Multilingual Environment Research Articles

A Comparative Analysis of Children’s Identity in Multilingual Settings in Two Distinct Areas of Southern Poland

The functioning of attitudes in multilingual settings has always evoked interest of researches (for example, Dewaele and Li, 2020). Nonetheless, there is still a gap concerning the knowledge about how the process is shaped in the early stages of life. The present paper is about to explore the attitudes of primary school children towards Polish, English, and regional dialect in two distinct areas of southern Poland. The main purpose is to investigate the following issues (i) how the status and the feeling of belonging are reflected in children’s responses, (ii) what their approach is in terms of learning languages (iii) to what extent social desirability influences their views. The study was conducted among two groups of primary school children, aged 7, 8, and 9. The data was gathered in reference to an interview with the students conducted in Polish. Children’s voices were recorded for their subsequent transcription. Findings depict how the status and the sense of belonging are different in each examined area, and how the emotional attachment to dialectal tradition may be rooted in children’s minds. In addition, the outcomes cleared out how children’s attitudes are being formed in multilingual environments, and whether school has a visible influence on those attitudes.

АКТУАЛЬНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРЕДМЕТІВ ПРИРОДНИЧОГО ЦИКЛУ В УМОВАХ РЕФОРМИ НУШ

The article examines the actual issues of training future teachers of science subjects in the context of the reform of the New Ukrainian School. Special attention is paid to the role of STEM education, environmental awareness, inclusive teaching methods, and teacher training to work in a multilingual environment. The purpose of the article is to study the peculiarities of the training of future teachers of science subjects in the conditions of the reform of the National Academy of Sciences. Research methods. A complex of the following methods was used during the research: theoretical - analysis, synthesis, generalization, systematization, specification, comparison, theoretical modeling; empirical - questionnaires, interviews, analysis of the results of students' activities. Research results. The training of future teachers of natural sciences takes place in the context of the modernization of the educational system. Strengthening practical skills also becomes a priority, in particular through laboratory classes and work in the field. In addition, the role of digital technologies in the educational process is growing. Teachers must be able to use a variety of online resources and virtual labs to improve teaching effectiveness. In particular, this concerns the use of platforms for distance learning, which is becoming relevant in the conditions of modern challenges. Particular attention should be paid to the formation of competencies in the field of STEM, which are becoming more and more in demand. Taking into account modern environmental challenges, teachers should be ready to educate schoolchildren in environmental awareness. Also, during the reform, the value of inclusive education increases, which requires teachers to be able to adapt teaching methods for children with different educational needs.

Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students

BackgroundAt the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish). AimsThis study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program. SampleParticipants were 977 TWI students. MethodsThe study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis. ResultsThe analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language. ConclusionsOverall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment.

Artificial Intelligence and Linguistic Landscape research

Abstract This article explores applications of artificial intelligence (AI) technologies in Linguistic Landscape research. Traditionally, LL research has relied on manual data collection and analysis, often involving photographs of public signage, advertisements, and other visual language displays. However, this manual approach can present challenges, including time-consuming data collection, inconsistent data quality, and potential researcher bias. Two AI technologies in particular hold promise for addressing these challenges in LL research: computer vision (CV) and large language models (LLMs). CV automates the identification and extraction of text from images, improving data accuracy and enabling large-scale image analysis. LLMs, based on natural language processing, can detect, translate, and interpret multilingual text. This article explores the affordances and challenges of using AI technologies in LL research and discusses methods to improve data collection, enhance accuracy, and support the analysis of multilingual environments. It also raises ethical issues and limitations of the technologies.

Student scientific and theoretical conference as a way to discover the research potential of students within the framework of the concept of Zhana Kazakhstan

The purpose of the study. To consider a student scientific-theoretical conference, organized within the framework of the concept of Zhana Kazakhstan, as a way to unlock the scientific potential of students, as one of the effective means of forming key values of the new development model and as a tool for improving communicative competencies in a non-native language within the framework of the scientific style of future professionals. To offer a number of methodological recommendations for organizing and holding such conferences, which will increase the research potential of future specialists and more effectively form the value system of the new concept of Zhana Kazakhstan.Materials and methods. The article presents the experience of holding two student scientific-theoretical conferences by the Center of Languages Development within the framework of the concept of Zhana Kazakhstan with the participation of first-year students of the Karaganda medical university NC JSC.Results and discussion. The article proposes effective ways to motivate students to scientific activity, the most effective methods of revealing their research potential. The ways of forming such Zhana Kazakhstan values as creativity, creation, innovation, professionalism and others are indicated. Methods for improving communication skills in a multilingual and multicultural communication environment are described. As examples of areas of research, some topics of student reports, material and methodological basis of their research are given.Conclusions. The experience of holding a student scientific conference, in which the concept of Zhana Kazakhstan is implemented, allows us to assert that the process of developing research competence will be effective if students are involved in such a form of research activity as a scientific conference.

Dynamics and Control of a Novel Discrete Internet Rumor Propagation Model in a Multilingual Environment

In the Internet age, the development of intelligent software has broken the limits of multilingual communication. Recognizing that the data collected on rumor propagation are inherently discrete, this study introduces a novel SIR discrete Internet rumor propagation model with the general nonlinear propagation function in a multilingual environment. Then, the propagation threshold R0 is obtained by the next-generation matrix method. Besides, the criteria determining the spread or demise of rumors are obtained by the stability theory of difference equations. Furthermore, combined with optimal control theory, prevention and refutation mechanisms are proposed to curb rumors. Finally, the validity and applicability of the model are demonstrated by numerical simulations and a real bilingual rumor case study.

Walking and mapping methodologies: creative explorations of people’s relationships with space

This discussion note reflects on the experiences of collaborating to produce a hybrid workshop on walking and mapping methodologies (author 1 & author 2, 2023) building on research, scholarship and teaching in this area that we, the authors, have been undertaking over the past decade. The workshop explored how walking and mapping might be used in educational settings, in particular multilingual and transnational environments in higher education institutions. It brought together multidisciplinary perspectives on ‘space’, drawing on creative inquiry and applied linguistics, linguistic landscapes, and social geography. Our workshop was aimed at anyone with interests in creative approaches to research, particularly those engaged with participants’ lives and interactions within, across, and through space; and we intended to examine the challenges and opportunities of these approaches, including applications in their own research, scholarship and teaching. Here we outline the processes and thinking behind them, in the form of a two-part dialogue. We raise questions for researchers and educators about boundaries between research, teaching and scholarship, in addition to how walking and mapping methodologies might be critically engaged with in higher education.

Language policy and linguistic landscapes in the internationalization of a non-Anglophone university

PurposeInternationalization strategies that have been issued for a decade affect non-Anglophone higher education institutions (HEIs) in the clash of importance in preserving national language or using international languages. One of the observable objects of this dilemma is the inconsistent language display of universities’ public signages as a linguistic landscape (LL). To address these issues, the presence of language policy is urgent unless the preservation of the national language is no longer the responsibility of HEIs. However, rigorous discussion about language policy in non-Anglophone HEIs remains limited. This study aims to address the gap by providing a critical analysis of the existing language policy documents in an Indonesian higher education institution that has a multilingual environment and its effect on the LL.Design/methodology/approachThis case study used document analysis and LL analysis. The setting was an Islamic university in Indonesia that represents the trial importance of building religious identity, preserving the national language and engaging with international demands. The data were collected from National Law Enforcement websites, which provided various national policy documents and the institutional documents that were retrieved from the university website by using the document analysis method by Bowen (2009). The secondary data were 216 visual images of public signage in an Islamic university in Indonesia as the representation of multilingual phenomena. The additional data were gathered from a pilot interview with a lecturer and a student.FindingsThis study found that both the national government and institutional administration in Indonesia do not have a language policy that regulates LLs or language preferences in public places for HEIs. The university tends to solely refer to international accreditation policy by using either bilingual English-Indonesian or monolingual English in the public signage. However, the limited use of the Arabic language in specific venues such as mosques and musallas shows that Arabic serves neither as symbolic identity nor communicative functions.Research limitations/implicationsThis study sets a single case study in an Islamic university, and the policy documents were limited to the Indonesian Government and institutions as the representation of non-Anglophone countries. Further studies are expected to have a bigger and larger size of data and settings.Practical implicationsThis study implies that non-Anglophone countries’ governments should start to design and enforce a language policy that preserves national language and facilitates major national and international language communities, such as Thai, Arabic, Javanese and Malay, without being absent in international competitive labeling. A practical implication for religion-based and cultural-based universities is that the function of their Holy Book or local languages can be used as communicative functions to strengthen the religious and local identity.Social implicationsThis study implies that non-Anglophone countries’ governments should start to design and enforce a language policy that preserves their national language without being absent in international competitive labeling.Originality/valueGiven the fact that there is limited awareness to bring the discussion about LL patterns into language policy issues in non-Anglophone countries, this study was originally conducted as a case study to pilot the discussion about the absence of language policy as represented through LLs in Indonesia. This case study was brought up as a pilot discussion to urge non-Anglophone countries lawmakers to issue language policy at the university level. This message is meant to respond to internationalization programs that can potentially jeopardize the existence of the linguistic and cultural diversity of non-Anglophone countries.

Language Attitudes toward Accented Speech in the Workplace in Switzerland

Purpose: The aim of the study was to analyze the language attitudes toward accented speech in the workplace in Switzerland. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Language attitudes toward accented speech in the workplace in Switzerland reveals a nuanced perception influenced by the country's multilingual environment. Studies indicate that individuals with native Swiss German accents tend to receive higher professionalism ratings compared to those with foreign accents, reflecting a bias that aligns with local linguistic preferences. Additionally, accents from non-European languages often face stigmatization, leading to perceptions of reduced competence and credibility. However, some findings suggest that exposure to diverse accents can foster greater acceptance and appreciation over time, particularly in multicultural workplaces. Unique Contribution to Theory, Practice and Policy: Social identity theory, linguistic accommodation theory & perception theory may be used to anchor future studies on the language attitudes toward accented speech in the workplace in Switzerland. Organizations should develop clear guidelines for performance evaluations that eliminate the subjective influence of accent bias. Organizations should establish policies that mandate participation in diversity training for all employees, including during onboarding and ongoing professional development.

A Methodological Modeling of Preparing Future Primary School Educators in Natural Science Instruction in a Multilingual Environment

A Methodological Modeling of Preparing Future Primary School Educators in Natural Science Instruction in a Multilingual Environment

Sensescapes in multilingual environments

Abstract Sensescapes refer to the complex multimodal and semiotic assemblages that confer meaning to space as experienced by individuals and groups. The study of sensescapes seeks to understand the nature of these assemblages, how they shape meaning, and with them, individual and collective experiences. This article unpacks sensescapes as an expansive lens to meaning in space, underscoring its potential to investigate the nexus between language and culture. To that end, it integrates existing proposals in linguistic landscapes and translanguaging, and connects them to a working definition of sensescapes drawn from various social sciences and humanities fields. To illustrate the study of sensescapes and their relevance to applied linguistics, the article reports on a case study conducted in the Al-Kissaria district of Nador, Morocco through participatory ethnography. The study provides a phenomenological account of the experiences of two multilingual sisters from neighboring Melilla, Spain, as they navigate a market area. The data illustrate how the sisters’ sensory interactions with the environment interplay with their linguistic and broader semiotic repertoires, activating their previous experiences and shaping their conceptualizations and negotiation of language and culture in this space.

Limited input and the acquisition of Finnish: The evolution of a child speaker in a multilingual environment

Aims and Objectives/Research Question: This is a case study of a toddler acquiring Finnish in a trilingual (Finnish–Spanish–English) setting. Despite the apparent ease of the child’s acquisition of Finnish, the pressure of the majority language (English) suppresses the use of the acquired minority language. Is it feasible to expect an early-childhood minority language to be maintained at the level of production? Design/Methodology: Video-recordings were collected in domestic settings, mostly with the Finnish-speaking mother in interactions with the child, who was between the ages of 3;6 and 4;6. The approach follows loosely the principles of interactional sociolinguistics. Data and Analysis: The data were collected in 2008, when the child was 3 years old, and the follow-up data 8 months later, when the child was four. Samples of this corpus are analyzed in detail for the emerging target-like Finnish case endings and verbal inflections, as well as for deviations from adult Finland Finnish. The mother’s strategies of maximizing the effects of the limited input are also discussed. Findings/Conclusions: Even though the input the child receives is limited, his acquisition of Finnish morphosyntax follows monolingual patterns and shows overgeneralizations typical of monolingual Finnish children’s language. Some transfer from the contact with English and Spanish languages is present. The question of ultimate attainment in a heritage-language situation is addressed. Originality: The study is rare, as it documents the rapid transition from the child’s well acquired minority language to English, the majority language, in the matter of months. Significance: This article confirms the vulnerability of childhood bilingualism: even a few months between the two longitudinal datasets show a sharp decline in the child’s output in the heritage Finnish, but the dichotomy between “maintenance” versus “loss” is challenged because the decline in output does not necessarily extend to the loss of comprehension.

Language of instruction policy in Nigeria: Assessing implementation and literacy achievement in a multilingual environment

In this study, I evaluate adherence to Nigeria's Language of Instruction (LOI) policy, which mandates that primary school students be taught in indigenous language. Using multivariate regression analysis and data from round 6 of the Multiple Indicator Cluster Survey (MICS6), I assessed disparities in adherence between school types (public and private schools) and location (urban/rural areas) and regions. The results reveal private schools exhibit lower implementation rates than public schools, while urban areas lag behind rural areas, and the southern region trails the north. This highlights the challenges of enforcing a uniform LOI policy in Nigeria's linguistically diverse setting. I also examine the relationship between LOI and literacy outcomes using regression and propensity score matching anaysis. Contrary to prevailing notion that teaching children in an indigenous language improves learning outcomes, my findings show that students taught in English outperformed their peers taught in indigenous languages. This departure from the norm underscores the need to reassess generalized conclusions derived from less lingustically diverse contexts, as they might not apply settings like Nigeria. It also calls for a nuanced understanding of how LOI influences learning outcomes in diverse contexts, emphasizing the importance of tailoring educational policies to local realities.

Navigating Chinese international students’ inquiry learning in a multilingual and multicultural environment

ABSTRACT In the past few decades, inquiry learning, as a research-based learning approach, has been increasingly emphasised in developed Western countries. This study examined the inquiry learning experiences of 17 Chinese international students at their host universities in the USA, the UK, Australia, and Canada, along with their achievements and challenges. Through two rounds of one-on-one semi-structured interviews, this study found a close relationship between the emphasis on inquiry learning in host universities and neoliberal demands for students to acquire knowledge and diverse practical competences. Urged by the learning demands in the host universities, participants advanced in knowledge acquisition, acquired active, passionate, responsible, and inclusive learning attitudes, as well as English language competence, intercultural competence, and other practical competences through inquiry learning. They also faced additional workload and challenges regarding language difficulties and sociocultural factors mediated by home and host educational, social, and cultural contexts. This study advises international and domestic staff and students to engage in constant, candid dialogue, try to understand the specific learning challenges that international students face, and the support they desire. Collaborative efforts from all relevant stakeholders are necessary to create a diversified, caring, inclusive, and supportive inquiry learning environment conducive to mutual learning and thriving.

Multilingual and multimodal methods to examining the situated communication among deaf children and their caregivers

ABSTRACT This paper discusses methodologies for examining the multilingual language experiences of young deaf children that are sensitive to different cultural contexts of childhood, caregiving and language practices. We argue that in the context of early support, the combined use of situated multilingual and multimodal approaches to examine and assess individual language resources can provide rich and reliable information about individual communicative repertoires in their given context. This approach extends commonly used monolingual and unimodal research and assessment tools that lack the inclusivity of reach and granularity of analysis needed to inform contextually appropriate early intervention for multilingual and migrant deaf learners. We illustrate the potential of these methods using case study examples from multimodal video-based and ethnographic data gathering and analysis techniques deployed across three projects in different multilingual contexts, in Ghana and the UK. We use these case studies to examine the methodological choices, challenges and opportunities of researching different multilingual environments in culturally sensitive ways as a basis for supporting and assessing the language and communication development of young deaf children in multilingual and migrant contexts. We discuss how the resulting new knowledge base can extend Euro-Western epistemologies that are currently leading models of early intervention and support.

Із спостережень над сучасними тенденціями у функціюванні української мови в місті Ізмаїл

It is the special role of Izmail among other settlements of the Budzhak region that necessitates paying attention to the functioning of the Ukrainian language in Izmail, to changes in the linguistic behavior of the city’s residents in connection with social and political transformations in the country, in connection with Russia’s military aggression against Ukraine. The relevance of this issue is reinforced by the fact that the success of the Ukrainian language in Izmail will largely determine the state of the Ukrainian language in the region as a whole and national security in it. The purpose of the article is to highlight the main trends in the functioning of the state language in Izmail, Odesa region, caused by changes in the literary standard, in the language and educational legislation of Ukraine, in particular the adoption of the Laws of Ukraine “On Education” 2017, “On Ensuring the Functioning of the Ukrainian Language as the State Language” 2019, “Ukrainian Spelling” 2019, social and political transformations, and Russia’s military aggression against Ukraine. The author uses descriptive method of investigation, method of language biography, observation and etc. Results. The author notes significant positive changes in the functioning of the Ukrainian language in Izmail after the start of military aggression against Ukraine: Ukrainian language is becoming more widely spoken, it is increasingly heard in the city in various spheres of communication; Ukrainian speech is becoming more literate, speakers are trying to ensure the purity and correctness of their Ukrainian speech; attitudes towards Ukrainian as a native language are changing (even representatives of other ethnic groups, such as Moldovans, Gagauz’s, Bulgarians, etc. are beginning to consider it as such), as a prestigious, positive language, and its aesthetic values are changing. Originality. The peculiarities of the very dynamic functioning of the Ukrainian language in the city of Izmail in this time, in the context of changes in language and educational legislation, and Russia’s military aggression against Ukraine have not yet been scientifically described. Conclusion. Positive changes in the functioning of the Ukrainian language in Izmail are not yet stable, but rather trends that need to be consolidated by continuing the process of Ukrainization. This will contribute to the full-fledged consolidation of the Ukrainian language in Izmail, and to the expansion of its use as a means of interethnic communication in the region’s multilingual environment.

Implementation of Teacher Training: Providing Specialized Training for Teachers to Handle Multilingual Classrooms Effectively

The rapid globalization and increased migration have led to a significant rise in multilingual classrooms. This dynamic presents unique challenges and opportunities in educational settings, necessitating specialized training for teachers. The increasing diversity in classrooms requires teachers to have the necessary skills and knowledge to cater to the needs of multilingual students. The findings and discussions highlight the benefits of specialized training for teachers and its impact on student outcomes. This article examines the implementation of teacher training programs focused on equipping educators with the skills and strategies needed to effectively manage and teach in multilingual environments. The article reviews literature on the challenges faced by teachers in multilingual classrooms and the impact of specialized training on teacher effectiveness. The method section outlines the various training programmes available for teachers and their effectiveness. Drawing on data from recent studies, statistics, and case examples, the paper examines the effectiveness of these training programmes and offers recommendations for future practice. The findings suggest that specialised training significantly improves teachers' ability to manage multilingual classrooms, promotes inclusive education, and enhances student outcomes. The conclusion emphasises the need for ongoing professional development for teachers in multilingual settings.

“I Should Only Use One Language”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom

Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.

Особенности обучения иностранному (английскому) языку студентов языкового вуза в полилингвальном образовательном пространстве (на примере Республики Татарстан)

The purpose of this study is to identify the features of teaching English-speaking speech to students of a language university in a multilingual environment. In the work, special attention is paid to the positive and negative factors of the interaction of languages, as well as the influence of the multilingual educational environment of the university on the language abilities of students. The article analyzes Russian and foreign developments devoted to the specifics of the multilingual educational environment of the university when learning English; identifies the features in teaching a foreign language in modern conditions in higher education institutions; The authors have conducted research to understand how students at a language university feel about having three languages in their curriculum. The analysis of theoretical and practical material on multilingualism is devoted to the phenomenon of the multilingual educational environment, as well as the influence of the multilingual environment and bi- and polylinguism on English language learning. The scientific novelty of the research lies in the study and disclosure of the features of the organization of foreign language teaching in the multilingual educational space of a language university. Therefore, using a multilingual educational approach that takes into account all the benefits and drawbacks identified during this study can help learners feel more comfortable when acquiring a foreign language and improve their interlanguage communication skills.

Internationalization and Globalization in Higher Education: A Insight on Effect of Machine Translators on Team Performance among Multicultural Students Working and Studying in Hungary

Language barrier impedes team performance among employees working in a multilingual environment. Guided by the Technology Acceptance Model this study seeks; to determine the effect of machine translators on team efficiency, collaboration, trust building, and training among students on work-study jobs in Hungary. International students (N=105) from the University of Debrecen participated in the study. Findings indicate that machine translators significantly and positively contributed to team performance by boosting efficiency, collaboration, trust, and training. Every unit increase in use of Machine Translators translated to a corresponding increase in team efficiency, collaboration, trust, and training: a significant finding that indicates their instrumental role in breaking the language barrier in a linguistically diverse workplace. This study recommends the full adoption of machine translators to bridge the communication gap arising from language barriers in any multicultural environment consisting of multi-lingual team members