Multilingual Contexts Research Articles

Exploration of parental perspectives and involvement in therapeutic communication approaches for deaf and/or hard-of-hearing children at special schools in South Africa

Family-centred intervention optimises the development of communication abilities and academic outcomes in children with hearing loss. Cognisance of family values, respect for family differences and adaptations to cultural and linguistic...

Mouthings in highly multilingual contexts: typological implications from Hawai‘i Sign Language & Sinasina Sign Language

ABSTRACT HSL and SSSL are two endangered sign languages of Hawai‘i and Papua New Guinea, respectively. Mouthings of spoken words in signing, especially in smaller sign languages, is a growing topic in sign language linguistics. Here, I present an analysis of mouthings in HSL and SSSL. Mouthings in these languages may present patterns that are previously unattested in other sign languages, both because the scope of existing research on signing is often limited to North America and Europe and because HSL and SSSL are both used in highly multilingual communities. To categorize and compare mouthings in these languages, obligatoriness of manual and non-manual components, linguistic function, and likely source language are analyzed for each mouthing. Findings here suggest that the mouthing patterns in HSL are typologically unusual, while those in SSSL are more like standard mouthings described in previous literature. Multilingual mouthings are found in both HSL and SSSL, with correlations between source languages and mouthings’ functions. Incongruencies between the HSL mouthings and those in other languages and potential challenges for outsider researchers in identifying mouthings (and their source languages in multilingual contexts) have broader implications for typologies of mouth actions and research practices.

An ethnic minority speaker’s self-conflict in multilingual lived experience: a case study of IPA

ABSTRACT This case study sheds important light on ethnic multilingual speakers’ identity construction in their multilingual lived experiences. An ethnic multilingual speaker (pseudonym Altan) of Mongolian (L1), Mandarin (L2), English (L3) and Japanese (L4) was selected as a case study to present his self-conflict in the practice of moving between languages. This case study provides a long-term view of how an ethnic multilingual speaker’s ethnic (language) awareness was awoken when struggling between speaking different languages and how he tried to prioritise and ‘legitimize’ his ethnic identity in a Mandarin-dominated society. The participant was interviewed with twelve open-ended and semi-structured questions. Following the guidance of Interpretative Phenomenological Analysis (IPA), the transcript was translated and analysed line by line, with two rounds of exploratory notes. To better understand the multilingual lived experience of the participant, this study adopts monolingualism, translingualism and identity theories to interpret the participants’ language-related self-conflict. The study not only highlights the subtractive side of translanguaging but also implies that some multilinguals may not find comfortable spaces to maintain and develop their ethnic identity in multilingual contexts. The salient ‘self-conflict’ caused by the ‘visible’ and ‘invisible’ translanguaging also makes a unique contribution to the field of ethnic multilingualism.

Politeness Strategies Used During Doctor Patient Interaction By Doctors Of Mardan Medical Complex, Mardan, Pakistan

Background: Medical communication, especially in multilingual contexts, relies on effective politeness strategies. Using Brown and Levinson’s Politeness Theory1, this study examines doctor-patient interactions, emphasizing communication's role in reducing disparities and improving healthcare outcomes in diverse settings. Study Design: A Qualitative Descriptive Study. Place of Study: Department of Psychiatry Mardan Medical Complex (MMC), Mardan from April Ist, 2023, to 30th June, 2023. Methods and Materials: This Study a qualitative Descriptive study to collect non-numerical data from the Mardan Medical Complex in Khyber Pakhtunkhwa. The study used Snowball and convenience sampling to collect data from doctors, with 133 audio samples recorded and 88 purposively sampled. The researcher observed interactions and took notes during data collection. Two politeness models were used for data analysis: Brown and Levinson's politeness theory and Leech's politeness maxims. The results will be shared with doctors to enhance the research's fruitfulness. Results: The study explores the strategies used by Pakistani doctors, focusing on positive politeness, bald on record, and negative politeness. Positive politeness is used to make patients comfortable and avoid threats, while bald on record is used to guide patients through health and treatment. In government sectors, tact, generosity, agreement, approbation, and sympathy are used more frequently. The study concludes that these strategies vary depending on the context and patient needs. Conclusion: The study investigates politeness in medical discourse, focusing on doctor-patient verbal interactions in Pakistani government hospitals. It identifies a communication gap due to doctor-centered discourse, contributing to sociolinguistic use of language and workplace communication. Keywords: Doctor-patient relationships, communication gap, politeness strategies, Mardan Medical Complex

Young children's translanguaging as emergent in and through open‐ended science pedagogies

AbstractEquity‐focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open‐ended pedagogical structures supported their communication and engagement as related to science learning. We examine the work of 4‐ to 6‐year‐olds as they participated in a 3‐week unit exploring worms and draw upon translanguaging theoretical perspectives to interpretively analyze their interactions in science. Situated in the multilingual national context of Luxembourg, the study examines the interactions of these plurilingual children and their teacher as they investigated worms in varied open‐ended pedagogical structures. Schools are trilingual in Luxembourg, yet approximately half of the students in the country's elementary schools do not come to school with proficiency in any of the three languages of instruction. Issues of equity in schooling are thus heavily bound in languages. The robust dataset incorporating video data were examined using multimodal interaction analysis, and three vignettes zoom in on children's actions, utterances, and materials in open‐ended science learning spaces, providing rich examples of classroom structures that support meaningful translanguaging through students' agentic science communication. Young students' communication and science engagement are inseparable, and this study shows that these intertwine through translanguaging, in a process which is emergent when children are able to agentically draw upon diverse resources to make meanings.

Multilingual SEIR public opinion propagation model with social enhancement mechanism and cross transmission mechanisms

The propagation of public opinion in multilingual environments presents unique challenges due to the diversity of languages, cultures, and values. This study develops an SEIR-based model tailored for multilingual contexts, incorporating mechanisms such as social enhancement, forgetting, and cross-transmission. The model’s purpose is to improve transparency, inclusivity, and effectiveness in public opinion management, particularly in diverse linguistic settings. By emphasizing democratic engagement and avoiding social control, the model provides tools for managing public opinion that promote fairness and transparency. The model was validated using real Twitter data related to COVID-19 across multiple languages, including English, Spanish, and Catalan. Key results demonstrate that the model effectively captures the dynamics of opinion propagation, particularly in languages with fewer users, where opinion spread tends to be more predictable. By addressing cultural and linguistic differences, this study offers an inclusive approach to public opinion management. The inclusivity ensures that different cultural groups, regardless of language, are fairly represented in public discourse. This research contributes to the ethical management of public opinion, providing valuable insights for policymakers and analysts in multilingual societies.

Exploring professional identity as a theoretical lens for researching multilingual mathematics teachers in multilingual mathematics contexts

This theoretical paper explores how the notion of teachers’ identities is defined and operationalised under multiple theoretical approaches, particularly in studies on language diversity. To explore this, the notion of teachers’ professional identity is first discussed as dealt with in mathematics education studies and other educational fields, addressing the related concepts considered essential to identity. Next, the paper outlines how these concepts become operational in specific examples of empirical studies in education and mathematics education. Based on this overview, new directions are proposed in researching teachers’ identities for addressing issues of language diversity in mathematics education.

Multilingualism in metacognitive and self-regulation research: scoping review advocating for comprehensive representation of multilingual complexity

Metacognition and self-regulation play crucial roles in second language acquisition, but their roles in multilingual (L3+) contexts remain underexplored. This scoping review sought to examine how metacognition and self-regulation manifest in learning third or additional languages, particularly regarding how multilingualism was accounted for in the empirical research surrounding these constructs. Three inclusion criteria were: L3+ participants, variables related to metacognition and/or self-regulation, and empirical/experimental design. Studies on test or technology validations, or nonlanguage domains were omitted. A comprehensive search across three databases yielded 52 studies, which were analyzed to assess their exploration of multilingualism's impact on metacognitive and self-regulatory processes. Findings revealed that while these cognitive strategies are crucial for navigating complex linguistic environments, studies often conflated bilinguals with multilinguals, limiting insights into how varied linguistic repertoires influence metacognition and self-regulation. Future research must better differentiate between these groups and investigate how managing multiple languages fosters unique self-regulatory action in multilingual learners.

Introduction: Persian Translations and Textual Productions in the South Asian Multilingual Context

Introduction: Persian Translations and Textual Productions in the South Asian Multilingual Context

‘ความอุ่นใจ (Kharm Unn Jai)’: honouring transcultural experiences in supporting women

ABSTRACT This paper presents autoethnographic accounts from women design researchers, each sharing their culturally grounded approaches to support women in a transcultural mentoring programme. The authors examine the concepts of ‘safety’ and ‘safe spaces’, by unpacking these terms through decolonial perspectives. The paper’s title ความอุ่นใจ (Karm Unn Jai), roughly meaning warm hearted, represents the first author’s state of being, relating and co-becoming during the programme and became an invitation for all authors to reflect on diverse personal experiences of safety. This paper offers six reflections on atmospheric and felt dimensions of codesign practice as prompts for readers’ own explorations. Their differences and resonances point towards the intersectional positionalities and relationalities that comprise codesigning, rather than collapsing them under generic guidelines for designing ‘safety’ or ‘safe spaces’. We highlight the transcultural emergence of trust and kindness, and expand the scholarship on inclusivity in multilingual and multicultural contexts. This work advocates for a more nuanced understanding of codesigning that recognises and values diverse lifeworlds, thereby contributing to efforts in decolonising and pluralising codesign discourse.

The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings

Abstract This paper reports on a study on in-service and pre-service teachers’ language attitudes and perceived proficiency in two multilingual education contexts: the Basque Autonomous Community (Spain) and Friuli Venezia Giulia (Italy). The total sample was made up of 1,094 participants (553 pre-service teachers, 541 in-service teachers). Data were collected by means of the same questionnaire used in a study published in 2007, which this research replicates. The cross-country comparison highlights the impact of diverse language policies; the Basque Autonomous Community shows robust support for the minority language, Basque, in contrast to Friuli Venezia Giulia’s less supportive approach to Friulian. Similarities include teachers’ high perceived proficiency in the State language (Spanish and Italian respectively) and positive views on multilingualism (including the minority, the majority and English as a foreign language). Notably, in-service teachers express more favorable attitudes than their pre-service counterparts towards the minority language, but less favorable towards the State language. With this study, we aim to contribute to the ongoing discourse on multilingualism within an educational system that embraces multiple languages, aiming to provide potentially valuable insights for policy and teacher training practice.

Peer interactions in English as a lingua franca: evaluation of a short teenage study-abroad programme in a multilingual context

ABSTRACT International summer schools are a popular way to study a foreign language. Thanks to their multilingual context, learning takes place in the classroom as well as out of class – during social interactions in the target language (TL). It has not been sufficiently explored, however, to what extent study abroad (SA) programmes provide conditions for TL interactions. Additionally, more research is needed in an English as a lingua franca (ELF) context. Furthermore, adolescent summer school students, who are among the most common participants in SA programmes, remain underresearched. This qualitative study fills this gap by interrogating a short SA programme in Malta, where international teenagers come to study English in a lingua franca environment. The data were gathered through semi-structured, in-depth interviews with fifteen learners, eleven instructors, two managers, four activity leaders and two coordinators, as well as a participant observation. ELF interactions were found to stem mostly from the multilingual context, physical structure and shared accommodation. Cliques of compatriots and insufficient integration in the extracurricular aspects of the programme hampered TL interactions. The study results are used to draw practical implications for enhancing interactions in ELF, which could contribute to increasing the effectiveness of SA language education.

Inhibition processing in code-switching among Chinese–English–Japanese trilinguals: Evidence from the n–2 language repetition costs

Aims and Objectives: The current study aimed to investigate whether there was inhibitory processing in code-switching during language comprehension among Chinese–English–Japanese trilinguals and whether n–2 language repetition costs were contingent upon particular stimulus–response configurations. Methodology: This experiment employed semantic categorization tasks, with non-cognate animal and non-animal words as experimental stimuli, and the n–2 language repetition costs as a discerning experimental indicator, to explore whether there was inhibitory processing in code-switching during language comprehension among Chinese–English–Japanese trilinguals. Furthermore, we investigated the impact of stimulus–response configuration on inhibitory processing during switching between phonetic and logographic writing systems. This approach allowed for a detailed exploration of the cognitive mechanisms underpinning language switching and the factors influencing inhibitory control in multilingual contexts. Data and Analysis: The experimental data collected were analyzed using the R language with the lme4 package. Reaction times were fitted to a linear mixed-effects model, while accuracy was binary coded and fitted to a generalized mixed-effects model with a logistic link function. Findings: The study found that: (1) there were n–2 language repetition costs in Chinese–English–Japanese trilinguals’ code-switching during language comprehension and (2) the n–2 language repetition costs in code-switching processing during language comprehension was not affected by specific stimulus–response configurations but was related to the psychological representation of the competing languages. Originality: There is a lack of research investigating the switching of three language tasks using n–2 language repetition costs as an index. Limited studies employing n–2 language repetition costs as an index have predominantly focused on the level of language production, with language comprehension yet to be examined. In addition, there exists a dearth of research addressing the inhibitory mechanisms involved in the code-switching process between phonetic and logographic writing systems; even more limited attention has been directed toward the intricacies of switching between three non-cognate languages. Significance/Implications: The study reveals the inhibitory processing involved in code-switching between phonetic and logographic writing systems. It extends previous findings concerning the inhibitory processing of code-switching during language production within phonetic languages, providing new insights into the research on code-switching and the n–2 language repetition costs among multilingual individuals.

Exploring the complexity of multilingual spaces: embracing diverse perspectives of linguistic non-understanding

Abstract In our article, we investigate the complex dynamics of linguistic understandings and mis- or non-understanding within multilingual contexts. Through the lens of sociolinguistic exploration, we navigate the multifaceted landscapes of language use, applying a multi-perspective approach and the triangulation method to explore the depths of linguistic non-understanding (LNU). Drawing on ethnographic data collection and multi-perspective analysis, we highlight the challenges and opportunities inherent in incorporating LNUs into research practice. Embracing a non-positivist stance, we acknowledge the role of being a ‘non-knower’ in our pursuit of understanding. Our methodology section briefly demonstrates the application of the triangulation method for researching multilingualism, while our empirical findings unveil various instances of LNU across everyday language use. We emphasise the importance of researchers’ reflexivity and the recognition of repertoire users as experts in their linguistic practices. Ultimately, our study offers insights into the analytical advantages of adopting an in-depth and multi-perspective approach to research in multilingual environments.

Readers' Comprehension of New Text Formats. Part II. Main Theoretical Frameworks and their Empirical Implementation in International Cognitive Science5

In this article, we analyze the state-of-the-art in international research on comprehension of texts of new formats. We describe the concept of “multimedia text”, which is widely accepted in literature, as well as discuss its alternatives. Also, we thoroughly describe key theoretical models, such as the Cognitive Theory of Multimedia Learning and the Integrated Model of Text and Picture Comprehension, which are often employed in formulating and testing research hypotheses in this field. Furthermore, we offer a brief overview of meta-analytical studies in this area, which suggests a range of consistent effects (such as a positive impact of illustrations on text comprehension) as well as various external and internal factors influencing these effects (e.g., presence of visual navigation aids or level of a reader’s relevant background knowledge). Finally, we address some emerging research questions which should be tackled in future research. We also highlight the lack of such studies on Russian-language materials and conclude that introducing these questions into Russian psycholinguistics will be beneficial for advancing this field within the global scientific multilingual research context.

Participant role shifting in minority language institutional interactions: COVID-19 contact tracing telephone calls as complex spaces of linguistic non-understanding

Abstract The COVID-19 pandemic has highlighted the importance of collecting and disseminating publicly relevant health information from and to lay audiences to combat global health crises. In Flanders, Belgium, reaching linguistic minority groups within this context largely depended on government-mandated contact tracing through telephone interactions, which was initially put in place to contain the level of outbreak, but was gradually tasked with relaying safety measures and other information related to the pandemic. In line with these developments, Flemish contact tracing over the telephone initially supported Belgium’s three national languages, viz. Dutch, French and German, as well as English as a lingua franca. This list was gradually expanded with minority languages including, among others, Turkish, Arabic, Bulgarian and Polish. This article reports on a one-year fundamental research project as part of which we recorded and analyzed telephone contact tracing conversations which were conducted in the minority languages Turkish and Arabic. We specifically analyze these Turkish and Arabic data as spaces of linguistic non-understanding from the perspective of the researcher-fieldworker (van Hest, Ella & Marie Jacobs. 2022. Spaces of linguistic non-understanding in linguistic ethnography (and beyond). In Methodological issues and challenges in researching transculturally, 14–38. Cambridge Scholars Publishing. Available at: https://hdl.handle.net/1854/LU-8772518), and aim to uncover their impact on the interactional dynamics in this ‘novel’ institutional activity type. Through a Goffmanian analysis, the study reveals how the inclusion of minority languages in contact tracing practice led to complex shifts in participant roles, as contact tracers balanced their institutional responsibilities with imperatives of patient-centered rapport, cultural mediation, and enabling the data collection on behalf of the researchers. The condition of linguistic non-understanding also underlines how the (potential) presence of an overhearing eavesdropper may have influenced the interactional dynamics between contact tracers and index patients. The paper hence provides insights into the complexities of conducting contact tracing in a multilingual context, while simultaneously shedding light on the implications of linguistic diversity on situated institutional practices.

Validation of the Language ENvironment Analysis (LENA) Automated Speech Processing Algorithm Labels for Adult and Child Segments in a Sample of Families From India.

The Language ENvironment Analysis (LENA) technology uses automated speech processing (ASP) algorithms to estimate counts such as total adult words and child vocalizations, which helps understand children's early language environment. This ASP has been validated in North American English and other languages in predominantly monolingual contexts but not in a multilingual context like India. Thus, the current study aims to validate the classification accuracy of the LENA algorithm specifically focusing on speaker recognition of adult segments (AdS) and child segments (ChS) in a sample of bi/multilingual families from India. Thirty neurotypical children between 6 and 24 months (M = 12.89, SD = 4.95) were recruited. Participants were growing up in bi/multilingual environment hearing a combination of Kannada, Tamil, Malayalam, Telugu, Hindi, and/or English. Daylong audio recordings were collected using LENA and processed using the ASP to automatically detect segments across speaker categories. Two human annotators manually annotated ~900 min (37,431 segments across speaker categories). Performance accuracy (recall and precision) was calculated for AdS and ChS. The recall and precision for AdS were 0.62 (95% confidence interval [CI] [0.61, 0.63]) and 0.83 (95% CI [0.8, 0.83]), respectively. This indicated that 62% of the segments identified as AdS by the human annotator were also identified as AdS by the LENA ASP algorithm and 83% of the segments labeled by the LENA ASP as AdS were also labeled by the human annotator as AdS. Similarly, the recall and precision for ChS were 0.65 (95% CI [0.64, 0.66]) and 0.55 (95% CI [0.54, 0.56]), respectively. This study documents the performance of the ASP in correctly classifying speakers as adult or child in a sample of families from India, indicating recall and precision that is relatively low. This study lays the groundwork for future investigations aiming to refine the algorithm models, potentially facilitating more accurate performance in bi/multilingual societies like India. https://doi.org/10.23641/asha.27910710.

The Role of Parental Language Profile and Home Linguistic Environment in Shaping Teenagers' Multilingual Identity

In the multilingual context of Norway, language policy at the macro level supports the development of multilingualism. At the meso level, parental language beliefs and ideologies and language practices in interactions among family members potentially play a critical role in learners’ experience of learning different languages and their multilingual identity. Drawing on Sims et al. (2016) and Spolsky (2012), this qualitative case study investigated parental language profiles, parents’ language ideologies and reported practices at home, and the potential impact these have on their children’s language choices, attitudes toward learning languages and the development of multilingual identity. The data were collected through an adapted version of the Ungspråk questionnaire (Haukås et al., 2021) from teenagers and interviews with parents and teenagers in three families with and without immigration backgrounds in Norway. We first analyzed the data using thematic analysis (Braun & Clarke 2006). Thereafter, the analysis was shared with the families to confirm the researchers’ understanding and acknowledge participants’ rights and voices. The findings of the study suggest that parental language profiles, their language beliefs, and home linguistic environment likely have a direct impact on teenagers’ language learning experience, views on multilingualism, and multilingual identities.

Measuring international posture at an internationalised university in Barcelona: an exploration of gender, language, and educational and intercultural trajectories

ABSTRACT This study investigates local first-year undergraduates’ international posture (Yashima, 2002, 2009) when starting studies at an internationalised university in the multicultural and multilingual context of Barcelona (Catalonia, Spain). We aimed, first, to explore the configuration of the international posture measurement model (Yashima, 2009) in a European university and to contrast it with Yashima’s (2009) model developed in Japan. Second, we aimed to investigate what individual variables interact with students’ degree of international posture. Five hundred and two students answered two questionnaires covering their background profile and Yashima’s international posture scale. Factor analyses and descriptive and inferential statistics were performed. Our analysis resulted in three sub-scales with a total of 14 items, in contrast to Yashima’s original 20 items structured into four sub-scales. Higher scores were reported for questionnaire items focused on intergroup relationships in local contexts rather than interactions abroad. Regarding individual variables, being a female and having intercultural friendships emerged as the most predictive factors. In contrast, individual plurilingualism, readiness to move within the country for university studies, and choosing a degree with a high proportion of English-medium instruction only partially predicted undergraduates’ high international posture in this European higher education context.

Unlocking Multilingual Classrooms: Preprimary Teachers’ Perspectives on Inclusive Pedagogy in Spain

Abstract This study addresses the challenges faced by pre-primary teachers (specialists and non-specialists in additional languages) in multilingual settings, with a specific focus on attention to diversity. Nowadays, schools are becoming more diverse both linguistically (Robinson-Jones, Duarte & Günther-van der Meij, 2022) and through the inclusion of special educational needs (SEN) students (Ramberg & Watkins, 2020). This study aims to identify the teachers’ needs in these contexts and to bring to light emergent topics on multilingualism and diversity. Ten focus groups were conducted for this purpose, and participants (pre-primary teachers) were asked to reflect on their competencies to address groups of young learners in multilingual settings. The participants originate from five different locations in Spain, characterized by different linguistic and social realities. The discussions were recorded and transcribed verbatim, and the software MAXQDA was used to facilitate the content analysis of the obtained data. Information was gathered from two perspectives: specialists and non-specialist teachers of additional languages. The findings reveal the complexity of adopting and incorporating the tailored approaches required by the increasingly linguistically diverse students and by those with special educational needs. Several key findings emerged, including the difficulties of the teachers when adapting to changing educational contexts, the lack of guidelines to facilitate teaching in multilingual contexts, and the teachers’ concern about diverse students. The results of this research underscore the importance of providing pre-primary teachers in multilingual contexts with multifaceted support (specific legal framework, training sessions, and classroom assistants, among others) to facilitate the inclusiveness of diverse young learners. The research, embedded in a national research project on pre-primary teachers’ competencies in multilingual contexts, contributes insights into teaching strategies in diverse multilingual settings.