Use Of Multiple Languages Research Articles

Transspråkingspedagogikk i et skriveprosjekt – språklig frihet og tekstlige kvaliteter

The paper discusses the overall research question How can translanguaging pedagogy create opportunities in a writing project? Translanguaging pedagogy means facilitating students’ use of all their languages, including mixing them. With this approach, newly arrived students can to a greater extent express themselves because they are not constrained to expressing themselves in the language of instruction only. However, translanguaging is more than scaffolding (García & Li Wei, 2014), it is a semiotic agility that enables multilingual creativity (Kalan, 2022). This paper therefore investigates not only what role the absence of linguistic constraints may play in the writing process (research question 1), but also how the use of multiple languages can contribute to the quality of the text (research question 2). The data is a rap text written by two lower secondary students in a reception class who participated in Lydrik(k), and an interview where they talk about their text and the writing process. The study confirms that translanguaging pedagogy is part of what enables the students’ creative writing flow (cf. Cummins, 2017). The study further finds that the use of multiple languages contributes to the quality of the text in the shape of rhymes in multiple languages and words from different languages that express certain nuances of meaning. Through the use of multiple languages, the students demonstrate linguistic surplus (Madsen, 2022), and that they communicate within a global community (Creely, 2020). Thus, the translanguaging pedagogy opens a number of opportunities in the students’ writing process and with regard to the final product. The paper considers the overall research question through a discussion of how the implemented translanguaging pedagogy in Lydrik(k) may have facilitated the student’s writing flow and the textual qualities in the final product.

Survey on the Attitudes of School Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia

In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and interviews was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-inclusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and support mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and visible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community.

Social Isolation: Overcoming Linguistic Obstacles and Mitigating Social Isolation in Diverse Communities

This study investigated the influence of language obstacles on social isolation in varied communities, with a specific focus on the Ogbomoso community in Oyo State, Nigeria. It analyzed the impact of language barriers on communication effectiveness, resulting in misunderstandings, conflicts, and limited access to crucial services such as healthcare, education, and employment. These obstacles also contribute to social and economic inequalities, impeding social advancement and intensifying emotions of seclusion, unease, and apprehension. The study used a qualitative research approach, utilizing semi-structured interviews and focus group discussions, to investigate the experiences of residents and their solutions for surmounting language barriers. The findings emphasized the importance of culturally responsive teaching, community-based learning initiatives, and the utilization of technology in supporting language acquisition and integration. The study presents exemplary programs, such as Canada’s LINC and Australia’s AMEP, as examples of effectively addressing these difficulties. The study underscored the importance of continuous policy assistance, fair access to educational resources, and active community involvement in order to establish more inclusive and unified societies. This study aims to promote social inclusion and reduce isolation by encouraging the use of multiple languages and implementing effective language learning methods. Its goal is to empower people from all backgrounds to succeed in academic, economic, and social aspects of life. Keywords: Social Isolation, Social Integration, Linguistic Barriers, Diverse Communities, Language Acquisition

Translanguaging space through pointing gestures: Multilingual family literacy at a science museum

Translanguaging theory highlights the dynamic use of multiple languages and communication modes by multilingual people in their daily experiences. Museums are informal family learning spaces where multilingual families use languages and other semiotic resources to create learning opportunities for their children. Using a microethnographic approach to discourse analysis and multimodal interaction analysis, I examined how a multilingual family uses translanguaging practices to organize their family learning in museums and the role of pointing gestures as part of their translanguaging repertoires in multilingual family learning. The analysis of two literacy events highlights that a child and his mother translanguaged with various semiotic resources to organize museum performances, joint attention, and telling, and that pointing gestures played a role in constructing a translanguaging space as they organized the two performances. Pointing involved the family in reading signage texts and allowed the mother to translate them for the child. Viewing translation as part of the translanguaging repertoire, this study recognizes the importance of the role of pointing gestures in constructing family learning at museums, enriching children’s schooling and literacy learning in classrooms. I argue that recognizing pointing as a critical component of translanguaging allows educators to develop strategies that leverage families’ unique repertoires to support multilingual students’ language and literacy learning.

Learning and using multiple languages: Experiences of adults with ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that impacts many areas of a person's life. So far little is known on how ADHD affects the learning and usage of additional languages. The present study investigates what potential challenges and benefits adults with ADHD experience in second language (L2) learning, and what strategies they have developed to offset ADHD-related differences in cognition and behaviour. As part of a larger questionnaire, 59 participants with ADHD provided written responses, answering questions on how ADHD has influenced their learning and use of multiple languages. After a multiple-step classification process, three overarching topics were identified: (1) the effects of cognition on language learning and use; (2) how different language components and language modalities are affected by ADHD; and (3) what language learning strategies adults with ADHD apply. In our analysis, we present authentic quotes from individuals with ADHD and place them into the larger context of research on neurodivergence and L2 acquisition. Our results highlight the great heterogeneity in learning experiences and pathways in adults with ADHD. Interestingly, many respondents embrace their neurodiversity and develop individual strategies to enhance L2 proficiency. Our research aims to contribute to a better understanding of multilingualism within neurodiverse populations.

Multi-Language Translated Drama Scripts as Reference Information for Actors

Background: Drama texts translated into various languages ​​are a form of communication across linguistic boundaries and a window that reveals the richness of diverse cultures. For actors, engaging in the performance of a multilingual script provides an incredible opportunity to explore the nuanced complexities of different cultures. Actors learn new words and soak up the soul of a culture that may be very different. Purpose: The main aim of this research is to (1) find out the extent to which language variations are used in translated drama scripts and (2) the extent to which language variations influence the way actors understand and portray characters. Design and methods: This research uses a content analysis method on intralingually translated drama texts sourced from the Matara Production archives. Results: The results of this research reveal (1) that three languages ​​are used (English, Indonesian and Sundanese) and (2) that multiple languages ​​are used to show narrative diversity, subtlety of relationships in roles and cultural context. The importance of using regional languages ​​in specific cultural contexts becomes clear, as in the depiction of the local ghost, Kuntilanak, which adds another layer of cultural richness. It can be concluded; this research highlights the significance of the use of multiple languages ​​in the expression and communication of actors. Multilingualism allows actors to convey characters with greater depth, creating an immediate bond with multilingual audiences. Language is not only a means of communication but also a key holder of cultural identity, bringing to life cultural aspects that are difficult to explain in words.

Research on the Linguistic Landscape in Xishan Scenic Area from a Multilingual Perspective

The use of multiple languages is an important part of linguistic landscape. Taking the Xishan Scenic Area in Kunming, Yunnan Province as an example, this study examines the language ecology in the official linguistic landscape of tourist areas. It is found that the use of traditional Chinese is a prominent feature of the linguistic landscape in Xishan Scenic Area. Chinese plays a dominant role in the linguistic landscape, with the highest usage percentage and salience. Although English as a lingua franca is not salient enough compared with Chinese, it is widely used in the local linguistic landscapes. In addition to English, the official linguistic landscape of Xishan also features the use of languages such as Thai, Korean, Vietnamese, and Japanese. The findings provide an authentic portrait of the linguistic landscape in an international tourism destination in China.

Critical Discourse Analysis on Parental Language Ideologies of Bilingual and Multilingual Child-Rearing and Language Education Using Facebook and Internet Forums

This study examines the computer-mediated discussion topics of parents who raise bilingual and multilingual children in four active Facebook and Internet forums, and investigates how the language ideologies embedded in the multiple languages being used in these forums are expressed. In this study, 179 data points, including users’ posts and thread comments, were collected to identify the most frequently discussed topics as part of my description of the database, in order to identify parental ideologies by using values analysis. The five most-discussed topics were selected to make a critical discourse analysis on the narratives to understand the language ideologies regarding the use of multiple languages, and regarding what users of the groups are saying specifically about the languages when analyzing metalinguistic discourses. This study found the most recurrent language ideologies that parents expressed on these online forums were supporting bilingualism/multilingualism, and claim that bilingualism/multilingualism is advantageous. Parents also demonstrate language ideologies supporting keeping languages separate, such as following the one parent one language (OPOL) method, using the minority language at home, and so on. A detailed values analysis with illustrative sample messages from the online posts and comments also more specifically shows the recurrent language ideologies identified, and parents’ views underlying their narratives on their posts and thread comments.

Students’ Evaluations of Multilingual Educational Slides and Their Visual Attention Distribution on Slides with Different Layouts

Following efforts to promote internationalization at academic institutions, the use of multiple languages on educational slides (e.g., PowerPoint) has gradually increased. Multilingualism in learning has its advantages, but having multiple languages on educational slides can lead to crowding and cognitive overload. To investigate how students perceive multilingual slides, evaluations were gathered from Japanese (N = 20) and Indonesian students (N = 20) during an eye-tracking experiment in which their visual attention distribution on the slides was assessed. The slides contained text in three languages (English, Japanese, and Bahasa Indonesia) and were varied according to their layout. One group watched slides with text separated in blocks, with one text block for each language, while the other group watched slides consisting of a single, mixed block with each sentence describing the same information in a different language. The students’ evaluations showed that slides with a mixed layout were judged as more crowded and required more processing effort than slides with a separated-block layout. Furthermore, while the students dwelled their gaze significantly longer on text in their native language (either Bahasa Indonesia or Japanese) on separated-block slides, for slides with a mixed layout, the gaze patterns did not significantly differ between languages. The results of a comprehension quiz taken after the slide presentation, however, showed that students performed better after having watched the slides with the mixed layout. Thus, although judged as more crowded and requiring a wider attention distribution, slides with a mixed layout may be preferable in multilingual education.

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.

The Role of Language in Shaping Individual Identities: A Case Study of Shaheed Benazir Bhutto University, Shaheed Benazirabad

Language assumes main role in forming individual identities and in recognizing how one group is unique in relation to a different group. Though a gathering might separate itself by its ethnic and cultural types, the sort of dress its individuals wear, for their nourishment, the houses they manufacture or the gathering's, tattoos, symbols and explicit observes, the language divides individuals generally unequivocally. This paper investigated the power of language in building individual identities at Shaheed Benazir Bhutto University, Benazirabad context with an attention on how individuals tend to prioritize languages other than their indigenous ones to shape their identity. A very fundamental territories of this investigation were the means by which language and various factors (social, employment, economic empowerment, Educational, global discourse, success in life) are answerable for making individual identities. Data were collected from a sample of 50 students using a mixed method, because of nature of the study, data were gathered through questionnaire and open ended questions from 8 respondents to get in-depth understanding about the individual identities. The findings of this study reveals that the manner in which individuals communicate in multi languages in various settings reveal their individual identity. This study was a comprehension of the power of language in developing and constructing identities. The findings indicated that individuals' use of multiple languages in various situations is a reflection of their unique personal identity. Consequently, this study has the potential to establish a basis for comprehending the significance of language in shaping individual identities. Moreover, findings suggest that even though they love their native languages but due to different reasons they gave preferences to English and Urdu which are dominant languages in Pakistan.

Multilingual Language Diversity Protects Native Language Production under Different Control Demands.

The use of multiple languages has been found to influence individuals' cognitive abilities. Although some studies have also investigated the effect of multilingualism on non-native language proficiency, fewer studies have focused on how multilingual experience affects native language production. This study investigated the effect of multilingualism on native language production, specifically examining control demands through a semantic Go/No-Go picture naming task. The multilingual experience was quantified using language entropy, which measures the uncertainty and diversity of language use. Control demands were achieved by manipulating the proportion of Go (i.e., naming) trials in different conditions. Results showed that as control demands increased, multilingual individuals exhibited poorer behavioral performance and greater brain activation throughout the brain. Moreover, more diverse language use was associated with higher accuracy in naming and more interconnected brain networks with greater involvement of domain-general neural resources and less domain-specific neural resources. Notably, the varied and balanced use of multiple languages enabled multilingual individuals to respond more efficiently to increased task demands during native language production.

Cognitive Theory of Multimedia Learning Powered Code-Switching Interface for Vocabulary Acquisition of ESL Students

The purpose of the paper is to use multimedia as a method to improve proficiency in vocabulary of undergraduate students from the level B1 to B2 (CEFR). The term "code-switching" is used to describe the use of multiple languages during a single discourse. Human minds can take in so much data before they get overwhelmed. The quality of that limited space can be improved by incorporating visual attention alongside verbal attention in order to create mental representations that are utilised to digest incoming information. “People learn more deeply from words and pictures than from words alone” (Mayer, 21). This research builds on previous work in this area by making use of multimedia materials that feature both the learners’ native language and English subtitles. This creates mental space for the students, which in turn guides them to a vocabulary-learning interface. CTML was employed to conduct a quantitative study between the age groups 17 and 20. Using a random sampling technique, researchers collected data from a total of 40 individuals. ANOVA (Analysis of Variance), independent t-tests, and paired t-tests were used to examine the use of Code-Switching in the experimental group and its statistical significance relative of the control group. The findings of the study suggest that utilising CTML can help non-native speakers of English improve their language through code-switching. There was a significant advancement in the vocabulary usage of the experimental samples of those who participated in the study.

Linguistic innovations in a multilingual digital advertising context in Tanzania: a translanguaging perspective

ABSTRACT This paper explores linguistic innovations from commercial banks’ digital ads in Tanzania. Using translanguaging theory in analysis, this study unravels various linguistic innovations employed by advertisers in a bid to persuade potential clients. Data for this study were screen-captured from the banks’ Facebook accounts by using Microsoft’s Snip & Sketch app. A thorough analysis of 90 ads was accomplished through document review. The findings institute several linguistic innovations such as the use of multiple languages. Some of them extend beyond the advertising policy. Others are code-switching, adoption of foreign words, slang and idiomatic expressions, blending, truncation, vowel lengthening and denominalisation. These findings bring to surface dramatic linguistic transformations in physical and virtual advertising spaces from mid-2000s to early 2022 in Tanzania. It is contended that the prospect of digital advertising vis-à-vis linguistic innovations in Tanzania is projected to thrive further as long as advertisers tally with global advertising trends and linguistic dynamics.

Translanguaging as a Dynamic Pedagogical Strategy in English Teaching for EFL Learners

This paper investigates the potential of translanguaging as a dynamic pedagogical strategy in English teaching for English as a Foreign Language (EFL) learners. Translanguaging, the strategic use of multiple languages in language acquisition, recognises and embraces learners' linguistic diversity. The study explores the theoretical background of translanguaging and its practical application in EFL teaching, examining its cognitive, social, and emotional benefits. Additionally, challenges and considerations for implementing translanguaging in the EFL classroom are discussed, addressing potential obstacles such as teacher beliefs, language policies, and assessment practices. Practical strategies and activities are provided to help teachers effectively incorporate translanguaging into their teaching practices. By examining translanguaging's role in EFL teaching, this research paper contributes to a more comprehensive understanding of its potential as a pedagogical tool and promotes more inclusive and effective language learning environments.

Multilingual, Multimodal, and Multidisciplinary: Deaf Students and Translanguaging in Content Area Classes

Translanguaging is an approach to the education of multilingual students that has been gaining in popularity in recent years. Translanguaging is defined as the use of multiple languages and modalities during classroom instruction with the express purpose of encouraging and teaching students to use all their linguistic resources to make sense of content and demonstrate their understanding. Though there has been a great deal of research on translanguaging in general, this article focuses on two less-studied areas for translanguaging: the intersection of translanguaging in deaf education and content area education. Here, the authors explore the literature available in the domains of translanguaging and science, translanguaging and deaf students, and translanguaging in science classrooms with deaf students. Using the findings from these articles, the authors present four recommendations for teachers who want to engage in translanguaging in the content areas with deaf students: First, teachers can use both signed language and English (or other written languages) during instruction to expose students to essential concepts in multiple languages. Next, teachers can expose students to discipline and subject-specific written and signed words, as well as colloquial meanings of similar written and signed words (e.g., evidence versus fact versus proof in American Sign Language). Additionally, teachers should attempt to be visually oriented while translanguaging. Finally, we recommend that teachers encourage students to respond to questions or prompts using multiple languages and/or modalities. Implications of each recommendation are explored.

From Divided to Diasporic: Re-envisioning Italian American Texts through Transformative Translingual Practices

From Divided to Diasporic: Re-envisioning Italian American Texts through Transformative Translingual Practices

An exploratory study on learner agency and second language writing practices of Korean high school students

This qualitative study explores Korean high school students’ exercising of agency in processing and producing L2 writing. Data were collected from off-line and online interviews, field notes, and other written materials over the course of two years and analyzed from a social view of agency (Ahearn, in: Jaspers, Östman, Verschueren (eds) Society and language use, John Benjamin Publishing Company, Amsterdam, 2010; van Lier in Sociocult Theory Teach Second Lang 163:186–193, 2008). The students’ engagement in varied L2 writing projects and their writing artifacts consistently showed their enhanced awareness of linguistic and other semiotic resources which resulted in their frequent and continuous use of multiple languages and other placed resources. Meanwhile, they developed their strategies and reshaped their L2 writing practices considering the given context, placed resources, and their funds of knowledge. Findings from this study provide valuable insights into the open possibilities of EFL students’ exercise and development of agency, which is an increasingly necessary feature of life-long learners in the post-pandemic era.

Students’ conceptualizations of monolingual Swedish-language spaces and bilingual practices at a bilingual university in Finland

This paper aims to analyze students’ discourses on language policies and practices in a Swedish-medium study program at the largest bilingual university in Finland. In educational discourse and practice in Finland, the position of Swedish as a de facto minority language has traditionally been understood as secured through institutional language separation. While the declared language policies at the University of Helsinki have witnessed a shift towards the simultaneous use of multiple languages, the structure of the study programs still reflect a policy of parallel monolingualisms (Heller, 2007). By analyzing student interviews using a spatially informed framework, we look at how the students in a Swedish-medium study program negotiate the meaning of the program as a linguistic space and how bilingual policies and practices appear to them in this construct. Our findings show that the familiar discourses of language separation in minority language educational contexts also circulated in higher education: monolingual Swedish-medium programs were seen as “svenska rum” (Swedish rooms or spaces), material and social markers of the status of Swedish at the university and guaranteeing the access to education in the other national language. However, bilingual policies and teaching practices were seen as necessary to deconstruct linguistic and social borders between students in different programs in order to prevent alienation and to improve language skills. Nevertheless, the existing bilingual courses were oftentimes experienced as marginalizing the users of Swedish and careful planning was pointed out as crucial in implementing successful bilingual and multilingual practices in higher education.

Translanguaging and data-driven learning: How corpora can help leverage learners’ multilingual repertoires

Translanguaging, i.e., the use of multiple languages to make and negotiate meaning, has been shown to be beneficial for language learning (see, e.g., García & Kleifgen, 2020). Although it is a fairly natural and spontaneous phenomenon in the lives of many multilingual speakers, its role is not well established in the language classroom, where the use of learners’ mother tongues (L1s) or some additional languages (L2s) besides the target language (TL) is often frowned upon (by school authorities, teachers, and even students themselves). For this reason, there have been calls to “explore what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually” (Creese & Blackledge, 2010, p. 113). One such possible resource is the corpus, an electronic database of naturally-occurring language that can be investigated by means of special tools and techniques to gain insights into the language(s) or language variety (varieties) represented in the corpus. What is particularly interesting about corpora from a pedagogical perspective is that they can be used by students to make their own discoveries about language, a pedagogical approach known as ‘data-driven learning’, or DDL for short (see Gilquin & Granger, 2022). In what follows, I review some of the corpora that could be useful in translanguaging pedagogy and briefly show how they could help language learners leverage their own multilingual repertoires.