Multilingual Settings 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.

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

Exploring mediagrams as a visual tool to encourage teacher critical multilingual awareness through parent-school interaction in Norway

Teachers hold a key position for processes of inclusion and exclusion in parent-teacher relationships. Through teachers’ critical analysis of their own contributions in these processes, inclusion can be enhanced. This article explores how a visual representation of a person’s linguistic and media repertoires, a mediagram, can foster such teacher critical awareness. More specifically, it investigates the research question: How can mediagrams contribute to teachers’ critical awareness related to existing language ideologies in parent-teacher interaction in multilingual settings? To answer this question, an innovative use of the mediagram, where pupils and parents created a shared mediagram, is presented and discussed. Qualitative in-depth interviews with three teachers and four parents who took part in the activity are analysed. Interviews with the teachers are explored in terms of different dimensions of language awareness before and after implementation of the mediagram activity, while interviews with parents complement the teachers’ perspectives with parents’ perspectives. The study shows that the mediagram has promising potential to enhance teacher critical multilingual awareness in an extended understanding of the concept which also includes digital resources in interaction. Yet, it also points to important discrepancies in the parents’ and teachers’ evaluations of the tool.

Multilingual Realities and English Teacher Construction in Indonesian Pesantren: A Narrative Inquiry

This study aimed to explore the construction of English teacher identity within the multilingual and religiously oriented environment of Indonesian pesantren through a narrative inquiry approach. Applying narrative inquiry, the study examined how teachers negotiate their religious and professional identities while balancing multiple language ideologies embodied in this educational context. Data were collected through in-depth semi-structured interviews and reflective journals, providing rich narratives of teachers' experiences, challenges, and strategies in navigating their roles. Three key themes emerged: balancing language ideologies, the interplay between religious and professional identities, and multilingual practices in the classroom. The findings reveal the dynamic, context-responsive nature of teacher identity development within pesantren, highlighting how educators align religious values with pedagogical goals. This study addresses a critical gap by focusing on identity formation in faith-based multilingual education settings, offering new insights beyond secular or formal institutions. The implications contribute to broader discussions on teacher identity, multilingual education, and the intersection of language, religion, and teaching practices.

AI and Thinkable-Assisted learning media for physical education: a descriptive study on collaborative lecturer education

This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills. This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills.

Toolkit for Translating Health Information: A Resource for Crisis Health Communication and beyond

Abstract Issue/Problem Translating health information accurately and effectively presented a critical challenge in crisis communication during the pandemic. In linguistically diverse contexts, ensuring access to vital health information is essential for promoting public health outcomes. Addressing this issue, we summarized our experience in a comprehensive toolkit for translating health information, aiming to enhance accessibility, reliability, and relevance across various settings and countries. Description of the Problem Our initiative responds to the need for standardized translation practices in the dissemination of health information in Norway. Translation practices in the health sector often lack standardization, leading to inconsistencies, inaccuracies, and risk of less comprehension. Questions guiding our project included: How can lessons learned from the extensive translation work done during the pandemic improve the accuracy and consistency of health information translation in general? Results We have developed a practical toolkit tailored to diverse linguistic and cultural contexts. Our toolkit summarizes lessons learned from extensive translation work during the pandemic, supported by validation from experts in the field of translation. The toolkit has been welcomed by other organizations, which underscores the potential of standardized translation tools to mitigate barriers to health communication in multilingual settings. Lessons Lessons gleaned from translating information during the pandemic highlight the importance of evidence-based translation practices, knowledge of the target demographic and the integration of cultural considerations into translation workflows. Furthermore, our experience underscores the value of inclusive approaches in development, promotion and distribution of the translated materials. Key messages • Standardized translation tools can increase access to vital health information, fostering equitable health outcomes. • Collaboration and inclusive approaches are key drivers in advancing standardized translation practices for effective health communication.

Multilingual integrated pedagogical model for enhancing mathematical literacy in South Africa

In this conceptual paper, I propose a groundbreaking Multilingual Integrated Pedagogical Model designed to address the intricate challenges of teaching mathematical literacy in South Africa's diverse linguistic context. Drawing from theories of multilingual education, cognitive development, and effective pedagogy, the model emphasises leveraging students' linguistic diversity as a cognitive asset. It outlines a comprehensive approach encompassing curriculum design, dynamic instructional strategies, culturally relevant assessments, and targeted teacher training. By integrating students' native languages and embracing their cultural backgrounds, the model aims to foster deeper engagement, improved comprehension, and enhanced mathematical literacy. Here, I discuss the model's theoretical foundations, development process, and potential benefits, envision its transformative impact on mathematical education in South Africa and offer insights into adaptability for similar multilingual settings globally. Through this innovative model, the aspiration is to bridge the gap between language diversity and effective mathematical communication, ultimately nurturing a generation of empowered learners.

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

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

Harmonizing Languages: The Impact of Multilingual Classroom Dynamics on Teaching Indonesian in Taiwan

This case study investigates the intricate interplay of multilingualism, specifically in Chinese and English, and its consequential impact on the language of instruction in the context of teaching Indonesian as a foreign language in Taiwan. This research delves into the nuances of language pedagogy within a multicultural and multilingual educational setting. This study employs case study methodology, gathering data through classroom observations and openended student questionnaires. Additionally, students' progress, as evidenced by assignments and feedback, serves as a quantitative indicator to measure the influence of multilingualism on their language learning journey. Key objectives include examining student preferences and perceptions on the use of Chinese and English in Indonesian language course instruction. The research explores instances of code-switching and code-mixing, shedding light on the dynamic language choices of instructors and learners. Through an analysis of student progress, the study aims to discern tangible outcomes associated with the multilingual approach. The results show that students found the classroom dynamics positive and motivating, enhancing their learning experience. Local students benefited from using Chinese, while international students appreciated the multilingual approach, though some noted occasional delays in translation. Overall, the study provides insights into the benefits and challenges of multilingualism in Indonesian language instruction in Taiwan, contributing to discussions on effective practices in multilingual education.

Teacher language awareness for CLIL in multilingual settings: insights from across UK and Dutch primary classrooms

Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional awareness of how an additional language operates and is acquired within content classrooms. However, research focused on teacher language awareness (TLA) for CLIL is still sparse. Moreover, it has focused solely on CLIL teachers’ awareness of the target language, thereby disregarding the teacher plurilingual awareness (TPLA) required for effective CLIL, which is inherently multilingual and increasingly implemented in linguistically diverse settings. This study brings together the expertise of Dutch primary school teachers using CLIL to teach English as a Foreign Language (EFL) learners, with the expertise in teaching in multilingual settings of UK teachers supporting English as an Additional Language (EAL) learners. Using a CLIL Teaching Wall activity within interviews, it was possible to gain rich insight into the characteristics of the TLA and TPLA underpinning teachers’ ability to recognise and teach to the language demands of multilingual dual-focused classrooms.

Ethnic identity construction through multimodal linguistic landscape at Ban Arunotai in Thailand

ABSTRACT Thailand is a country where ethnic diversity and multilingualism are deeply embedded in the cultural landscape, and understanding the construction of ethnic identity provides crucial insights into its social dynamics. This study investigates how ethnic identities are constructed and negotiated through multimodal resources within the linguistic landscape of Ban Arunotai, a multiethnic village in Chiang Mai. Utilizing a comprehensive multimodal framework, the research analyzes how public signage combines linguistic, visual, auditory, and spatial elements to articulate and reshape identity. The findings reveal a hierarchical structure of languages and modes, where dominant languages are visually prioritized, while minority languages serve more localized, symbolic functions. Moreover, a shift from static, monolingual systems to fluid, multilingual repertoires among speakers reflects broader sociocultural changes shaped by translanguaging practices. By framing public signs as dynamic resources in the active formation and reinforcement of ethnic identities, this study offers significant implications for understanding identity politics and social integration in multilingual settings.

English as a Lingua Franca in Short-term Study Abroad Contexts and Implications for Pre-departure Training

Short-term study abroad (STSA) programmes can provide English language learners important exposure to linguistic diversity and variability associated with English as a lingua franca (ELF). Emphasising the importance of ELF in these programmes highlights how students can navigate and benefit from linguistically diverse environments. This paper examines connections between the reported social interaction patterns of 18 Japanese university students during STSA and ELF perspectives using a qualitative analysis of their reflective writing from before departure, upon return, and nine months post-STSA. The research showed how multilingual encounters can shape students’ ELF perspectives. Supplementary survey data revealed further insight into the character and frequency of STSA social interactions, including ELF use with other international students on linguistically diverse programmes. The findings are used to in the development of suggestions for pre-departure STSA training to prepare students for communication in multilingual settings.

Empowering voices: A deep dive into translanguaging perceptions among Turkish high school and university language learners

This study explores the perceptions of translanguaging among high school and university foreign language students in Turkey using a mixed-methods research design. 325 participants, comprising 155 high school and 170 university students, were surveyed to understand how translanguaging practices impact language learning, cultural integration, and academic performance. The study is grounded in Translanguaging Theory, Sociocultural Theory, and Pedagogical Translanguaging, emphasizing the fluid use of students' linguistic repertoires in language education. The findings reveal significant differences in perceptions based on gender, educational level, and age, highlighting the need for tailored translanguaging strategies to support diverse learner needs. This research contributes to the growing body of literature on translanguaging by providing empirical evidence from the Turkish educational context, offering insights into optimizing language teaching practices in multilingual settings.

Cognate Facilitation in Child Third Language Learners in a Multilingual Setting

Cognate Facilitation in Child Third Language Learners in a Multilingual Setting

What Can Interaction Mediate? An Alternative Model for Analysing Interaction in Multilingual Learning

In this review article, we propose Social Network Analysis (SNA) as an alternative model for analysing interactions within diverse educational contexts. Emphasising the capacity of SNA to reveal unexpected results through the exploration of social ties, we discuss its application in understanding the dynamics of multilingual and multicultural educational settings. Drawing on a range of studies, we showcase how SNA transcends traditional methodologies, shifting the focus from predetermined goals to the holistic examination of relational ties and network structures. Specifically, by delving into the intricacies of social interactions, SNA provides nuanced insights that contribute significantly to our understanding of complex social phenomena. As researchers navigate the ever-evolving landscape of interaction analysis, this paper advocates for the adoption of SNA as an alternative tool that complements traditional approaches, offering a fresh perspective on the multifaceted nature of human interactions.

Students independent work in genetics in a multilingual education setting

Students independent work in genetics in a multilingual education setting

EMI AND ELF IN TEACHING LANGUAGES OTHER THAN ENGLISH

The increasing global mobility has led to a rise in multilingual classrooms, making foreign language teaching more complex. In such environments, using students’ native languages to teach foreign languages has become problematic. This challenge is even more pronounced when teaching languages other than English (LOTEs) in multilingual settings, where relying on a common native language is no longer feasible. This is especially true for high-context languages, which depend heavily on contextual and non-verbal cues for communication. These languages often convey implicit information, requiring a deep understanding of context, shared experiences, and cultural references for effective communication. Examples of high-context languages include Japanese, Chinese, Korean, Thai, Arabic, and Spanish.

One policy, two implementations: probing policy specifications in two EMI courses in a Macao university

ABSTRACT Despite growing literature on EMI policy implementation in higher education contexts, there is a lack of research on how these policies are enacted at the micro-level, particularly in the classroom settings. The present study explores the language beliefs and practices of a psychology professor in two English-medium instruction (EMI) courses which differed in course types and students’ preparedness, in an effort to understand how language policy was enacted in nuanced EMI settings. Drawing on semi-structured interviews, classroom observation, and course artifacts, the study reveals that the non-native English speaking participant held a consistent belief in enforcing a strict English-only policy within the classroom, yet she managed students’ and her own language practices slightly differently (e.g. speak time, pace, vocabulary, L1 proportion) based on specific course objectives. The findings highlight the importance of consistent and mindful language policies that allow for flexible implementation where unique features of individual EMI contexts are accommodated. Through highlighting the agency of EMI teachers as language policy arbiters, we reimagined the original ROAD-MAPPING framework [Dafouz, E., & Smit, U. (2016). Toward a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397–415] to capture the granular and dynamic process of EMI policy enactment and implementation in authentic classrooms. Practical implications are drawn accordingly.

Sudanese Students’ Perceptions of Code Switching in English Language Classes

This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. Finally, the study offers several suggestions and ideas for additional research.

The Role of Internet to Bridge Language Gaps in Learning English as a Foreign Language in Solo's Multilingual

This study investigates the role of the internet in bridging language gaps and enhancing English as a Foreign Language (EFL) instruction within Solo's multilingual context. The focus is on how internet resources aid students in navigating between Bahasa Jawa, Bahasa Indonesia, and English, reflecting the multilingual dynamics of EFL classrooms. Utilizing a qualitative approach, semi-structured interviews were conducted with students from grade XII public senior high schools in Solo, Central Java. The findings reveal that the internet plays a significant role in facilitating language learning by providing access to diverse resources and interactive platforms. It is reported that internet tools help them create more engaging and culturally relevant lessons, which cater to the multilingual backgrounds of the students. Students highlighted that online resources offer immediate feedback, diverse learning materials, and opportunities for practicing English in real-world contexts, which are crucial for mastering a foreign language. Moreover, the study shows that the internet supports students in developing digital literacy skills, which are essential for effective language learning in the 21st century. The use of internet-based learning tools helps students seamlessly transition between languages, enhancing their overall language proficiency and confidence in using English. This research underscores the importance of integrating internet resources in EFL education to address the unique linguistic needs of students in multilingual settings. Future studies should explore the long-term impacts of internet use on language acquisition and its potential integration with traditional teaching methods to create a more holistic and effective EFL learning environment.