Multilingual Environment Research Articles

Translanguaging In Indonesian EFL Classrooms: A Comparative Case Study Of Pedagogical Strategies And Linguistic Identity

The convergence of language and education is crucial for achieving academic achievement in a world that is becoming more and more multilingual. The present study aims to investigate the impact of translanguaging on the positive perception of English as a Foreign Language (EFL) abilities, academic engagement, and comprehension among university students in Indonesia. This study investigates the impact of translanguaging on students' perceptions of their linguistic competence in English as a Foreign Language (EFL) settings. It utilizes qualitative analysis of in-depth interviews with three EFL learners, namely Dewi, Dina, and Dewa. Additionally, the study explores how translanguaging practices contribute to the creation of inclusive and engaging classroom environments that cater to diverse linguistic backgrounds. Dewi, an advanced English as a Foreign Language (EFL) student, proposes a 75% utilization of English to enhance the development of linguistic skills. Conversely, Dewa favors a 25% utilization rate, giving priority to Indonesian to enhance conceptual understanding for learners at an intermediate level. Dina, an individual who is new to the subject, advocates for a balanced strategy that ensures equal exposure to both languages. The diverse tastes highlight the necessity for flexible teaching methods that may effectively address the multilingual environment of Indonesian education. The results indicate that translanguaging not only strengthens students' favorable self-perceptions and academic engagement but also improves understanding of intricate topics. Furthermore, the research sheds light on the potential of translanguaging as a pedagogical instrument that educators can utilize to establish learning environments that are both inclusive and efficacious. By strategically incorporating language, educators can acknowledge and make use of students' linguistic abilities, thus validating their identities and fostering a favorable attitude towards multilingualism. The research supports the adoption of an educational framework that not only facilitates but also acknowledges linguistic diversity, suggesting that this approach is crucial for academic progress in multilingual environments.

Nurturing Auditory Wellness in Multilingual Learning Environments

Nurturing Auditory Wellness in Multilingual Learning Environments

Technology of multilingual skills formation of schoolchildren of the basic comprehensive school in the conditions of an additional modular general educational program “Linguistic Workshop”

Importance. The problem of the formation of a multilingual student’s personality is important and relevant for modern language education. The purpose of the study is to propose a technology for the formation of multilingual skills of schoolchildren (grades 5-9) based on a modular general development program for the study of languages and cultures in an additional training course.Research Methods. Based on scientific literature theoretical analysis, the refined concept of “modular general educational program of additional education” as a means of multilingual skills forming of schoolchildren is presented. It is proved that a prerequisite for the multilingual skills formation of schoolchildren is their awareness of the value of their multilingual development, upbringing and development of a multilingual personality based on mastering socially significant experience, which is embodied in language knowledge and skills, language and speech activity. The main methods of polylinguistic skills’ formation are: comparative, communicative, method of control and self-control.Results and Discussion. It is revealed and substantiated that the use of a modular general development program in an additional training course will allow developing the student’s multilingual personality, its linguistic thinking, and language ability, which arouses great interest in the didactic possibilities of the proposed technology.Conclusion. The application of the research results can contribute to the development of new directions in linguodidactics and the design of an effective multilingual school environment.

Understanding Chinese international students’ language ideologies and multilingual practices in English-medium instruction programs in Germany

Analysed through the lens of language ideology, this qualitative study delved into the multilingual experiences of Chinese international students in English-medium instruction (EMI) studies in Germany. Drawing on semi-structured interview data from 16 Chinese postgraduate students in an international university, this study probed into these students’ language ideologies related to English, German, and Mandarin Chinese. Data analysis showed that their language ideologies were complex and intertwined with academic success, social integration, future employment, solidarity within ethnic groups, and widening local networks. It was also found that the participants’ multiple while often conflicting language ideologies were pivotal in shaping their investment in and usage of particular languages. The findings of this study contribute to a deeper understanding of the diversity inherent in international students’ language ideologies in EMI and have significant implications for the internationalisation of multilingual environments in higher education (HE).

Borrowings of english sports terms in the karakalpak language: a linguistic analysis

The phenomenon of lexical borrowing is a significant aspect of language evolution, reflecting the cultural and societal interactions between communities. This study examines the borrowings of English sports terms in the Karakalpak language, focusing on the linguistic adaptations and semantic shifts that occur during the process. Through a comprehensive analysis of borrowed terms, their usage patterns, and socio-cultural contexts, this research sheds light on the dynamics of language contact and the influence of global sporting culture on minority languages such as Karakalpak. Data was collected from various sources including sports events, media, and interviews with native speakers. The findings reveal intriguing linguistic phenomena and contribute to our understanding of language contact and lexical innovation in multilingual environments.

Interference of Thai Language on Dialectal Variations of Jawi Malay in Narathiwat

The connection between language and culture becomes increasingly evident when the Thai language influences the variations of Jawi Malay dialects in Narathiwat. This research aims to analyze the impact of Thai language interference on the dialectal variations of Malay language in Narathiwat, Thailand, using a sociolinguistic approach. We investigate changes in language, including vocabulary usage, phonological shifts, and social influences in the everyday situations of Narathiwat society. The research methods involve interviews, surveys, text analysis, and observations in everyday contexts. The expected outcomes are to enhance understanding of language dynamics in Narathiwat, which plays a crucial role in preserving cultural and linguistic identities in a multilingual environment. This study has the potential to provide valuable insights into the preservation and maintenance of Malay language in Narathiwat, emphasizing the importance of language and sociolinguistic research in areas with strong language influences and significant cultural blends. This abstract covers the research background, objectives, research methods, research findings, discussion, conclusion, and research implications, ensuring a comprehensive understanding of the scope and relevance of this study

Students’ Integrative and Instrumental Motivation for Learning English as a Second Language

Objective: This research investigates the influence of integrative and instrumental motivations on English Language Learning (ELL) among students in private educational institutions within the United Arab Emirates (UAE). It aims to discern which type of motivation—integrative or instrumental—exerts a greater impact on second language acquisition. Method: A quantitative research methodology was employed, utilizing a 44-item questionnaire adapted from the Motivation Test Battery. The study sample consisted of 101 English as a Second Language (ESL) students. Statistical tools such as regression analysis and correlation coefficients were used to analyse the data, providing insights into the relationships between motivational types and language acquisition success. Results and Discussion: The study revealed a positive correlation between both integrative and instrumental motivations and ELL. Notably, integrative motivation had a more substantial influence on the ESL outcomes compared to instrumental motivation. These results underline the complexity of motivational impacts on language learning, with integrative motivation playing a pivotal role. Research Implications: The findings suggest that educational strategies that enhance integrative motivation could be more effective in promoting successful language learning. This could involve fostering a deeper connection with the language community and culture, thereby enriching the educational experience and outcomes for ESL learners. Originality/Value: This study contributes to the existing body of knowledge by focusing on the comparative impacts of integrative and instrumental motivations in the context of the UAE—a region where such studies are seldom conducted. The insights regarding the predominant influence of integrative motivation add a valuable dimension to the global discourse on second language acquisition, especially in multilingual and multicultural learning environments.

"HEGA": the Basque version of the PaBiQ parental questionnaire, for clinicians and educators working in the Basque multilingual environment.

In this paper, we investigate the relevance of using a parental questionnaire (HEGA) to gather information on children's language experience in Basque and early language development in order to better interpret language performance in that language. Both this questionnaire and use of language assessment in Basque are needed in the Basque Country, where multilingualism is well attested. The questionnaire was developed after the PaBiQ with additional questions meant to reflect the Basque context, notably its schooling linguistic model. The HEGA was administered to the parents of 186 bilingual children of the Northern Basque Country (age 4;2-9;1) whose language skills in Basque were assessed via a new test battery targeting different linguistic domains (HIGA). Several significant correlations were found between exposure to, and use of Basque and performance in lexical and morphosyntactic production and comprehension. Mixed-effect regression analyses revealed that language experience in Basque, and particularly the fact of being schooled entirely in Basque, were strong predictors of lexical and morphosyntactic outcomes. In contrast, phonological performance, as measured by nonword repetition, appeared to be less impacted by language experience in Basque. Finally, two children were identified as being at risk of language impairment, due to low language performance in Basque despite extended language experience. These results have important implications for clinicians and educators, in particular for detecting language difficulties in Basque-speaking bilingual children. They also show the need for assessing language abilities in Basque for children growing up in a solid Basque-speaking environment.

Linguistic and cultural content of teaching preschoolers the Tatar language in a multilingual developmental environment

The languages, in which children are raised and educated become a tool, a condition and a factor in the formation of children’s worldview and their linguistic picture. It underlies the ethnocultural and national identification of the child in the future. The education system faces challenges related not only to the education and development of children, but also to the formation of an all-Russian civic identity, to the education of a person with linguistic and sociocultural competence, the one who respects the language, culture and traditions of the peoples of the Russian Federation. This idea permeates all normative acts concerning the content of education. Education is becoming a strategic tool for ensuring the linguistic and ethnocultural diversity of our country, a support for preserving the experience of intercultural and interreligious interaction of the peoples that make up the Russian nation. Multilingual education, whose linguodidactic system ensures the development of the child in the Russian and Tatar languages, makes it possible to take into account the national and cultural needs of the younger generation living in the region.The article reveals the experience of introducing a linguodidactic system for teaching children the Tatar language in a multilingual environment, designed to ensure the formation of a child’s national language picture.

Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education

ABSTRACT Programs of multilingual education in Early Childhood Education and Care (ECEC) are promising because they contribute to the development of young children’s language and literacy as well as their multilingual identities. In practice, many educators are unsure of how to engage children in multilingual literacy activities and policy often falls short of providing adequate guidance. The present paper investigates the case of Luxembourg where a multilingual program has been implemented over the last years. We draw on the continua of biliteracy to examine the range of language and literacy practices of 12 educators who worked with two to four-year-olds in three private, commercial centers differing in regional location, urban or suburban setting, and dominant language spoken. Using the lenses of the biliteracy continua of context, media, content, and development, we analyze examples, explain differing practices, and explore the educators’ varied understandings of languaging, literacy, and learning. We thereby demonstrate that the continua are a heuristic for research, teaching, and policymaking in multilingual environments. We conclude with implications for professional development, policymakers, and researchers.

Development of Reading in Multilingual Environments in 2nd Grade Children

The main objective of this study is to assess the Spanish literacy competence of students enrolled in bilingual and trilingual programs by analyzing the developmental process and evolutionary course of reading during the first cycle of Primary Education. This analysis aims to determine whether the reading skills in Spanish of students in multilingual schools are affected by immersion in a foreign language, in this case, English. To achieve this, a total of 258 second-grade primary students were examined, categorized into groups based on the number of languages they knew (two or three), in comparison to a control group of monolingual students. Two variables were measured: intelligence using the WISC-IV and literacy competence using the TALE. The results of both tests indicate that there are no significant differences in reading competence between bilingual and trilingual students and monolingual students. These results reinforce the idea that learning to read is a process not influenced by the number of languages spoken.

A rumor propagation model in multilingual environment with time and state dependent impulsive control

In this paper we are interested in the problem of modeling, analysis and control of rumor spreading on online social networks. As the diversity of languages and the difference of user nodes in the network, a heterogeneous rumor spreading model with two language spreaders is proposed, and the impulsive isolation control strategy is considered. Firstly, the model with periodic impulsive isolation control and time-delay recovery rate is discussed. Based on the stability theory of impulsive differential equations, some conditions regarding the impulsive period and control gains are given for the rumor asymptotically disappearance and persistent existence. Secondly, a new type of event-triggered impulsive isolation control method is developed to address the tradeoff between restraining rumor and minimizing the cost of control, and some conditions are given to make the rumor disappear asymptotically. Furthermore, an improved event-triggered mechanism is established based on the fixed-time stability theory, which provides the conditions for the rumor to disappear within a fixed-time. Finally, some numerical simulations and an actual example are given to verify the rationality of the model and the effectiveness of the control methods.

Sociolinguistic awareness as a key factor in reducing linguistic unease

This article addresses key issues related to diverse cases of migration to complex multilingual environments within Europe. Data came from three case studies carried out within the scope of the MIME project: (ex-)Yugoslavian refugees to South Tyrol (Italy); Portuguese work migrants to Andorra; and international managers in Vasa (Finland). Data were elicited using qualitative methods (biographical narrative interviews and focus groups) and thematically analysed to identify emic causes of ‘linguistic unease’, the speakers’ perception that their linguistic repertoire is inadequate for communicating with others and the consequent fear that their linguistic performance will be met with judgemental and negative attitudes. Our results show that in all situations, irrespective of the diverse conditions that exist prior to migration or in the destination country, the complex linguistic environment of the recipient society is puzzling for mobile people. In all cases, numerous migrants target the language that they perceive to be easier and most accessible to them, but this also exposes them to some level of linguistic unease. Crucially, migrants’ learning choices rub salt in the wounds of old conflicts that have roots in the historical dynamics of multilingualism of the recipient societies. We argue that raising sociolinguistic awareness about this is crucial to mitigate unease and discrimination in the most vulnerable sections of the migrant population.

“HOW I LEARN ENGLISH IN EFL CONTEXT”: A PSYCOLINGUISTIC ANALYSIS ON SECOND LANGUAGE ACQUISITION OF ADULT LEARNERS

This study explores the psycholinguistic phenomenon in the context of second language acquisition of adult learners who work in hospitality industry at tourist destinations, with a case study at popular tourist sites in Bali. The main goal of this research is to identify and analyze the strategies and challenges faced by workers in learning and using a second language in their daily interactions with foreign tourists. This study utilizes primary data collected from direct observations and interviews with 55 workers at various tourist sites in Bali. Respondents were selected based on criteria such as having regular interactions with foreign tourists and at least one year of work experience in the tourism sector. Additionally, secondary data was obtained from a literature review of previous studies on psycholinguistics and second language acquisition. The methodology employed is a qualitative descriptive approach, in which the collected data is analyzed to understand the psycholinguistic aspects of second language acquisition. The results indicate that factors like a multilingual work environment and customs, personal motivation, age, and social support play a significant role in the process of acquiring a second language. Three main types of strategies identified in second language learning are cognitive, social, and affective strategies. This research provides new insights into second language acquisition in the tourism setting and recommendations for second language learning for tourism practitioners.

Linguistic Relativity Unveiled: An Exploration of Language and Cognition in Second Language Acquisition

In an era of rapid globalization, cultural exchange promotes a multilingual environment, thereby increasing exposure to different linguistic frameworks. This paper takes Chinese students with second language acquisition as the research object and tries to explore whether they are affected by psychological factors and environmental factors in the process of thinking and communication in their mother tongue or non-mother tongue. Based on the Sapir-Whorf hypothesis, which holds that language shapes thinking, the study investigates the cognitive linguistic challenges posed by the diversity between Chinese and Western languages and the cultural specificity behind different languages for Chinese students studying abroad. Eight in-depth interviews were conducted with Chinese students who have studied and lived abroad to gain a nuanced understanding of their language background, learning process and experiences in different language environments. Qualitative textual analysis of these interviews revealed the profound impact of cultural and thinking differences on the language difficulties encountered by participants. This study also explores the psychological factors that influence the choice of thought and expression language in the second language environment. The results show that context, common language with communication partners and cultural differences play a key role in language selection among Chinese students. In addition, the study explored the feasibility of how different languages might be better suited to express specific concepts or emotions.

НЕКОТОРЫЕ ПРИНЦИПЫ И ПОДХОДЫ ПРЕПОДАВАНИЯ УЗБЕКСКОГО ЯЗЫКА В МНОГОЯЗЫЧНОЙ И ПОЛИКУЛЬТУРНОЙ СРЕДЕ

This article talks about the principles and approaches to teaching the Uzbek language in a multilingual and multicultural environment. The main differences and advantages of these approaches and methods are considered. Conclusions and suggestions for effective teaching and learn- ing of the Uzbek language in a multilingual and multicultural environment are given. As you know, Uzbekistan is a country in which many nationalities and ethnic groups live. In addition, today the study of the Uzbek language is becoming more relevant due to the fact that our country has a high po- tential for industrial, industrial and economic development. This relevance is gaining great importance in the fields of education, tourism, sports, busi- ness, etc. All this involves teaching the Uzbek language in a multilingual and multicultural environment. To achieve effective learning, it is neces- sary to decide on what principles and approaches it is advisable to teach the Uzbek language. This article deals with precisely such principles and approaches.

Supporting multilingual children with language impairment in a multilingual environment: experience and perspectives from speech and language therapists in Switzerland

ABSTRACT This work reports the results of a survey study conducted with French-, German-, and Italian-speaking speech and language therapists (SLTs) in Switzerland. In this survey we asked respondents about their language background, training in multilingual matters, and practices with multilingual patients, as well as their opinions on the current SLT provisions for multilingual children in Switzerland. The main results showed that despite high levels of SLT multilingualism in Switzerland, there is often a mismatch between the additional languages spoken by the SLTs and the heritage languages spoken by their patients. To circumvent the challenges of assessing a multilingual child, SLTs across Switzerland reported using a variety of assessment tools and methods, although therapeutic options are still missing. The results also revealed some differences based on linguistic region, with SLTs working in French-speaking region having the highest number of multilingual caseloads but those working in the German-speaking region receiving the most training on multilingualism. Conclusions drawn are that across Switzerland there is still a need for SLTs to be better trained to work with multilingual children and for suitable tools for assessing and especially treating multilingual patients to be developed. Full results are reported and discussed.

Multilingual environments and Cantonese English identity: evidence from the Greater Bay Area in China

Multilingual environments and Cantonese English identity: evidence from the Greater Bay Area in China

French and language ideologies in a multilingual European Union institution: Re-constructing the meaning of language choice at work

This qualitative study investigates stances in reflective interviews to identify cultural patterns that shape the meaning of language choice within an international unit of an EU institution in Luxembourg. We employ the analytical concept of “language cringe” and propose a complementary concept, “language push,” to showcase the effects and reproduction of language ideologies in day-to-day talk about languages at work. Our analysis reveals that, within a workplace culture that encourages flexible and convivial use of multiple languages, French speakers have to deal with the effects of the “logic of honour,” which is culturally associated with the use of French in France. Based on our findings, we suggest that language choice should be considered a cross cultural dimension in multilingual environments, and that language-sensitive management scholarship should broaden its considerations beyond the traditional issues of language proficiency, namely by inspecting relational and affective factors that shape language use in multilingual workplaces.

Language Acquisition in the Longitudinal Cambridge UK BabyRhythm Cohort

The Cambridge UK BabyRhythm project is a study of 122 infants as they age from 2 – 30 months, investigating cortical tracking and sensorimotor synchronisation to acoustic and visual rhythm in relation to language acquisition. As there are few standardised language tasks appropriate for this age range, the BabyRhythm project adapted a range of parent-report and infant-led experimental measures that could be used within a home testing environment. Here we present a rich description of infant performance on tasks intended to sample 5 linguistic domains: semantics, phonology, grammar, rhythmic timing and gesture. For each task we describe infant performance (mean, median, range), and we also report performance by sex (N female = 57) and by monolingual (N = 91) versus multilingual (N = 31) home environments. We report relations between measures. We share our unique longitudinal database (all data available on OSF), and ‘lessons learned’ on adapting language assessments for very young children. Critically, we identify the language tasks that will be utilised in our longitudinal brain-behaviour analyses, providing the benchmark upon which future neural and behavioural markers will be measured.