. Los currículos de educación secundaria resaltan el aprendizaje por competencias, sin embargo, actualmente no se observan cambios sustanciales en los hábitos de intervención en el aula. Las iniciativas implementadas se han centrado principalmente en impulsar el desarrollo conjunto de tres competencias clave como máximo. Este artículo presenta un estudio internacional, bajo los programas Erasmus+ y H2020, con el objetivo de establecer relaciones entre el aprendizaje basado en proyectos STEAM con formato KIKS (Kids Inspire Kids for STEAM) y el desarrollo global de las competencias clave. La muestra incluye 267 estudiantes de secundaria distribuidos en 53 equipos, pertenecientes a 29 centros de Finlandia, Inglaterra, Hungría y España. Cada equipo elaboró varios proyectos, durante al menos dos años académicos, mediante los siguientes enfoques de implementación: aprendizaje basado en proyectos STEAM y formato KIKS. Los datos de este estudio cualitativo se recabaron por medio de observaciones y entrevistas a estudiantes, profesores y formadores KIKS. Los análisis revelaron que la combinación de ambos enfoques facilitó el desarrollo de las ocho competencias clave. El aprendizaje por proyectos favoreció esencialmente el desarrollo de la competencia matemática y competencia en ciencia, tecnología e ingeniería, mientras que el formato KIKS potenció las competencias en lectoescritura y multilingüe. El resto de competencias se vieron estimuladas por la combinación de ambos enfoques. Cabe destacar que la participación prolongada en el programa de implementación fue determinante en los resultados obtenidos.

Cross-Linguistic Influence on Learner Strategies of Third Language Vocabulary Acquisition: Case of Burundian Speakers of Persian

The present study aimed to inquire how Burundian students in Iran use multilingual competence in their strategies of acquiring the vocabulary of Persian as an L3. Were investigated the frequency of cross-linguistic learner strategies, the distribution of lexical transfer types across strategy types, and the influence of prior linguistic knowledge on learner strategies. A background information questionnaire, a modified version of the Oxford’s (1990) Strategy Inventory for Language Learning (SILL), and a questionnaire were used to collect data from fourteen subjects. Findings from the quantitative and qualitative data analyses suggested that, while all strategies were used, the cross-linguistic strategies that were most frequently used by participants were metacognitive, memory, and social strategies. Findings also showed that form transfer was most used by the participants in social strategies, meaning transfer in metacognitive strategies while affective strategies most made use of form and meaning transfer. The findings finally revealed that all languages previously known to participants were influential with English (penultimate acquired language) exerting the greatest role while Kirundi, the participants’ native language appeared to be the least influential.

LIFE LONG ENGLISH LANGUAGE LEARNING AND ITS ROLE IN FORMING MULTILINGUAL MIND: EUROPEAN EXPERIENCE

In the focus of attention in the article are challenges of multilingual education reflected through the prism of prominent European multilingual universities’ experience. Crucial issue considered is whether they aim to develop a multilingual and multicultural competence in all students or a considerable part of the student population, or whether they allow students to follow a monolingual programme in the context of a multilingual university environment. The higher demand for international mobility among students and staff is one more incentive to adapt the educational programme at least in part and open it to other target groups, supported by a more heterogeneous staff. It is common knowledge that many European universities have parallel programmes in English and native languages, which aim at separate student groups. At the same time there are those which integrate programmes and expect their students to follow at least part of their studies in both languages. The main difficulty for the latter is the case of how to prepare a shift in language of instruction. This is the problem all universities with different languages at undergraduate and master’s level have to face, and there is no easy solution. One step towards lessening tension is the «early start direction»: a renovation in views to primary school education. As far as the academy itself is concerned, the increasingly dominant role of English in research makes it necessary to add English as a language of instruction. Without English as a lingua franca there would be much less communication and mutual understanding amongst Europeans today.

Bilingualism and structure of multilingual competence

Bilingualism and structure of multilingual competence

Bilingual talker identification with spontaneous speech in Cantonese and English: The role of language-specific knowledge

Previous research has shown that implicit or explicit knowledge about a language lends itself to improved talker recognition performance. In the context of this language familiarity effect, it is apparent that bilinguals are better at generalizing voice learning across their known languages compared to monolingual listeners [Orena et al., JASA, 146 (2019)]. Other work suggests that training in an unknown language generalizes to a known language more robustly than the reverse [Winters et al., JASA 123 (2008)]. The current study launches from these previous studies. This project uses excerpted Cantonese and English snippets from spontaneous interview speech from Cantonese-English bilinguals in a talker identification training experiment with Cantonese-English bilingual listeners and bilingual listeners with no knowledge of Cantonese (or related languages). Listeners are assigned to either Cantonese or English training, and then all listeners are tested on both Cantonese and English utterances to assess learning for the trained language and generalization to the bilingual's second language. Results of a multilingual questionnaire quantify listeners' code-switching abilities and multilingual competence, which, given prior research, should account for some individual differences. Using spontaneous productions, as opposed to read speech, improves the ecological validity of this research and broadens its implications.

Multilingual communication experiences of international students during the COVID-19 Pandemic

Abstract While an increasing literature on multilingualism addresses the key role of language in access to social resources, including crisis communication, little attention has been paid to practices of English-mediated multilingualism. Based on semi-structured interviews with 10 international students from South Asia and Southeast Asia receiving their higher education in China, the study reveals what language-related challenges international students encounter, how they mobilize their multilingual resources to enhance their access to crisis communication and build a shared community, and how their multilingual competences are valorized and enacted in the shifting paradigm of the China-oriented new economy addressing mutual accountability in South-South cooperation. The study suggests that English-mediated multilingualism in China fails to bridge the needs of international students of diverse backgrounds. The study also calls attention to the shifting paradigm of multilingual studies and the necessity of addressing the real world problems of health communication in a diverse context.

Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation

In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy achievement across grades 3, 6, and 10 differ among students with various home language shift patterns in Ontario, Canada. The longitudinal cohort data of 89,609 students between grades 3 and 10 from the provincial assessments were analyzed for changes in their home language environment. A subsample of 18,000 students was used to examine different patterns of relative literacy performance over time and their associations with immigration background and early intervention programming using multi-group latent growth curve modeling. Our findings suggest a strong movement toward an English-dominant home language environment among multilingual students; yet, students whose homes remained as multilingual demonstrated the highest literacy achievement in the early grade as well as the highest improvement in relative performance over time. The paper draws implications for promoting students’ home language, instilling a positive view of multilingual competence.

Language and Community-Based Tourism: Use, Needs, Dependency, and Limitations

Language and tourism are essentially interconnected by the cross-border movement of tourists and the resulting encounters of people who often speak different languages. These relationships, however, have not been explored very much in the context of community- based tourism (CBT), a kind of tourism that has the potential to enhance communities’ socioeconomic growth, language skills, and cultural heritage. This study explores local communities’ perceived English language needs and challenges for tourism purposes in Thailand’s second-tier provinces of Chiang Rai and Buriram. Informed by fieldwork observations, semi-structured, and focus-group interviews, the findings reveal four key issues: i) the limitations of host-guest interaction and communication, ii) dependency on tour guides, iii) communities’ current communicative English needs, and iv) language users’ sociocultural and linguistic identities. In the cross-cultural tourism encounter, English was needed by the communities despite its limited use by CBT leaders and mem- bers. Cultural identities of the communities and individual speakers were constructed by tour guides whose interpretations of cultural meanings could have been lost in trans- lation. Despite the hegemonic lingua franca status of English, multilingual competence among CBT professionals should be promoted to facilitate community communication and more independence from external translators and cultural brokers. Driven by Thai- land’s current economic development model, information and communication technol- ogy (ICT) could be used to help meet Sustainable Development Goals (SDGs) 4 (Quality Education) and 8 (Decent Work and Economic Growth) by promoting lifelong learning opportunities and socioeconomic development for remote tourism destinations.

THE ROLE OF FOREIGN LANGUAGE TEACHING IN ENHANCING STUDENTS’ INTERCULTURAL COMPETENCE

This study emphasizes the critical role of foreign language teaching in enhancing students’ intercultural competence, as a means of expanding their future opportunities in an increasingly multicultural and diverse world. Foreign language classes may provide unique opportunities for delivering a plurilingual, multicultural setting utilizing the cultural elements in the course content and course materials as well as the personal experiences of the teacher in the classroom. To that end, more attention is needed to foreign language teacher preparation and training. As multiculturalism is a significant feature of European communities, this study sought to investigate and analyze the related policies, strategies and practices in Europe, since Paris declaration 2015, in order to determine actions have been taken to address those needs. This qualitative study is based on document analysis of the European Educational Policy documents released mainly by the European Commission and the Council of Europe. The results of the analysis showed that foreign language education has presented along with intercultural education in the vast majority of European educational policies as a dominant component within the context of integration and promote social cohesion, as well as increase competitiveness and employability. The study has implied a number of implications highlighted some potential gaps that may be diminish the effectiveness of these policies, pushing towards more empirical research on the influence of EU policies on national level actions.
 Keywords: Foreign language Teaching, Intercultural competence, multilingual competence, plurilingual, multicultural setting, European documents, European Education Policy.

Зміст і функції багатомовної комунікативної компетентності учнів закладів загальної середньої освіти з навчанням мов національних меншин

У статті на підставі аналізу тенденцій розвитку сучасної багатомовної освіти в світі та в Україні, досліджень в експериментальних закладах загальної середньої освіти з навчанням мов національних меншин визначено й обґрунтовано зміст і функції багатомовної компетентності як результату інтегрованого навчання кількох мов (рідної, державної та іноземної) у контексті багатомовної освіти. Схарактеризовано її структуру, визначено основні уміння, на підґрунті яких формується багатомовна компетентність. Висвітлено основні риси особистості учня/ учениці, що розвиваються у процесі набуття багатомовної компетентності

Using group work to harness students’ multilinguistic competencies for a better understanding of assignment questions

In South Africa, it is readily acknowledged that there is an absence of pedagogy to inform multi-language usage for students for whom English is not a first language. Equally noteworthy, is that while group work has been used extensively as an active learning methodology, which has not been explored to the same extent is the manifestation of translanguaging when working in groups. This study explored how best to harness students’ multilingual competencies for a better understanding of assignment questions. The population comprised of first year Business Communication students at a university of technology. A mixed method research design revealed that when multilingual students engaged in group work, there was a tendency of gravitation towards translanguaging which resulted in students having a better understanding of assignment questions. It was concluded that group work can serve as an enabler for translanguaging, harnessing students’ multilingual competencies for a better understanding of their work.

The problem of educating multilingual person in Kazakhstani university

The topic of this paper considers multilingualism to have many social, psychological and lifestyle advantages for younger generation. Problem Statement. The article analyses the emphasis on multilingual education in Kazakhstan universities. Educators in Kazakhstan know the value of being multilingual and promote learning several languages because it will have positive cultural impacts on students. Purpose of the Study. This study is aimed at investigating a set of problems of forming a multilingual person in educational system in Kazakhstan and conducting an experiment for educating multilingual teachers who know foreign languages and traditions of their nation. Research Methods. The authors used theoretical, methodological, informational and analytical methods to justify the results of experiments of forming a multilingual person in Kazakhstan universities. Theoretical method is used to analyze theoretical and pedagogical literature concerning this problem. Experimental method and method of mathematical processing of research results were also used. Findings. Our experimental investigation has shown that future teachers follow national traditions by enriching themselves through ethno cultural spiritual and moral sources. Conclusion. The results of the research conducted in Western Kazakhstan state University named after Utemisov M. indicated that the process of learning national Kazakh traditions by future teachers encourages the formation of multilingual competence. The field of application the results. The article can be used in the development of lectures on theory and methodology of professional education, pedagogy of institutions of higher education, methodology of teaching native language, as well as in pedagogical work of teacher of philology at school.