Multilingual Contexts Research Articles

Chinese in the Linguistic Landscape of Chinese Communities in Malaysia: A Tale of Three Cities

The study of linguistic landscapes (LL) in Malaysia has emerged as a prominent area of research in Asia, predominantly focused on Kuala Lumpur, the capital city. Despite Chinese constituting over one fifth of Malaysia’s population, the presence of Chinese in the LL remains insufficiently explored. This empirical study addresses this gap by examining the visibility of Chinese in the LL of Chinese communities across three Malaysian cities: Penang, Ipoh, and Johor Bahru. By analysing a corpus of photographed public signs from various spaces, this research investigates the visibility of Chinese in the LL both quantitatively and qualitatively. The findings reveal that the visibility of Chinese in the LL of Chinese communities in the three selected cities not only signifies Chinese identity but also serves as an effective means to preserve traditional Chinese culture among Malaysian Chinese. This study underscores the importance of understanding the role of minority languages in the LL within ethnic communities, contributing to a more comprehensive view of Malaysia’s multilingual and multicultural context.

Language exposure and Chinese character handwriting among Hong Kong non-Chinese speaking students: The mediating role of academic self-concept

This study aimed to investigate the relationship between language exposure and Chinese character handwriting (CCW) among 103 non-Chinese speaking (NCS) students in Hong Kong. Specifically, it examined the impact of academic self-concept, including students’ self-perceptions of their Chinese character competence and affect, on the complex learning process of CCW in a multilingual context like Hong Kong. NCS students were invited to complete a writing-to-dictation test, a questionnaire on CCW exposure outside of the classroom, and a self-description questionnaire of academic self-concept. Path analysis was employed to analyse the path models within the constructs. The results revealed that language exposure had both direct and indirect effects on CCW through academic self-concept. Notably, the effect of language exposure on CCW was strongly mediated by competence self-concept but not affect self-concept. This suggests that NCS students evaluate their competence in producing desired outcomes within exposure environments based on their own self-perceptions. Drawing on these empirical findings, the article discusses the educational implications for Chinese as a second language learning and teaching. It emphasizes the significance of tailored instructional methods that can enhance the competence and affective self-concepts of NCS students. By implementing such approaches, students will be better equipped to integrate into diverse multilingual societies.

Impact of Bilingual Education on Students Linguistic Proficiency and Cognitive Development at University Level

This study investigates the impact of bilingual education on university students' linguistic proficiency and cognitive development. The research aims to explore the relationship between bilingual education and students' linguistic abilities while assessing its influence on cognitive functions such as memory, critical thinking, and problem-solving skills. The research hypothesizes that students enrolled in bilingual education programs were demonstrate higher linguistic proficiency and enhanced cognitive development compared to those in monolingual programs. The population consists of university students enrolled in bilingual education programs across various disciplines, with a sample of 200 students selected through stratified random sampling. The study employs a cross-sectional design, utilizing a quantitative research approach. Data collection is conducted through standardized language proficiency tests and cognitive assessment tools, supplemented by structured questionnaires to gather demographic and educational background information. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression techniques to identify significant relationships and impacts. The findings of this study are expected to contribute valuable insights into the effectiveness of bilingual education at the university level, offering implications for curriculum development and educational policy in multilingual contexts.

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.

English in Science Education Significantly Enhances Student Achievement in Iraq

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings. Highlughts: Language instruction influences student achievement in multilingual science education. English use in science improves language skills and academic performance. Teaching science in English benefits high-achieving students' overall achievement. Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.

Language education of immigrant d/Deaf and hard-of-hearing multilingual learners – an interview study

ABSTRACT For newly arrived students who are d/Deaf and hard-of-hearing (DHH), language acquisition is particularly complex. The spectrum of initial language situations ranges from no first language to multilingual acquisition contexts. In Germany, there are currently no studies that focus on the education of these learners. This prompted an interview study with six teachers of the d/Deaf and hard-of-hearing, investigating how the language education of newly arrived DHH schoolchildren is designed from the perspective of their teachers. The results of the study, which is based on grounded theory methodology, show that teaching this target group presents major challenges. In the face of this, teachers are highly uncertain of how best to meet the needs of their students, as they have neither information on the language development of these students nor suitable assessment tools and language teaching materials to use in class. The results underline the need for (1) research on the language acquisition and development of newly arrived DHH students, (2) the development or adaptation of assessment tools and (3) effective teaching methods and materials, and finally, (4) the development of teacher training possibilities.

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.

The linguistic landscape in China: a case study of Shangri-La ethnic primary school

ABSTRACT In this article, drawing on Gorter & Cenoz’s framework for analysing the functions and quantitative distribution of languages in signage, we explore the linguistic landscape of an ethnic primary school in China. The finding reveals a diverse distribution of languages, encompassing monolingual, bilingual, and multilingual contexts. The creators of the linguistic landscape adhere to various laws, regulations, and policy documents, which in turn reflect institutional ideologies in the linguistic landscape’s purposes and functions. However, the linguistic landscape of the school does not accurately reflect students’ language practices. The study finds that teachers predominantly value Chinese for its perceived importance and utility for students, while students themselves regard Chinese as beautiful, useful, and important, and express a strong desire to learn English. There is widespread support among both teachers and students for the standardised use of Chinese, Tibetan, and English in public signage within the school’s domain. These linguistic landscapes are indicative of a multifaceted interplay between language ideology, language choices, language education and implicit curriculum, making it a representative case study in the educational field. It also mirrors a tenuous link between the translanguaging and linguistic landscape.

Learning English and other foreign languages beyond school walls: insight from Indonesian polyglots

In order for learners to succeed in increasing their foreign language skills, they cannot depend on formal education alone and must also depend on informal learning. Although there have been studies on language learning in informal education, there are minimal literature reports on multilingual learning contexts. To address this empirical gap, this qualitative case study explores the informal learning that leads to multiple foreign language learning opportunities. Thus, the purpose of this research was to explore how Indonesian polyglots learn English and other foreign languages in informal schooling. In this study, I collected data through demographic questionnaires and semi-structured interviews obtained from Indonesian polyglots. Findings showed that they learn multiple foreign languages through communities, online platforms, working by learning, and language tutoring. Implications of these findings for learning multiple languages beyond formal schooling settings are discussed.

Language discrepancies in the performance of generative artificial intelligence models: an examination of infectious disease queries in English and Arabic

BackgroundAssessment of artificial intelligence (AI)-based models across languages is crucial to ensure equitable access and accuracy of information in multilingual contexts. This study aimed to compare AI model efficiency in English and Arabic for infectious disease queries.MethodsThe study employed the METRICS checklist for the design and reporting of AI-based studies in healthcare. The AI models tested included ChatGPT-3.5, ChatGPT-4, Bing, and Bard. The queries comprised 15 questions on HIV/AIDS, tuberculosis, malaria, COVID-19, and influenza. The AI-generated content was assessed by two bilingual experts using the validated CLEAR tool.ResultsIn comparing AI models’ performance in English and Arabic for infectious disease queries, variability was noted. English queries showed consistently superior performance, with Bard leading, followed by Bing, ChatGPT-4, and ChatGPT-3.5 (P = .012). The same trend was observed in Arabic, albeit without statistical significance (P = .082). Stratified analysis revealed higher scores for English in most CLEAR components, notably in completeness, accuracy, appropriateness, and relevance, especially with ChatGPT-3.5 and Bard. Across the five infectious disease topics, English outperformed Arabic, except for flu queries in Bing and Bard. The four AI models’ performance in English was rated as “excellent”, significantly outperforming their “above-average” Arabic counterparts (P = .002).ConclusionsDisparity in AI model performance was noticed between English and Arabic in response to infectious disease queries. This language variation can negatively impact the quality of health content delivered by AI models among native speakers of Arabic. This issue is recommended to be addressed by AI developers, with the ultimate goal of enhancing health outcomes.

Arousing Learner Interest and Engagement in a Multilingual Classroom Context: English Second Language Teachers’ Experiences and Strategies

Teaching English as a Second Language (ESL) to learners of different basic schooling phases is arguably an interesting yet enigmatic phenomenon, which features a variety of factors such as language diversity, curriculum, policy, and cultural factors. This paper sought to explore the experiences and the strategies employed by ESL teachers to aid learners navigate through linguistic diversity in English Second Language classroom contexts. From the interpretivist epistemological stance, the researchers inferred qualitative data through semi-structured interviews from ten (10) purposively sampled high school ESL teachers from one district in Durban. Data was thematically analysed through the Social Constructivist Theory. The study’s findings indicated that the primary approach used by ESL teachers in linguistically diverse classrooms was various languages in English literature classrooms. Furthermore, the study discovered that using various languages arouses learners’ interests and enhances learner involvement in classroom-based activities. In this regard, the researchers concluded that learners are more engaged and motivated to learn to read, analyse and respond to texts in a multilingual classroom than in monolingual classrooms. The researchers further recommend that teachers use strategies beyond the textbook and policy documents to capture the learner’s attention. Using various teaching approaches, codeswitching, and translanguaging are effective strategies teachers and the Department of Education should not shy away from. Keywords: Learner interest, Learner engagement, English as a Second Language, Multilingual classrooms, Literature in English, Code-Switching.

The Moderating Role of Emotional Intelligence in the Relationship between Foreign Language Enjoyment and English Achievement among Chinese Ethnic Minority College Students: A Theoretical Perspective

This paper proposes emotional intelligence as a moderator in the relationship between English-as-a-foreign language enjoyment and English achievement within the Chinese multilingual context. While foreign language enjoyment serves as the independent variable facilitating English learning, English achievement plays a dependent role in this relationship. Meanwhile, emotional intelligence acts as a moderator that can enhance, diminish, or modify the relationship between English foreign language enjoyment and English achievement. High emotional intelligence enhances learners’ ability to harness positive emotions for sustained motivation and engagement, equips them with effective coping mechanisms, and promotes meaningful social interactions. As a result, learners with high emotional intelligence are more likely to experience greater success and proficiency in English achievement through their enhanced capacity to leverage the benefits of foreign language enjoyment. This paper employs a quantitative approach and utilises questionnaires on emotional intelligence, foreign language enjoyment, and English achievement data to examine the relationship and interplay among 382 ethnic minority college students in China. The study highlights the importance of fostering emotional intelligence and positive affective experiences in the EFL classroom, suggesting that an engaging and enjoyable learning environment contributes to enhanced English achievement.

Code-Mixing in Disney’s Encanto

Code-mixing in movies is used to reflect human life and modernity in today’s bilingual or multilingual context. By studying the code-mixing in the movie, EFL learners can have better understanding on how language is used in different contexts and how it reflects societal norms and values. This qualitative research used content analysis to find out Hoffman’s code mixing within the dialogue of Disney’s Encanto. The result shows that code-mixing involving a change of pronunciation between Spanish and English occurs more than intra-lexical and intra-sentential code mixing. It happens because there are three characters who used Spanish accent in their dialogues. This study shows how language is used and represented in media. It also shows the media’s inclusion strategy to portray a more authentic and relatable cultures and communities.

Pergeseran dan Pemertahanan Bahasa Daerah Pengrajin Kayu di Kabupaten Tegal

This research examines the maintenance and shift of Javanese and other regional languages among wood craftsmen in Tegal Regency, Indonesia. Regional languages are integral to cultural identity, and their retention or shift reflects broader social and cultural dynamics. Using a qualitative case study approach, data was collected through observation, interviews, questionnaires, and documentation. The study employs thematic analysis to provide an in-depth understanding of language use patterns. Findings reveal a linguistic dualism in the community. While Indonesian dominates formal situations, reflecting adaptation to broader communication needs, Javanese and other regional languages prevail in daily interactions, indicating the continuity of local cultural traditions. This language shift and maintenance are influenced by social context, education, and work environment factors. The study contributes to our understanding of language ecology in multilingual Indonesian contexts, drawing on Fishman's domain analysis. It highlights how communities navigate between national and regional languages, adapting to different communication needs while preserving cultural identity. These findings have implications for language policy and cultural preservation efforts in Indonesia, particularly in balancing national unity with linguistic diversity.

Multilingual Tallinn: People and Languages in the Urban Space

Multilingualism in post-Soviet countries where as a result of the Soviet time migration and Russification, Russian speakers still constitute a significant part of population, presents an interesting case for analysis. Estonia, being officially a monolingual country with quite strict language policy, is extremely linguistically diverse in terms of actual everyday communication, with both Russian and English playing a significant role. Moreover, as Estonia attracts many foreign visitors, expats, and refugees, other languages, including Ukrainian, also become more and more noticeable in both visual and acoustic form in public spaces. However, spatial distribution of different languages in urban landscapes varies significantly, and by analyzing it one can reveal not only the patterns of language use but also power relations between different linguistic, ethnic, and social groups. The paper reports on preliminary results of a study conducted in Tallinn in 2022–2023 and focused on collecting and comparing data on both linguistic landscapes and soundscapes in several locations in the city. The study shows a mismatch between visual linguistic representation and actual linguistic diversity and tries to contemplate it in a broader historical context of multilingualism and language contacts in the Baltic region.

How Government Specific Language Favored Policies Shape Language Hierarchy in Multilingual Context: A Look Back at Nepal’s History

This study explores the role of government specific language favored policies in shaping language hierarchy in multilingual contexts. The study looks back at Nepal’s history illustrating governments’ activities and behavior towards two languages: Nepali and Newar as representative cases. The study was based on macro-level analysis of contents related to governments’ behavior and policies towards these two languages. It also analyzed the contents about influential individuals’ contribution to the development of those languages to show how governments’ particular language favored LPPs plays a determinant role in creating language hierarchy and positioning regardless of significant contribution of influential individuals to the development of a particular language i.e., either Nepali or Newar. The study reveals that governments’ Nepali language favored policies uplifted the status of Nepali language whereas its unfavorable policies towards the Newar language degraded its status by confining it as an ethnic language, despite it having rich literature, advanced functions and large number of native speakers in the past.

An Overview of Language Shift from French to English in Scientific Articles

The drastic language shift that Algeria has witnessed in recent years, notably towards English, has gained significant ground. This paper examines the evolving dynamics of scientific discourse translation in Algeria. Since gaining independence in 1962, Algeria has been closely associated with Francophone networks, with the French historically dominating scientific communication. However, in recent decades, English has gained predominance in scientific discourse, surpassing French. Through a comprehensive review of academic literature, this paper explores the historical context that has shaped Algeria’s linguistic landscape, leading to this significant transition. The study delves into concepts such as language shift, domain loss, terminology, and translation to understand their impact and relationship within multilingual research contexts. By examining these concepts, the paper seeks to illustrate how they have influenced the shift towards English in Algerian scientific communication. Additionally, the paper investigates the underlying motivations for the increased adoption of English as the primary language of scientific discourse among Algerian researchers and institutions. Key factors include the influence of international scientific norms, the availability of extensive English language resources, participation in global research collaborations, and the enhanced visibility that English provides in the global scientific arena. While this transition to English offers numerous opportunities for Algerian researchers, such as improved access to international research networks and increased publication potential, it also presents challenges. Linguistic and cultural barriers may hinder effective communication and collaboration, potentially impacting the quality of research and its dissemination. The paper concludes by analyzing the intricate ramifications of these translation trends and their implications for Algeria’s scientific research landscape. Understanding these dynamics is crucial for developing strategies to support researchers through this transition and ensuring their successful integration into the global scientific community.

Multilingualism and English: how does L1 affect language attitudes at a trilingual university?

ABSTRACT This study investigates attitudes towards multilingualism and the role of English at the trilingual Free University of Bozen-Bolzano in South Tyrol, Italy. South Tyrol is unusual in that the local minority language, German, holds significant international prestige. This study thus contributes to the literature by filling a gap in studies examining multilingual contexts where the minority language is an important international language beyond the local setting. The research investigates results of a questionnaire yielding 1538 responses administered to students, academic staff and administrative staff, considering in particular how respondents’ L1 influences their responses. The analysis reveals widespread support for English and multilingualism at unibz, consistent with the institution’s longstanding multilingual policy. However, significant differences in support for English are observed across language groups, particularly among speakers of local minority languages, who exhibit comparatively lower levels of support, highlighting a nuanced relationship between language identity and perceptions of language policy. The exception was for responses to questionnaire items addressing multilingualism holistically, which did not vary in a statistically significant way according to the first language. This study contributes to the understanding of language attitudes in multilingual contexts, considering both attitudes to an individual language and to multilingual policies as a whole.

Linguistic landscape as a tool of identity negotiation: The case of the Nepali ethnic communities in West Bengal

Ethnic identity is dynamic and hence mutable concerning time and place. It is a social construction that involves society and its actors. Ethnic identity as a social construction is not free from the negotiation process. Such negotiations occur through various tools, the linguistic landscape being one of them. Despite the plethora of literature on identity negotiation in a multicultural and multilingual context, the linguistic landscape has not been sufficiently explored, especially considering it a tool in the ethnic identity negotiation process. Thus, how an ethnic community negotiates identity through linguistic landscape has been the major quest of the research. Therefore, the research tries to empirically examine the process of identity negotiation among the Nepali ethnic communities of Siliguri in the Darjeeling district of the state of West Bengal, India. 60 shop signs of the Nepali ethnic communities were photographed, applying the photographic data collection method. Unstructured interviews with each Nepali shop owner (ethnic sign producer) were also conducted. Photographic data were analyzed semiotically, and thematic and narrative analysis methods were adopted to interpret the interview data. In general, a mixed-method approach was used to analyze the data. The findings suggest that ethnic members symbolically ethnicize their shop signs to negotiate identity. The study shows how LL can be a tool of ethnic identity politics in India. The study signifies how ethnic communities assert identity through LL signage and how LL acts as an effective tool for identity negotiation in contemporary multicultural and multilingual Indian society. Also, this study contends that ethnicity is a relevant aspect of contemporary society and a political resource to ethnic communities.

English as a language of preference in mathematics learning: perspectives from high school learners in township contexts

The exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners' indigenous African languages are inadequate as a medium of instruction in mathe­matics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners' English language competence by implementing intense and enriched language programmes.