Zeitschriftenartikel zum Thema „Autonomous bilingualism“

Abstract This article discusses narratives of bilingualism told in parental group interviews conducted as part of the critical sociolinguistic ethnography carried out in public and semi-private bilingual schools of the autonomous region of Castilla-La Mancha (Spain). School stakeholders in this region are still adapting to the rapid implementation of bilingual programs in this region, which are transforming classroom linguistic practices and circulating discourses about bilingualism, bilingual education, and the bilingual subject. Among them, families are trying to reconcile their language desires and aspirations for English and bilingualism with the understanding of the type of bilingual education their children are receiving. By taking a social interactional approach to narrative combined with anthropological approaches to the study of conversational narrative, this article analyzes parents’ emotional and moral stancetaking in narratives of bilingualism. The narrative analysis will shed light on how families in Castilla-La Mancha are appropriating bilingualism as ideology and practice in the highly commodified global market of English.

Traditionally, Catalonia is seen as a successful example of language revitalization, through the achievement and maintenance of a fairly stable Castilian/Catalan bilingualism for the last thirty years or so. Recently, however, Catalonia has experienced significant immigration in the context of globalization. The autonomous government is now supporting an agenda in which Catalan alone is presented as the national language, the language of convergence, while Castilian, despite its long historical presence in the region, is portrayed as one of three hundred languages spoken there today. We examine how this policy interacts with everyday linguistic realities and with a preservationist agenda. Catalan speakers are divided between those who feel liberated from the imposition of Spanish identity and culture and those who fear an exclusivist nationalism which they feel would be anachronistic in the globalized world of today. Spanish speakers, in turn, feel threatened and targeted. New immigrants, coming from all corners of the world, are caught in a climate in which official language policies hardly reflect their own needs. Linguistic policies have to be re-thought to tend to the needs of immigrants while also ensuring the survival of Catalan.

AbstractThis article develops an interpretive perspective on public displays of bilingualism. Photographic data from contemporary Wales illustrate how public bilingual—Welsh and English—displays are organized in different frames, reflecting historically changing language-ideological priorities and more local symbolic markets. In institutionally driven displays, the Welsh language is framed as an autonomous code in parallel with English, displacing an earlier pattern of representing Welsh subordinated to English norms. In other frames Welsh is constructed as the only legitimate heartland language, or as an impenetrable cultural curiosity. In the most open and least institutionalized frame, Welsh is displayed as part of a culturally distinctive but syncretic cultural system. These framing contests dramatize deeper tensions that surface in attempts to revitalize minority languages under globalization. (Wales, Welsh, bilingualism, language display, language ideology, linguistic landscapes, metaculture)*

This commentary on the preceding six articles focuses on three issues concerning simultaneous and successive acquisition in early childhood which are addressed directly or indirectly in the contributions under discussion. The first issue concerns crosslinguistic interaction. It is argued that the evidence presented here speaks in favour of autonomous grammatical development in simultaneous bilingualism. Crosslinguistic interaction seems to happen only when grammatical knowledge is activated, i.e. in language use. The second problem area discussed here concerns the respective roles of input, universal mechanisms, and age of onset of acquisition as factors determining the course of acquisition. The claim is that these and other variables all contribute to an explanation of developmental sequences in monolingual and bilingual first language acquisition but that quantitative properties of the input do not override universal principles in the domain of grammar. The third point consists in emphasizing the role of second language speakers as role models for bilingual children. This provides an explanation of contact-induced change in core areas of grammar where, otherwise, empirical evidence does not support the claim of crosslinguistic interaction in bilingual children acquiring two languages simultaneously. It also constitutes a plausible scenario accounting for diachronic grammatical change.

This chapter examines the role of language planning in the promotion of regional identity in Catalonia and discusses the factors that influence the sociolinguistic development of ‘Catalonia's own language’. Issues of bilingualism, devolution and democracy in Spain's largest autonomous region, where a sizeable proportion of the population is of non-Catalan origin, have a bearing on the sense of national (both Spanish and Catalan) identity. It is argued that the time has come for a reassessment of Catalonia's language policies.

This article explores the development of language and education policies in the Republic of Tatarstan, a constituent of the Russian Federation, in the context of continued decline in minorities’ political nationalism between 2000 and the 2010s. The new “model of Tatarstan” relies on a close partnership with Moscow reaffirmed by an exclusive treaty on the division of powers. However, this formality does not eliminate Tatars’ cultural contention for recognition and autonomy. The case of Tatarstan speaks to both the potential and the constraints of autonomous territories that are incapable of satisfying the needs of co-nationals living beyond their administrative borders. Language policies and education practices have become a relatively autonomous area for claim-making in defense of Tatar culture as well as bilingualism and multicultural education in the region. This study reveals the interrelationship between the two components, Tatar ethno-culturalism and “pluri-culturalism,” and the encouragement of the region's diversity in the public domain of Tatarstan. Valuable in itself, the latter in a wider context appears to be a necessary condition for protecting minority groups in multinational Russia. Thus while promoting the interests of the “titular” nationality — ethnic Tatars — Tatarstan also serves the advancement of multicultural values in present-day Russia.

Mongolian as a minority language in China is losing speakers, although several million remain in China’s Inner Mongolia Autonomous Region. The case of 20th-century Inner Mongolia is an example of the long-term processes that may precede language endangerment. This paper takes Fishman’s (1991) notion of language shift as a decline in intergenerational mother tongue transmission and formalizes it for quantitative research, applying the methodology to a retrospective survey of intergenerational language transmission concerning over 600 Inner Mongolians born between 1922 and 2007. Results show that bilingualism with Chinese has penetrated the entire Mongolian-speaking population, but has not thus far precipitated massive language shift.

Abstract Aragon is an autonomous community within Spain where, historically, three languages are spoken: Aragonese, Catalan, and Castilian Spanish. Both Aragonese and Catalan are minority and minoritised languages within the territory, while Castilian Spanish, the majority language, enjoys total legal protection and legitimation. The fact that we live in the era of the nation-state is crucial for understanding endangered languages in their specific socio-political context. This is why policies at macro-level and micro-level are essential for language maintenance and equality. In this article, we carry out an in-depth analysis of 57 documents: international and national legal documents, education reports, and education curricula. The aims of the paper are: (1) to analyse the current state of Aragonese language teaching in primary education in Aragon, and (2) to suggest solutions and desirable policies to address the passive bilingualism of Aragonese-speaking schoolchildren. We conclude that although Aragon is a trilingual community, education policy actually does not reflect this reality. There is also a need to implement language policies (bottom-up and top-down initiatives) to promote compulsory education in a minoritised language. We therefore propose a linguistic model that brings to the forefront minority languages. This study may contribute to research into Aragonese-Castilian bilingualism in contexts of possible language loss.

By definition, translation requires the knowledge of at least two languages: a native and a foreign language. Depending on the extent to which a person knows a language, we can distinguish symmetrical and asymmetrical, autonomous and combined bilingualism. Particularly important in the case of translation asymmetric bilingualism – when one language is known to a greater extent, and combined bilingualism – when speech is built based on the native language. The aim of this article is to identify syntactic errors in the English translations of Azerbaijani students and find solutions to them. We will therefore primarily consider negative syntactic interference since it is the negative transfer that creates noticeable difficulties for translation. In translation, interference is expressed by a violation of the syntactic norms and rules of the studied foreign language under the influence of the transfer of skills and abilities of the native language. Students often make this mistake when harmonising the grammatical units of one language in accordance with the grammatical structures of another, or when they do not follow a certain rule in one language due to its absence in another. Syntactic interference describes violations in terms of typological differences and functioning. In order to establish interference, it is necessary to consider the features of each of the interacting languages. Comparative analysis of English and Azerbaijani languages helps to compare and see the main inconsistencies in the two language systems, to find the main errors in the foreign language speech of Azerbaijan-speaking students. For this purpose, the students were offered two types of tasks: translation from Azerbaijani into English and vice versa. A study of the students’ translations showed that the most typical errors are errors at the level of the sentence structure. Keywords: syntactic interference, comparative analysis, English-Azerbaijani languages, typological differences, typical errors .

Contextual factors impinge directly and indirectly on second language learning through its influence on attitudes towards, and motivation to learn, a language among learners of a target language. This paper describes language learning situation, bilingual behaviour and academic performance of some primary school pupils. It suggests that learners’ independent use of digital and literacy activities could be harnessed for multimodal teaching where digital learning facilities have not been provided by the school. The researcher believes that such inclusion would encourage autonomous and collaborative learning among students; empowering learners to take responsibility for their own language learning – an attitude toward learning that would enable them overcome low English proficiency levels in the larger society.

Adjara, located in southwestern Georgia of Transcaucasia, was the only autonomous organization of the Soviet Union founded in accordance with religion, not ethnicity. Initially, the Soviet government considered Adjarians as an ethnic group separate from Georgians, based on differences in religion, but in accordance with the atheistic policy of non-recognition of religion, the 1939 census began to refer to Adjarians simply as “Georgian Muslims” or “Muslim Georgians”. However, despite this term, the name “Adjarians” is still widely used today. Georgia, along with Ukraine and the 3 Baltic states, is the most desoviet and the most hostile towards Russia of the 14 young independent states in the post-Soviet space, waged wars with Russia over Abkhazia and South Ossetia after the collapse of the Soviet Union. Currently, the Abkhazians and Ossetians form the de facto independent Republic of Abkhazia and the Republic of South Ossetia and enjoy the support of Russia, and further consider the possibility of further accession to the Russian Federation. On the contrary, Adjara, the territory of Adjarians, seemed to have received the status of an independent state in 1991-2004, when Aslan Abashidze became the head of state, formed an independent autonomous organization and established autocratic rule, but after the so-called ‘Rose Revolution’ President Mikheil Saakashvili came to power in Georgia, and on May 6, 2004, Abashidze fled to Russia, was absorbed into Georgia without an armed conflict. In this study, the researcher described the unique historical process and identity of Adjara and Adjara, and also considered the features of Adjara, which entered Georgia without conflict, unlike Abkhazia and South Ossetia, which became practically independent in the process of bloody confrontation that arose around the process of building a Georgian unified national state in Georgia after the collapse of the Soviet Union. At that time, the indigenous population of Adjara, the Ajrans and their native language, respectively, the Georgian people, and the Georgian language, and this perception is widespread. In addition, although Adjara had the status of an autonomous republic in Georgia, Turkey is developing a policy of Turkization and Islamization because it wanted to regain its own territory, and that the more Russia continued to lose influence in Transcaucasia and the worse relations between Russia and Georgia became, the more Turkey would replace Russia. As a result, the situation of Adjarian-Russian bilingualism, which appeared after the annexation of Adjara to Russia in 1878, disappeared, and Georgian-Turkish bilingualism can be predicted.

The difficult coexistence of Catalan and Spanish languages on the territory of the Autonomous Community of Catalonia (ASC) in Spain, which can be characterized as a conflict, has taken new forms in recent decades, which is especially noticeable on the example of the younger generation born after the "democratic transit". The systematization of sociological survey data shows that, being a product of the Catalan-oriented education system in the ASC (since 1978), the current Catalan youth is characterized by a high degree of Spanish-Catalan bilingualism, and this is not a one-sided process among Catalan-speaking young people, but mutual, although not completely symmetrical. This "bilingualization" has become a new tool for solving the language conflict at the individual level (refusal to choose one of the languages in favor of another), which reduces its tension, but once again calls into question social dominance.

The article presents a scientific description of the collective speech portrait of primary school students in the process of teaching mathematics in rural educational institutions located in the places of the indigenous people of the North, Siberia and the Far East of the Russian Federation. The material for the scientific description of the speech portrait in the context of bilingualism was the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug – Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the study, the scientific literature and statistical data on the studied regions were analyzed. There were such research methods as observation, conversation, interviews, questionnaires, transcription of audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and methodological basis of the study was the work of scientists devoted to the problems of linguistic personality, speech portrait, the formation and development of mathematical speech. When creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic factors influencing the development of oral and written mathematical speech were taken into account. Audio recordings of oral speech and written test papers of students were also analyzed. The collective speech portrait was described on the basis of an integrated approach involving socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written mathematical speech, as well as features of speech culture in formal and informal communication. The results of the study can provide methodological assistance in organizing educational activities for the development of mathematical speech.

Abstract Vojvodina, an autonomous province in northern Serbia, is a historically multilingual and multicultural area where multilingual education forms a cornerstone of linguistic, educational and social policy and practice: in addition to the majority language, five minority languages are also in official use and speakers of these languages may receive education in their L1. However, such a situation does not warrant positive attitudes toward the majority language. In fact, attitudes toward the majority population have been shown to be less positive among minority group members who receive their education in their L1 (Veres 2013). In addition to this, the effect of environment (compact vs. diffuse) has been shown to interact with attitudes. The paper examines the language attitudes of 423 Hungarian L1 grammar school pupils towards (1) their (minority) mother tongue (Hungarian), (2) Serbian as the majority language and (3) English as a foreign language, based on their value judgements and taking into account numerous variables which might prove to interact with their attitudes. The results of the research are expected to add to the study of language attitudes in a multilingual context, to help us understand better language situations in areas where bilingualism is promoted and to aid the implementation of coherent language policies.

The article provides an overview of field research among representatives of the Macedonian, Czech and Slovak minority communities in the South Banat and South Bačka districts of the Autonomous Province of Vojvodina (Serbia), conducted in 2023. The Macedonian minority is made up of descendants of settlers who came to Vojvodina in 1945– 1948 The article provides a brief analysis of the influence of the Serbian language on the lexical system of the migrant idiom, grammar, and the abolition of code-switching features. Work with the Czech minority was carried out for the third time. The audio material was expanded, in particular, examples of unofficial toponyms were recorded, which are given in the article. Photographs were taken of written documents in the Czech language: a brief chronicle of the village and recipe books, which are planned to be studied in detail to identify dialect and contact features of the idiom. The expedition also began work on studying the language of the Slovak minority. Based on the interview material, cases of code switching and metalinguistic reflection are analyzed, and a conclusion is drawn about the absence of a situation of “passive bilingualism” between the Czech and Slovak minorities in Serbia, which is observed in modern Czech Republic and Slovakia.

This paper examines language policy and language use as identity technologies in the Republic of Tatarstan approximately 23 years after the collapse of the Soviet Union. Although Tatarstan is an autonomous republic politically situated within the Russian Federation, it has its own language policy which was implemented in 1992 and which declares Russian and Tatar as the official state languages having equal status in all spheres of language use. Additionally, as a result of an education policy implemented in 1997, Tatar language learning was made a compulsory subject in schools for all nationalities. This research examines how these policies have legitimized the Tatar identity alongside Russian from the top-down perspective, but how these legitimacies are not reflected from the bottom-up perspective [Graney 1999. “Education Reform in Tatarstan and Bashkortostan: Sovereignty Projects in Post-Soviet Russia.”Europe-Asia Studies51 (4): 611-632; Yemelianova 2000. “Shaimiev's ‘Khanate’ on the Volga and its Russian Subjects.”Asian Ethnicity1 (1)]. The focus of this research was to find out how effective these language and education policies as top-down identity technologies have been in post-Soviet Tatar society. An empirical research was carried out in Kazan in 2013 and revealed that asymmetrical bilingualism still prevails in contemporary Tatar society: Russian is used for everyday purposes by all nationalities, whereas Tatar is used as an in-group marker among Tatars within informal settings.

The economy of Kosovo entered the period 1974-1981 burdened with numerous problems. Constitutional changes led to the economy of the republics and provinces being divided into special systems. The leaders of Kosovo were adamant about using raw materials instead of the manufacturing sector, which would create more jobs. As a result, agriculture fell further and further behind, so the difference in development between industrial and agricultural municipalities was increasingly visible. Yugoslavia and Serbia generously financed Kosovo through the Development Credit Fund for Economically Underdeveloped Areas and supplementary budget funds. Additionally, Kosovo had the greatest access to International Bank loans of any region. The more developed republics demonstrated little interest in funding Kosovo's extravagant spending and incorrect economic policies, and Serbia was forced to allocate more money for Kosovo than for impoverished towns within its smaller borders. It was a common rumour in Priština that insufficient funds were allocated for Kosovo. The growing lag was not the result of a lack of funds but of the galloping birth rate of the Albanian community. Citizens, especially Albanians, believed that Serbia and Yugoslavia were taking advantage of them, which had political consequences in the 1981 demonstrations. One particular economic issue was unemployment. Given the policy of balancing the total number of employed Albanians with their participation in the population in terms of Albanian birth rates, it reflected more on Serbs and Montenegrins. The proportion of Albanians among the staff rose sharply and continuously, while the proportion of Serbs increased slightly, and the proportion of Montenegrins either decreased or stagnated. Due to the national key policy, one Serb or Montenegrin was employed for every ten Albanians (sometimes up to 20). Albanian separatists were successful in making bilingualism a requirement for employment in job competitions, regardless of whether it was specifically requested or preferred. International relations within enterprises were disrupted. The disorder was manifested through verbal and physical pressures in which the Serbs and Montenegrins, being the few, were inferior. Separatists successfully pursued a policy of removing Serb-Montenegrin cadres and workers to make them leave. In roughly 15% of cases, economic issues were the catalyst for Serbs and Montenegrins to leave Kosovo. The majority of Albanians also left for these reasons, but to work abroad.

В статье рассматриваются вопросы передачи родного языка следующим поколениям у населения Горно-Бадахшанской автономной области Таджикистана в ситуации активных языковых контактов: в местах фрагментированного распространения миноритарных памирских языков (ваханский, ишкашимский и др.), смешанных с зонами таджикского языка, где фрагментация населения усугубляется социокультурными практиками и брачными моделями; и при проживании в условиях внутренней и внешней миграции. В основу статьи положены материалы, собранные в ходе полевых исследований в Таджикистане и России методами наблюдения и интервью, в частности по методу фокус-групп, а также на основе анализа данных социальных сетей на памирских языках и публикаций по вопросам родного языка и лингвокультурной идентичности. Анализ языковых ситуаций проводится на основе типологической модели Эдвардса с выделением социолингвистических и демографических факторов, влияющих на жизнеспособность языковой группы. Мы рассматриваем формы передачи родного языка следующим поколениям у членов этих этнических групп в условиях двуязычия при традиционных моделях компактного проживания, а также в условиях многоязычия в ходе миграции. Установлено, каким образом стратегии жизнеобеспечения семьи, такие как тип расселения и брачные модели или выбор определенного типа миграции, оказывают влияние на стратегии и приемы передачи языковых навыков детям, а также на выбор и предпочтение языков родителями, а затем и самими детьми. Выявляются языковые предпочтения определенных групп на уровне семьи и этнической группы, их причины и приемы их поддержания. Кроме того, отмечен недавний поворот от нейтрально-позитивного отношения молодежи к родным (памирским) языкам к лингвистическому активизму и продвижению их в цифровом пространстве, а также созданию на них образовательных продуктов. The article is focused on the transmission of native languages to the next generation among the population of the Mountainous-Badakhshan Autonomous Region, Tajikistan. The article is based on data collected during field research in Tajikistan and Russia, using observational methods and interviews, in particular focus groups. It also draws on monitoring of social media in the Pamir languages and on publications addressing the mother tongues and linguacultural identity of the Pamir ethnic groups. Particular attention is given to the areas where language contacts are especially active. First, the steadily shrinking fragmented zones of distribution of various minority Pamir languages (Wakhan, Ishkashim) mixed with the Tajik language; here, fragmentation of the population in the contact zones is aggravated by socio-cultural practices and intensified by specific marriage patterns, whereby men marry women from neighbouring villages speaking languages other than their own. Another area where language contact and linguistic shift are most apparent concerns members of these ethnic groups who undertake internal or external migration. The analysis of linguistic situations is based on Edwards’ typological model employing a set of sociolinguistic and demographic factors which affect the viability of a language group. We examine the ways in which mother tongues are transmitted to the next generation among members of these ethnic groups in conditions of compact residence; we consider their specific bilingual model, when the native language turns to be a father’s language. We also trace multilingual models in the context of increasing translocal and transnational migration, with its variety of approaches. It has been established how family life support strategies, such as the type of settlement and marriage patterns or the choice of a certain type of migration, influence the transfer of language skills to children, as well as the choice and preference of languages by parents, and later by children themselves. Among our outcomes, we reveal the types of bilingualism of certain groups (passive/early bilingualism, multilingualism), the reasons for this bilingualism and the specific means of its maintenance (such as settlement and marriage patterns). We reveal a recent development whereby a neutral attitude towards native (Pamir) languages has given way, among the younger generation, to linguistic activism, the promotion of these languages in the digital space and the creation of educational products on them.

A network of multinational education has emerged from the second half of the XIX century in Bashkortostan. Mostly these are schools of the Volga and Ural region peoples, who have lived together since the time of mass peasant migrations. They were created by country councils. Mixed Russian-national schools of Western peoples (as they were called in educational documents of that time) – Germans, Latvians, Poles – were opened mainly on their own. Secular education of the non-Russian population of Russia in the second half of the XIX century became a state necessity and began to be regulated by the regulatory framework. The essence of the government line boiled down to the transformation of the non-Russian population to the conditions for the development of capitalist relations in the country, the all-Russian market and the strengthening of national interests. Initially, the state ideology was to introduce the Russian language and Orthodoxy through bilingualism. But during the democratic processes of the beginning of the XX century, the penetration of ideas of national enlightenment into the masses and the urgent raising of national education’s issues by Muslim deputies in the State Duma, all-Russian and ethnic components appeared in programs. Therefore, mixed Russian-national schools of the second half of the XIX – early XX century, despite the existing shortcomings, played a positive role in introducing non-Russian peoples to the all-Russian culture, to interethnic connections and internationalization. Also, the advanced Muslim community in the first decade of the XX century developed a model of an autonomous secular national school for universal primary education of the Bashkir and Tatar population of the region, presented for discussion and adoption by the Ufa Country Provincial Council in May 1911.

Il contributo illustra uno studio sviluppato a partire da due progetti realizzati in due diversi contesti della scuola primaria: il primo, in cui il plurilinguismo rappresenta un fatto sociale (Provincia Autonoma di Bolzano); il secondo, in cui il plurilinguismo costituisce una caratteristica individuale collegata ad un background migratorio (Scandicci). Lo studio procede dall’analisi qualitativa dei dati raccolti tramite un questionario sociolinguistico - che ha preceduto la somministrazione di un test di lingua italiana - volto a rilevare gli usi linguistici e le percezioni degli informatori sulla lingua italiana. Il contributo si propone di riflettere sulle principali caratteristiche del linguistic landscape dei discenti collocati in un contesto di bilinguismo bi-comunitario o con background migratorio. Particolare attenzione sarà rivolta ai potenziali effetti della competenza plurilingue sulla performance linguistica di apprendenti per i quali la lingua italiana rappresenta una caratteristica di uno spazio linguistico più ampio. Evaluating Italian L2 in the plurlingual school. The interpretation of the linguistic data, between perceptions and uses The paper illustrates a study developed from two projects carried out in two different primary school contexts: the first, in which plurilingualism represents a social fact (Autonomous Province of Bolzano); the second, in which plurilingualism constitutes an individual characteristic derivable from a migratory background (Scandicci). The study proceeds from the qualitative analysis of data collected by a sociolinguistic questionnaire - which preceded the administration of an Italian language test - aimed at detecting the linguistic uses and perceptions of the informants on the Italian language. The paper aims at reflecting on the main features of the linguistic landscape of learners placed in a bi-communal bilingualism context or with a migration background. Particular attention will be paid to the potential effects of plurilingual competence in the linguistic performance of learners for whom the Italian language represents a feature of a wider linguistic space.

The article is devoted to the study of a language functioning in foreign countries, outside its metropolis. This is a special form of language existence. The study is made in linguistic personology aspect: the factors of preservation of the native language in the speech of several generations of emigrants are identified by the means of analyzing the language competencies and the specifics of the native language of representatives of the foreign diaspora. The purpose of this article is to create the speech portrait of the representative of the East emigration, the descendants of Russian emigrants in China, the Chinese Three Rivers region, to identify the characteristics of preservation of the Russian language in conditions of the Russian-Chinese bilingualism in this area. The object of the speech portraiting was the linguistic personality of a descendant of Russian immigrants to China in the beginning of the 20th century, currently a resident of the city of Labudalin, Argun city district of the Inner Mongolia Autonomous region in China. Scientific novelty of the research consists in undertaking for the first time the analysis of a fragment of the Russian linguistic reality in one of the places of the Russian diaspora in the 20th century, in the Chinese Three Rivers region, and in the introduction record of oral speech of the representative of the descendants of Russian in Three Rivers Region, carried out during the scientific expeditions to China in 2017 and 2018, that makes a unique material. The study of the Russian language in foreign countries, namely in the Eastern abroad, in the Three Rivers region, is a contribution to linguistic emigrantology, which determines the relevance of the study. The authors analyze the speech of a representative of the descendants of Russian settlers in the Chinese Three Rivers Region at all levels of the language system, reveal the facts of phonetical, grammatical and lexical interference in Russian speech under the influence of the Chinese language, as well as the dialectal features preserved in it, and come to the conclusion that Russian language is highly preserved even in the third generation of immigrants from Russia to China and the authors name the sociolinguistic factors of this preservation: family, educational, professional, psychological, etc.

It is a matter of debate whether the two differentiated grammatical systems in a bilingual child develop autonomously, or whether there is interdependence and in what areas (Genesee, 2001; Meisel, 2001). Extensive research is being carried out in the emergence of the two grammars, but not much attention has been given to the development of discourse in simultaneous bilinguals. This study examines longitudinal narrative data from a Spanish-English school-age simultaneous bilingual child, and, in particular, the development of character introductions in the story. The child's stories in both languages show similar degrees of appropriate use of grammatical means for discourse purposes during the period under study and inadequacies are related not to the specific language used by the child, but to semantic and syntactic factors that promote or hinder appropriateness and affect both languages equally. The child follows the characteristic style identified for each of the two languages in studies of monolingual Spanish- and English-speaking children and adults. This indicates an autonomous development. However, there is also evidence that the two styles are not as differentiated as might be expected in comparison with monolinguals. These results support the view that, although the two languages of a bilingual child develop autonomously to a great extent, there are certain aspects which develop interdependently (Genesee, 2001).

This study assesses the effects of age and language exposure on VOT production in 29 simultaneous bilingual children aged 3;7 to 5;11 who speak German as a heritage language in the Netherlands. Dutch and German have a binary voicing contrast, but the contrast is implemented with different VOT values in the two languages. The results suggest that bilingual children produce ‘voiced’ plosives similarly in their two languages, and these productions are not monolingual-like in either language. Bidirectional cross-linguistic influence between Dutch and German can explain these results. Yet, the bilinguals seemingly have two autonomous categories for Dutch and German ‘voiceless’ plosives. In German, the bilinguals’ aspiration is not monolingual-like, but bilinguals with more heritage language exposure produce more target-like aspiration. Importantly, the amount of exposure to German has no effect on the majority language's ‘voiceless’ category. This implies that more heritage language exposure is associated with more language-specific voicing systems.

In five experiments highly-proficient bilinguals were asked to name two sets of pictures in their L2: a) pictures whose names in the L2 and their corresponding L1 translations have the same grammatical gender value, and b) pictures whose names in the L2 and their corresponding L1 translations have different gender values. In Experiments 1, 2, and 3 Croatian-Italian speakers were asked to name the pictures in Italian by means of NPs in various experimental contexts. In Experiment 4A, Spanish-Catalan and Catalan-Spanish bilinguals were asked to name the pictures in Spanish, and in Experiment 4B, Italian-French bilinguals did so in French. The results of these experiments revealed no differences between same- and different-gender pictures. Furthermore, the performance of Italian, Spanish, and French monolingual speakers parallels that of bilingual speakers. However, a robust frequency effect was observed across experiments. This pattern of results supports the notion that the gender value of the words in the non-response language does not affect processing in the response language, and suggests that the two gender systems of a bilingual are functionally autonomous.

AbstractObjective: The aim of this study is to evaluate variations in cortical activation in early and late Uygur-Chinese bilinguals from the Xinjiang Uygur Autonomous Region of China. Methodology: During a semantic judgment task with visual stimulation by a single Chinese or Uygur word, functional magnetic resonance imaging (fMRI) was performed. The fMRI data regarding activated cortical areas and volumes by both languages were analyzed. Results: The first language (L1) and second language (L2) activated language-related hemispheric regions, including the left inferior frontal and parietal cortices, and L1 specifically activated the left middle temporal gyrus. For both L1 and L2, cortical activation was greater in the left hemisphere, and there was no significant difference in the lateralization index (LI) between the two languages (p > 0.05). Although the total activated cortical areas were larger in early than late bilinguals, the activation volumes were not significantly different. Conclusion: Activated brains areas in early and late fluent bilinguals largely overlapped. However, these areas were more scattered upon presentation of L2 than L1, and L1 had a more specific pattern of activation than L2. For both languages, the left hemisphere was dominant. We found that L2 proficiency level rather than age of acquisition had a greater influence on which brain areas were activated with semantic processing.

According to Garcia (2009), translanguaging is “… the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential” (p. 140). Therefore, it is more about communication than language use. Bilinguals tend to employ their linguistic repertoire as an integrated communication system. In the context of this study, senior university bilingual students majoring in business in Saudi Arabia are usually competent in their mother tongue (Arabic) and in their additional language (English) due to the nature of business. They are keen to maintain their ability in English as far as possible as they consider themselves “long-term English learners”. Today, Saudi Arabia is increasingly building bridges to the outside world and clearly proficiency in English is one such bridge, allowing Saudi Arabia to integrate with English-speaking countries. Stakeholders in Saudi Arabia are now seeking English-proficient applicants for jobs, regardless of their speciality, more so than previously. This has become the norm in both the public and private sectors. However, bilingual university students majoring in business still tend to employ their mother tongue regardless of their proficiency in English. This may indicate their views and feelings with regard to the need to be bilingual in any future work context. This study focuses on senior business students at Majmaah University. Semi-structured interviews were conducted with the students (n=14) and their instructor (n=1). This paper reports on the students’ attitudes towards bilingual activities, specifically task-related discussions, and the impact on their communicative repertoire from their perspective.

Recent work argues that a bilingual linguistic system is fully integrated in one competence system and does not consist of two separate, autonomous systems as is commonly assumed (see Goldrick et al 2016, Grimstad et al 2014, López 2020, Riksam 2017). Here, we explore the organization of the lexicon within the integration hypothesis using data based on idioms and code-switching. The working hypothesis is that if the lexicons of a bilingual person are integrated in the sort of grammatical architecture presented in López (2020), one should be able to code-switch within the idiom and retain the idiomatic meaning. After a pilot study with a community of Papiamentu-Dutch bilinguals, we tested this hypothesis with two communities of bilingual code-switchers: Basque-Spanish, English-Spanish. The task consisted of choosing a meaning out of three choices for a range of sentences, some of which included code-switched idioms. Our results, by-and-large, confirm the hypothesis that code-switching does not destroy the integrity of the idiom.

Introduction. National autonomies arose during the period of nation-building as a form of overcoming the backwardness of non-Russian peoples. The article examines the features of the formation of the Mordovian autonomy, as well as the nature and results of the transformation of the region during its existence. Materials and Methods. The tasks of the article are realized through the analysis of documents from the Central State Archive of the Republic of Mordovia. Results. The Mordovian autonomy was formed in a decade later than the rest, in the context of a paradigm shift in the national policy of the USSR from national self-determination to centralization. The Union Center was interested in measures to support the Mordovian national culture, languages, printing, book publishing and the involvement of the Mordovian population in socialist transformations. Significant progress in the development of the region’s industry was achieved through centralized investments and was accompanied by an increase in the urban population of the republic and an increase in the importance of the Russian language. Discussion and Conclusion. The Mordovian autonomy was formed at a time when the national periphery turned from subjects into objects of the center’s policy. Providing support for the national school, languages and culture, the center blocked the nativization of the bureaucracy and the translation of office work into Mordovian languages, trying to prevent ethnonationalism. In the second half of the 20th century, high rates of industrial development of Mordovia and universal bilingualism of the Mordovian population were ensured. Against the background of these achievements, the 1978 Constitution confirmed the status of the republic as an object of the center’s transformative activities, without forming mechanisms to realize the interests of the local population. Having played the role of the most important instrument of modernization, the Mordovian autonomy ensured the development of the republic’s productive forces, the formation of bilingualism of the Mordovian population, and the involvement of the Mordovians in the union-wide socio-political context. Since the population of the republic was considered by the authorities not as a subject, but as an object of transformation, the results of the policy were not only intensive modernization processes, but also serious social and infrastructural imbalances, causing a crisis of Soviet national policy.

In the Basque Autonomous Community (BAC), the “Basic Law on the normalization of the use of Basque” (law 10/1982, of 24 November) establishes that Basque citizens have the right to express themselves in either of the two official languages (Basque and Spanish), and to receive instructions in both languages. Therefore, the Faculties of Education must train future teachers to be able to teach and communicate in the Basque language. However, data from the last VI sociolinguistic survey (2016) tell us that 33.9% of the population aged 16 and over living in the BAC is Basque-speaking, but balanced bilinguals who express themselves with the same fluency in both Basque and Spanish make up only 29.3% of Basque speakers. In a study on linguistic customs in the academic field carried out on a group of future primary education teachers, it was observed that although Basque is the language they will teach in the schools of the BAC, it is not their main language of communication. Given this situation, it was deemed necessary to introduce the use of technology to promote the use of Basque. To this end, a project was designed and implemented, involving the intensive use of the social network YouTube. This paper presents the results of the data generated in this didactic experiment at the university level.

This study examines levels of bilingualism and language attitude in the autonomous Spanish city of Melilla. Located on the North African coast, Melilla has a population of 86,000 inhabitants that is roughly divided between residents of Iberian origin and residents of North African Origin. Based on responses to a language questionnaire (111 participants) and sociolinguistic interviews (20 participants), our results show high levels of bilingualism between Spanish and Tamazight among the sector of the population that is of North African origin, while the population of Iberian origin remains monolingual in Spanish. We also show that Spanish is the dominant language in the public domain, including administration and education, while Tamazight is maintained as a family and community language. Overall, the participants in our study express positive attitude towards the Melillan variety of Spanish and Tamazight, and their co-existence as part of the multicultural nature of the city.

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AbstractThis article attempts to analyze and reveal the effects of linguistic imperialism in English Foreign Language Teaching and Learning.First, it will address global English language as the global standard language, that has imposed American and British methodologyand resources in the entire world, and this universal language will also be studied as a symbol of power over the foreign language policies in Colombia. Secondly, the article deals with the fact that the linguisticimperialism controls from beginning to end in “Estándares básicos de competencias en lenguas xtranjeras: inglés. Formar en lenguasextranjeras: ¡el reto!” (Basic standards for competences in foreign languages, English. Teaching in foreign languages: The challenge!). It means that the Anglo-American hegemony sets the parameters of how, what, and to whom perform an EFL class. Lastly, conclusions will be drawn to stimulate EFL teachers to work on autonomous EFL teaching. Namely EFL teachers should focus on intercultural communication and competence, instead of fostering the spreading of English as the global language.Keywords: Linguistic Imperialism, EFL classroom: teaching and learning, and Colombian bilingualism program.

<b><i>Introduction:</i></b> Active aging emphasizes optimizing health and participation for a better quality of life as people age. This paper explores the significant impact of hearing loss and balance disorders on the elderly. Age-related hearing loss is thought to contribute to communication breakdown and cognitive dysfunctions. The “hearing and balance in healthy aging” project focuses on early detection, mitigation, and advocacy. Objectives include exploring epidemiological traits, evaluating overall well-being impact, proving positive intervention effects, and advocating societal care for the elderly with hearing loss and balance disorders, aiming to reduce their broader impact on cognition, independence, and sociability. <b><i>Methods:</i></b> This study is observational, prospective study. Subjects over 55 years old with a follow-up every year or every 2 years were divided into three groups, according to their hearing and balance: within the normal range (group A), detected and not treated (group B), and detected and treated (group C). At each visit, they underwent a series of tests or questionnaires, evaluating different areas: hearing, balance, cognition, depression, dependence, tinnitus, loneliness, health. <b><i>Results:</i></b> A total of 710 patients were included in the study. The distribution of patients was as follows: group A – 210 patients, group B – 302 patients, and group C – 198 patients. Significant differences were found between the three groups related to age, sex, educational level, bilingualism, and work activity. In group C, there was a higher percentage of males, older than in groups A and B, and the percentage of individuals with a university education was lower (28%), as was the rate of bilingualism (23%). In terms of hearing, significant differences were found in the three groups in the mean PTA, speech discrimination in quiet, and the HINT test, with worse results for group C. Only patients in group C presented a perception of hearing impairment, and the handicap caused by hearing impairment worsened from group A to C. Concerning balance, both tests performed (TuGT and DHI) revealed increased difficulty in maintaining autonomous walking from group A to C, which, again, exhibited the worst results, with statistically significant differences across the group. Analysis about cognition revealed significant differences in DSST questionnaires and in TMT scores, where group C had the worst scores. In HUI3 questionnaire scores, the differences between each and every group were statistically significant, with group C showing moderate disability. <b><i>Conclusion:</i></b> This extensive analysis, encompassing a considerable number of subjects, reveals significant findings that have important implications for the early prevention of hearing loss and its consequent consequences. At the same time, these data represent an initial exploration, which raises the need for in-depth examinations of additional factors and longer follow-up to continue contributing insights and knowledge for a healthy aging.

Abstract The translanguaging turn in language education offers a new perspective on multilingualism by positing that multilingual learners have one linguistic repertoire rather than two or more autonomous language systems (García, O. & L. Wei. 2014. Translanguaging: Language, bilingualism and education. Palgrave MacMillan). When learners engage in translanguaging, they draw on all the features from their repertoire in a flexible and integrated way (Otheguy, R., O. García & W Reid. 2015. Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6(3). 281–307. DOI:10.1515/applirev-2015-0014). While much of the current literature on language teaching advocates teachers’ use of pedagogical translanguaging, less research has focused on the pedagogical affordances of student-led translanguaging, especially in contexts with dominant monolingual norms. This paper presents the results of a case study exploring the affordances of translanguaging in two multilingual Grade 5 English language classrooms in Malaysia where English-only policies and practices were enforced by the teachers, but where translanguaging was used agentively by learners during their peer-to-peer interactions. The primary data sources for this six-month-long study included 100 30–90 min-long video recordings of 55 learners working together in small groups on various collaborative language learning activities, and member-checking interviews with the learners. The study was grounded in sociocultural theory and translanguaging, and employed a methodology of sociocultural discourse analysis. The results of the analysis revealed that in both classrooms, learners resisted the English-only policies and practices by using translanguaging widely and strategically throughout their collaborative peer-to-peer interactions. The use of translanguaging fulfilled 100 important cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive functions that supported their individual and collective learning. The results of this study provide us with a view of translanguaging as collaborative and agentive, socioculturally situated and culturally responsive, and a resource for learning as well as a process of learning. The study makes recommendations for a language learning pedagogy that creates opportunities for learners to move language policies from the ground up through their collaborative use of translanguaging.

Purpose: Based on self-determination theory, this study compared the motivation of emergent bilinguals and full bilinguals in English and Japanese learning at an international elementary school in Japan. Methodology: This study employed a questionnaire on motivational orientations in English and Japanese learning. Data and analysis: Participants were 104 children who had either English or Japanese as their first language or had an English and Japanese bilingual background. A mixed-measures analysis of variance and correlation analysis were performed on the survey data. Findings: Although the degree of internalization of motivation differed depending on whether students were emergent or full bilinguals, the pattern of their motivational intensity in learning English and Japanese was similar among the three groups. Specifically, the full bilinguals internalized motivation in English and Japanese learning equally, while members of both the emergent bilingual groups internalized motivation only in learning the main language of instruction, English. Regarding the respective motivational intensity in the learning of the two languages, autonomous motivation (intrinsic motivation and identified regulation) was significantly stronger in English learning than Japanese learning among the groups, except identified regulation in the emergent bilinguals with English as their first language, while controlled motivation (introjected and external regulation) was significantly stronger in Japanese learning than English learning. Correlation analysis between English learning and Japanese learning additionally showed that for the full bilinguals, intrinsic motivation in English learning did not correlate to that in Japanese learning, whereas such motivation was positively correlated among emergent bilinguals. Originality: This is the first cross-lingual study using self-determination theory to compare motivation between emergent children reciprocally learning their first and second languages. It also compares the motivation of emergent children to that of fully bilingual children learning two first languages. Implications: Different patterns of motivation among emergent and full bilinguals necessitate corresponding classroom strategies.

Editorial Dr. Marco Espinoza Alvarado Universidad de Chile ORCID: https://orcid.org/0000-0002-0568-0661 Dra. Andrea Lizasoain Universidad Austral de Chile ORCID: https://orcid.org/0000-0002-2689-6728 Lic. Álvaro Ugueño Novoa Red Interuniversitaria de Educación e Interculturalidad (RIEDI) Vivimos en un mundo de lenguas indígenas, lo que revela la contribución de estas a la diversidad cultural y lingüística global: de las aproximadamente 7.000 lenguas habladas en el mundo, tres cuartos pertenecen a pueblos originarios (McCarthy, Nicholas y Wigglesworth, 2019). En América Latina, también es posible observar esta diversidad lingüística, con más de 500 pueblos y alrededor de 400 lenguas indígenas (Unicef, 2009). Desde tiempos precoloniales esta diversidad lingüística en la región se ha visto constantemente amenazada y en peligro (Amorós-Negre et al., 2017). Sin embargo, es durante la creación de los estados modernos y las nacientes repúblicas y naciones, construidas por las élites criollas (descendientes de los conquistadores hispánicos) durante el siglo XIX, cuando se despliegan con mayor fuerza una serie de proyectos lingüísticos y sociolingüísticos. Los dos resultados principales serían la estandarización lingüística y la monolingualización institucional de la sociedad que relegaba en la práctica a las lenguas diferentes al castellano a espacios informales, comunitarios y domésticos. Durante este periodo, se establecen jerarquías de clase y color en Latinoamérica, con la consiguiente jerarquización lingüística que otorgaba a las variedades lingüísticas de los grupos indígenas una valoración menor, cuando no las ignoraba y suprimía activamente. Este periodo estuvo marcado, así, por políticas destinadas a la rápida incorporación de los grupos indígenas al modelo de estado-nación definido por la elite criolla, incluyendo políticas de opresión lingüística que apuntaron a castellanizar a las poblaciones indígenas. Inevitablemente, el monolingüismo en castellano comenzó a operar como un principio organizador de la sociedad en las nacientes naciones. Esto, como muestra Bravo (2010), se realizó sin mayores disputas entre las élites durante los procesos de independencia. Como explica la autora, “La sociedad criolla se fragua en español” (p. 78). Mar-Molinero (1995) resume este proceso indicando que “the fact that a European language should be the language of government and the state was never in real doubt. This language was of course Spanish…” (p. 210). Así, las lenguas indígenas jugaron un papel menor en la construcción de las nuevas naciones y ni siquiera eran mencionadas en las constituciones de estas nuevas entidades políticas. Consecuentemente, el estado actual de las lenguas indígenas que han resistido en la región está marcado por el desplazamiento lingüístico: sus hablantes aún deben reestructurar sus repertorios lingüísticos y priorizar el aprendizaje y uso público de las lenguas mayoritarias, en contextos que continúan marcados por el colonialismo (Antimil y Olate, 2020), la desigual distribución y acceso a recursos simbólicos y materiales (Banco Mundial, 2015), la globalización y políticas neoliberales que desvalorizan las lenguas indígenas (Amorós-Negre et al., 2017) y los recientes intentos de reconocimiento legal y oficial que, en muchos casos, no pasan de lo simbólico (Zajícová, 2017). Si bien esta situación de marginalización y desplazamiento lingüístico de las lenguas en el contexto latinoamericano (también presente en otros contextos) ha llevado a algunos investigadores, con justicia, a concentrarse en la pérdida y desaparición de lenguas y hablantes, creemos que esta mirada daño-céntrica (Tuck, 2009) puede ocultar una serie de proyectos diseñados e implementados por agentes individuales y colectivos, en el contexto de un resurgimiento indígena en América Latina. Esto para mantener, revalorizar y revitalizar sus lenguas en los cambiantes contextos sociopolíticos, económicos y culturales en los que se encuentran, recurriendo a nociones locales y desafiando las narrativas que los posicionan como pueblos y lenguas en vías de desaparición (cfr Davis, 2017; Olsen-Reeder, 2018; Unamuno et al., 2020). Estas acciones de revitalización, además de incorporar crecientemente las nuevas tecnologías y recursos en línea (Alvarado, 2021; Pinto, 2020), se conectan con proyectos de resistencia política, de desarrollo del bienestar general y de una continua descolonización en su conceptualización y puesta en práctica (Hinton et al., 2018; Stebbins et al., 2018). Estas acciones desafían en la práctica, además, la construcción histórica de la idea de nación y estado monolingüe. En este último sentido, nos parece igualmente importante reconocer que los procesos políticos recientes de la región (en muchos de los cuales los pueblos indígenas han jugado un papel fundamental), junto con una serie de normativas supranacionales, en muchos casos han significado un reconocimiento legal y constitucional de los pueblos indígenas y de sus lenguas, abriendo espacios no solo para el reconocimiento sino que también para demandas más concretas en términos de derechos lingüísticos. Sin ir más lejos, la propuesta de nueva constitución para Chile reconoce al Estado de Chile como plurilingüe, establece una serie de normas relacionadas con los derechos lingüísticos de la población indígena (así como de la comunidad sorda), y establece una serie de obligaciones al Estado en esta materia, incluyendo aquellas que impliquen la revitalización de lenguas indígenas. En este contexto sociolingüístico y sociopolítico latinoamericano y nacional – que además coincide con el Decenio de las Lenguas Indígenas (ONU; ver Declaración de Los Pinos) – este Número Especial de la Revista Lenguas Radicales, “Vitalidad, desplazamiento y revitalización de las lenguas indígenas latinoamericanas: una mirada desde el siglo XXI”, reúne estudios y reflexiones originales del ámbito latinoamericano, que desde perspectivas diversas abordan la situación actual de diferentes lenguas indígenas y de sus hablantes en la región. El texto Indígenas, asociaciones, resistencia y resguardo de la identidad en Chile, mediante una análisis de documentos, enfatiza el rol que las asociaciones indígenas en contextos urbanos (principalmente mapuche) juegan en los procesos de mantención y continuación cultural, sobre todo en relación con las memorias indígenas, así en plural, pues estas son diversas. El artículo Restoring indigenous knowledge: can current international efforts, lessons and perspectives be applied in Chile? enfatiza la manera en que la colonización lingüística moldeó particulares relaciones de poder y cómo las perspectivas eurocéntricas configuraron una particular comprensión de las lenguas y el conocimiento indígenas, las que además en su despliegue silenciaron a otros conocimientos. El artículo también examina el rol de la interculturalidad, los giros epistémicos, el cosmopolitismo, el buen vivir, las lenguas y los métodos locales para su enseñanza en los procesos actuales de descolonización. En el artículo Autonomous Nahuatl Language Revitalization Practice in Bilingual communities of Mexico se discute una idea que podría parecer contraintuitiva, a saber, el uso de formas híbridas, de mezclas entre la lengua indígena y el español como vehículos que permitan resistir la homogeneización lingüística y contribuir a la revitalización. Nos dicen: “Nahuatl-influenced Spanish, often devalued, can serve as the basis for autonomous, self-sustaining Nahuatl learning and teaching”. A fin de cuentas, se plantea en este texto que, en estas variedades vernaculares mezcladas, las que pueden ser calificadas como erróneas desde perspectivas externas, encontramos la gramática y las ideas indígenas, que cumplen un rol fundamental en la diseminación de conocimiento. Su uso apunta, además, a revertir algunas tendencias en procesos de revitalización que ignoran las prácticas lingüísticas y conocimientos locales. La conclusión del artículo es sin duda novedosa y desafiante, pero surge precisamente de una real valoración de lo local en procesos de revitalización: “In this way, we destabilize language revitalization approaches that perceive Spanish as always undesirable, and ask for another consideration of sociolinguistic contexts”. Finalmente, “Las representaciones sociales en estudiantes de educación básica en torno al bilingüismo español-inglés y el bilingüismo español-otomí” es un trabajo que discute las maneras en que estos dos tipos de bilingüismo son percibidos por estudiantes otomíes, revelando la subordinación del bilingüismo en lengua indígena, la que goza de menos espacios de práctica y de menor prestigio. Este número también incluye una entrevista a Aldo Berríos (también conocido como “Fiestóforo”), activista digital por la revitalización del mapuzugun, y dos reseñas de textos relevantes para nuestra comprensión de procesos de revitalización, aunque desde diferentes perspectivas. La entrevista a Berríos ofrece una excelente oportunidad para adentrarnos en el trabajo concreto de activistas por la revitalización del mapuzugun, las ideas que guían su trabajo, sus perspectivas para la lengua en el mundo contemporáneo y los desafíos, limitaciones y oportunidades que su trabajo encuentra. La primera reseña al libro Demystifying Bilingualism. How Metaphor Guides Research towards Mythificacion nos muestra cómo la investigación lingüística muchas veces no logra dar cuenta de los propios mitos que construye en los procesos de investigación, así como de los mecanismos que acompañan esta creación de mitos. El libro acá reseñado se concentra en los mitos en torno al bilingüismo y a la ventaja bilingüe. La segunda reseña corresponde al libro “Presiones que obligan a los hablantes de lenguas originarias, indígenas y minorizadas a abandonar sus lenguas” el cual desarrolla en diferentes capítulos lo que se ha dado en llamar la Teoría de Ecología de Presiones y su potencial en la medición del desplazamiento lingüístico y en el análisis de sus causas, con especial énfasis en México, un libro sin duda relevante para pensar la revitalización desde una comprensión de las causas del desplazamiento. Comprender los actuales procesos de revitalización lingüística es sin duda una tarea compleja, en un contexto marcado por importantes cambios macrosociales de carácter demográficos, tecnológicos, económicos y culturales (Lewis y McLeod, 2021), por lo que esperamos que los artículos acá reunidos contribuyan con elementos teóricos y metodológicos a quienes estén interesados en pensar y hacer revitalización lingüística en el siglo XXI en nuestro continente, entendiendo, por supuesto, que cada situación tiene sus particularidades y requiere de aproximaciones específicas y apropiadas contextualmente. Referencias Alvarado, G. (2021). Language ideologies of emerging institutional frameworks of Mapudungun revitalization in contemporary Chile: nation, Facebook, and the moon of Pandora. Multilingua. https://doi.org/10.1515/multi-2020-0148 Amorós-Negre, C., García, Á., & Zimmermann, K. (2017). Las comunidades indígenas en Iberoamérica: desafíos para la política y la planificación lingüísticas. Introducción. Onomázein, (2), 1-15. Antimil, J. & Olate, A. (2020). El escenario actual de la lengua mapuche en un territorio. estudio de caso desde la historia y la sociolingüística. Nueva revista del Pacífico, (72), 116-143. Banco Mundial (2015). Latinoamérica indígena en el siglo XXI. Washington Dc: Banco Mundial. Bravo García, E. (2010). La construcción lingüística de la identidad americana. Boletín de Filología, 45(1), 75-101. Davis, J. (2017). Resisting rhetorics of language endangerment: Reclamation through Indigenous language survivance. Language documentation and description, 14, 37-58. Hinton, L., Huss, L., & Roche, G. (2018). Language revitalization as a growing field of study and practice. En L. Hinton, L. Huss, & G. Roche (Eds.), The Routledge handbook of language revitalization, xxi-xxx. Nueva York: Routledge. Lewis, H., & McLeod, W. (Eds.). (2021). Language Revitalisation and Social Transformation. Springer Nature. Mar-Molinero, C. (1995). Language policies in multi-ethnic Latin America and the role of education and literacy programmes in the construction of national identity. International Journal of Educational Development, 15(3), 209-219. McCarty, T. L., Nicholas, S. E., & Wigglesworth, G. (Eds.). (2019). A world of Indigenous languages: Politics, pedagogies and prospects for language reclamation. Multilingual Matters. Olsen-Reeder, V. (2018). Deathly narratives. Theorising “reoorientation” for language revitalisation discourses. MAI, 7, 203-214. Pinto, L. (2020). Tecnologías de la Información y Comunicación para la revitalización cultural y lingüística. Exlibris, (9), 64-74. Tuck, E. (2009). Suspending damage: A letter to communities. Harvard educational review, 79(3), 409-428. Stebbins, T., Eira, K., & Couzens, V. (2018). Living languages and new approaches to language revitalisation research. Nueva York: Routledge. Unamuno, V., Gandulfo, C. & Andreani, H. (2020). Presentación. In V. Unamuno, C. Gandulfo & H. Andreani (Eds.), Hablar lenguas indígenas hoy: nuevos usos, nuevas formas de transmisión: Experiencias colaborativas en Corrientes, Chaco y Santiago del Estero, 11-36. Buenos Aires, Argentina: Editorial Biblos. Unicef (2009). Atlas sociolingüístico de los pueblos indígenas en América Latina. Cochabamba, Bolivia. Zajícová, L. (2017). Lenguas indígenas en la legislación de los países hispanoamericanos. Onomázein, (3), 171- 203. Documentos Declaración de los Pinos (https://en.unesco.org/sites/default/files/los_pinos_declaration_170720_es.pdf) QUECHUA Kay ruraywa Indígenas, asociaciones, resistencia y resguardo de la identidad en Chile, qillqasqasta phaskaraspa llaqtakunapi yuriqis aylluchakuykunap llamk’ayninta kallapanchan (mapuche runakuna) pikunachus kulturankuta·pis yuriqip yuyay kaqkunankuta·pis kawsachishan. Kay yuyay kaqkuna·qa achkha·mi. Kay ruraywa Restoring indigenous knowledge: can current international efforts, lessons and perspectives be appied in Chile? imaynata·n chay atiywapura apakun; jina·taq imaynata·n Europa qhaway·pis runa simikunata, yurisqa yachaykuna kaqmanta chay ñanninmanjina yuyanchan, jina·pis wak yachaykunata upallachin·taq. Kay ruraywa·ri kawsaypurata, yacharquna muyuriqkunata, imaymanapi kaqta, allin kawsayta, kay kutirina pachapi runa simikunata-ima, kikin kitipi yachachikunan ñankunata·pis qhawakipan. Tukuchinapaq, chay ruraywa Autonomous Nahuatl Language Revitalization Practice in Bilingual communities of Mexico ñisqapi juk yuyaywa awqariqjina ch’aqwarin, imaynachus chhapusqa rikch’aywa, kawsay simiwan kastilla simiwan chaqrusqa·pis simi jukllachaymanta·pis jark’an, simi kawsarichiyman·pis kallpanchan·taq. Ñiwayku: “Nahuatl-influenced Spanish, often devalued, can serve as the basis for autonomous, self-sustaining Nahuatl learning and teaching”. Jinaqa, kay qillqaywapi chhapusqa laya parlaykuna·pis, wakin jawa qhawaykunamanta pantasqa parlaykunajina kanman kaspa·pis chay simin ukhu, yuriy yuyaywas·qa yachama tarpunapaq wakichisqa kachkan. Chhapusqa parlaykuna·qa kikin kitikunapi yachaykunata, mana simita amañaspa simi kawsariy purichiq ñanchakunata·pis allinchan. Kay ruraywap tukuychanan·qa musuq·taq phiñachikuq·taq, ichaqa kikin kitikunap kawsarichiy purichiqkunata chaninchaspa rikhurichin: “In this way, we destabilize language revitalization approaches that perceive Spanish as always undesirable and ask for another consideration of sociolinguistic contexts”. Kay qillqaywa·ri juk tapuy parlay Aldo Berríos paywan rimasqa·mi (Fiestóforo sutiwan·pis riqsisqa), mapuzungun simita kawsarichinapaq makinawan ruwapaq·mi, jina·taq iskay wak wak layamanta qhawaspa simi kawsarichiy jamut’anapaq chaninchasqa qillqaywas tiyan. Wawqi Berríos-man tapuy parlay·qa mapuzungun kawsarichiymanta sut’i llamk’arquy kasqanman yaykunapaq allin ruwaypuni; jina·taq llamk’ayninta pusariq yuyaywas, kay kunan pachapi simikunamanta unanchaykuna, chanta·pis qhatiykuna, qurpakuna kaqkunata tarint·taq. Ñawpaq willama·qa kay Demystifying Bilingualism. How Metaphor Guides Research towards Mythificacion p’anqaman kaq·ri imaynata·n simikamay mask’akipay·qa wakin pacha mana mask’akipay purichiqkunata sayarichiqpa kikin jawalliykunanta riqsichinchu, jina·taq manan jawalliykunap rikhurisqanmanta·pis riqsichinchu. Kaypi willama ruwasqa p’anqa·qa iskaysimiwmanta·pis iskay simiwan kusa kay yuyaymanta·pis jawalliymanta jamut’an. Iskay kaq willama·qa chay “Presiones que obligan a los hablantes de lenguas originarias, indígenas y minorizadas a abandonar sus lenguas” ñisqa p’anqamanta sut’inchan, chay·ri achkha t’aqapi “Teoría de Ecología de Presiones”, chanta imaynata·n simikunata k’uchunchan, chayta tupuspa, jina·taq imaynata·n simi k’uchunchaq kaqkuna rikhurin, chaykuna·pis México mama suyupi kaqmanjina sut’inchasqa kachkan. Simita k’uchunchanapaq kaqkunamanta jamut’aspa simi kawsarichiypi t’ukunapaq juk allin p’anqa·mi. NÁHUATL DE MORELOS Este número también incluye una entrevista a Aldo Berríos (también conocido como “Fiestóforo”), activista digital por la revitalización del mapuzugun, y dos reseñas de textos relevantes para nuestra comprensión de procesos de revitalización, aunque desde diferentes perspectivas. La entrevista a Berríos ofrece una excelente oportunidad para adentrarnos en el trabajo concreto de activistas por la revitalización del mapuzugun, las ideas que guían su trabajo, sus perspectivas para la lengua en el mundo contemporáneo y los desafíos y limitaciones que su trabajo encuentra. In nanka nin poalli økipia itewan se tlanonotsalli in itoka Aldo Berríos (itewan økitokayotia “Fiestóforo”), nin ømapatlani itek nin tlenon weyixtika axkan, iwatl økineki økitlatolkwepas in mapusugun, itewan økipia ome tlakwilolli nin kwalli tik-amaittaskeh nin kenika tiktlatolkwepaskeh, iwan økipia miyek nin kenika kwalli tikchiwaskeh. In tlanonotsalli ika nin Berríos øtechmaka kwalli nin kenika tikchiwaskeh in tekitl, wan kwalli tewan tiktlatolkwepaskeh in mapusugun, nin tlanemilistli nin økitoka itekiw tlakwalli, in itlanemililli økitoka nin tlahtolmeh nin kateh axkan ipan nin tlaltikpak, iwan itewan økitoa nin tlenon ahmo økawilia økichiwas in itekiw. La primera reseña al libro Demystifying Bilingualism. How Metaphor Guides Research towards Mythificacion nos muestra cómo la investigación lingüística muchas veces no logra dar cuenta de los propios mitos que construye en los procesos de investigación, así como de los mecanismos que acompañan esta creación de mitos. El libro acá reseñado se concentra en los mitos en torno al bilingüismo y a la ventaja bilingüe. In kaxtoh nin tlakwilolli øka itek in amoxtli “Demystifying Bilingualism. How Metaphor Guides Research towards Mythificacion” ompa øtechilia kenika nin teki-tlatolmeh ahmo mochipa økinechtia nin tlenon økitemoa ikwak øtekichiwa, iwan itewan nin tlenon iwan-yaw ikwak økichichiwa nin tlenon ahmo milawak. In amoxtli nin nikan ømotenewa kaxto økitta nin tlenon ahmo milawak ikwak kitta ometlatolli wan nin tlenon kwalli ikwak kitta ometlatolli. La segunda reseña corresponde al libro “Presiones que obligan a los hablantes de lenguas originarias, indígenas y minorizadas a abandonar sus lenguas” el cual desarrolla en diferentes capítulos lo que se ha dado en llamar la Teoría de Ecología de Presiones y su potencial en la medición del desplazamiento lingüístico y en el análisis de sus causas, con especial énfasis en México, un libro sin duda relevante para pensar la revitalización desde una comprensión de las causas del desplazamiento. In-kah ome tlakwilolli øka itek in amoxtli “Presiones que obligan a los hablantes de lenguas originarias, indígenas y minorizadas a abandonar sus lenguas” iwan ompa økichichiwa okse-tlatlamankan tlakwilolli in oømotokayotih: la Teoría de Ecología de Presiones y su potencial en la medición del desplazamiento lingüístico iwan økakilia tlanemilistli itek nin Mexihko, in amoxtli øweyixtika ika tlanemilistli tlatikneki tiktlatolkwepas iwan tla-itewan tikneki tiknemilis tleka nin øtlatolpolitika. MAPUZUNGUN Tüfa chi numeru ta chi chillka mew Lenguas Radicales pigelu, “Vitalidad, desplazamiento y revitalización de las lenguas indígenas latinoamericanas: una mirada desde el siglo XXI”, txapümkünugey ta kakewmen chillkatu ka rakizuam günezuamlu chumgechiley ta kiñeke zugun ka ti pu che ñi zugulkeetew kakerume mapu mew. Kakunumekey zugu kiñeke mapu mew, kakunumekey ka sosial zugu, ekonomia zugu, kimün zugu ka teknolokia zugu, ka fey mew küzawgey ta iñ azümnierpuam chumgechi ta witxampüramgemeketuy kiñeke zugun (Lewis y McLeod, 2021). Fey mew, pewmagen pu artikulo künugepalu kelluntukupe ta günezuam zugu mew ka fey ta femkelu ta tüfa, chew ta witxampüramgekelu ta zugun ta iñ füta mapu mew XXI patakantu mew. Ta chi artikulo mew Indígenas, asociaciones, resistencia y resguardo de la identidad en Chile pigelu, günezuamgey kakerume chillka azümnieael chumgechi ta küzawkey pu txokiñ che (fentxen mapuchegelu) pu waria mew ñi kuñiwtuam ka ñi witxampüramtuam ñi kimün. Artikulo mew Restoring indigenous knowledge: can current international efforts, lessons and perspectives be appied in Chile? günezuamgey chumgechi ta rakizuam mew Europa mapu küpalu azümgey ta kake kimün ka kake zugun ñi güneniegeael ka ñi kiñepülekünugeael. Ta chi artikulo mew günezuamgey ta ka interculturalidad ñi zugu, küme mogen, chi pu zugun ka chumgechi kimeltugekey kishu ñi mapu mew entukolonizarpuael. Küzawkan internet mew kiñe politikagey ñi witxampüramgetuael chi maya zugun Yukatan mapu mew: fey ta günezuamgey artikulo mew pigechi. Wechulkayael, artikulo mew Autonomous Nahuatl Language Revitalization Practice in Bilingual communities of Mexico. günezuamgey chumgechi chi zugun españolgenolu reyfügekey chi español zugun egu ta ñi ñamgenoael ka ta ñi witxampüramgetuael. Pieyiñmew ta tüfa: “Nahuatl-influenced Spanish, often devalued, can serve as the basis for autonomous, self-sustaining Nahuatl learning and teaching”. Chi kimün Europa küpanolu ta ñi rakizuam ka ta ñi günezuam müley tüfa chi pu zugun mew reyfükülelu; rakizuam ka günezuam rume falilu ñi püzümgeael chi kimün. Chi artikulo ñi af-zugu tukuzuami kiñe küme günezuam, chew ta falilniegey chumgechi küzawkey che kishu ñi mapu mew ñi witxampüramtuael kishu ñi zugun: “In this way, we destabilize language revitalization approaches that perceive Spanish as always undesirable, and ask for another consideration of sociolinguistic contexts”. Tüfa chi numeru mew ka müley kiñe ramtukan ta Aldo Berríos (kimgelu ta ‘Fiestoforo’), küzawkelu internet mew mapuzugun ñi witxampüramgetuael. Epu falichi chillka ta iñ azümniearpuael chumgechiley witxampüramtun zugu reseñakünugepay ka, nentugelu kakerume günezuam mew. Berríos ñi ramtukan mew kimnierpuayiñ chem ta ñi küzawken chi pu che ta ñi witxampüramtuam ta chi mapuzugun, tuchi rakizuam ñi giyulmakeetew ñi küzawkan, chem pileygün zugun ñi chumgechileael fanten mew, chumgechi ñi inaküzawküleael, ka tuchi zugu ñi katxütuñmakeetew ñi küzawkan. Lifru Demystifying Bilingualism. How Metaphor Guides Research towards Mythificacion ñi reseña mew kimeleyiñmew chumgechi inarumen zugun, fentxen rupa newe küme günezuamelkelay ñi inarumekeel ñi küzawkan mew; fey mew newe günezuamkelay chumgechi ñi küzawken. Lifru reseñakünugepalu günezuami fey ta küme azümniegenolu zuguliyiñ epu zugun mew ka chem mew küme zugu müley zuguliyiñ epu zugun mew. Ta chi ka reseñakünugechi lifru Presiones que obligan a los hablantes de lenguas originarias, indígenas y minorizadas a abandonar sus lenguas pigey, ka tüfa ta kimelgey fey ta ‘Teoría de ecología de presiones’ kimgelu, ka chumgechi tüfa chi zugu kelluntukuafuy kimnierpuael chumten kiñepülekünugey zewma kiñe zugun ka chem mew, llituael chi günezuam Mekiku mapu mew. Kiñe falichi lifru azümnieael chem mew kiñepülekünugey kiñe zugun ka fey mew, chem mew tüfa wüla witxampüramgemeketuy tati.

Background: Translanguaging is “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential” ( Skutnabb-Kangas et al., 2009 ). Translanguaging can be used as a tool to empower undergraduate nursing students to use their chosen strongest written language for assignments. Method: Students in an undergraduate nursing elective course at a large, public urban university could submit specific noncollaborative (solo) assignments in their language. Results: Three students in a class section of a total of nine students chose to submit one or more assignments in a language other than English. Students reported that this experience was unique and empowering. The instructor noted a difference in the writing level in the language of choice other than English. Conclusion: Nursing educators should consider allowing and/or encouraging students to submit specific written assignments in their chosen language. [ J Nurs Educ . 2024;63(X):XXX–XXX.]

Введение. В статье определены актуальные проблемы психолого-педагогического сопровождения детей-инофонов, обучающихся в русскоязычной школе. Цель статьи заключается в описании и обосновании применения специальных психолого-педагогических и методических приемов в обучении детей, не владеющих или недостаточно владеющих русским языком. Материалы и методы. В качестве эмпирической базы исследования выступила МАОУ СОШ № 6 г. Челябинска. Основными методами исследования являются анализ ФГОС НОО и научной литературы, посвященной изучению психолого-педагогическим технологиям организации образовательного процесса с детьми, плохо владеющими русским языком и включенными в процесс его познания. Применение диагностических методик: наблюдения, анкетирования, анализа результатов исследования, метода математической статистики – дало возможность описать психологические особенности детей-инофонов и специфику их включения в русскоязычную социокультуру. Результаты.Выявлены и описаны психологические особенности детей-билингвов младшего школьного возраста. Определены основные нарушения в речевом развитии и коммуникации в русскоязычной среде. Уточнены приемы психолого-педагогической работы, направленные на успешное освоение ООП НОО (предметных и метапредметных результатов) и на преодоление трудностей в формировании коммуникативных навыков детей-инофонов. Обсуждение. Подчеркивается, что результативности социально-психологической адаптации к русской социокультуре, ее языку, традициям и обычаям детей мигрантов способствует длительная, планомерная, систематическая психолого-педагогическая и методическая работа как обучающимися, так и с учителями и родителями. Заключение. Делается вывод о том, что овладение русским языком детьми мигрантов в иноязычной для них среде – это трудный и неоднозначный процесс, требующий создания специальных психолого-педагогический условий в семье, школе и в обществе в целом. Совместные усилия педагогов, детей и родителей приводят к тому, что этот нелегкий процесс адаптации обучающихся к другой культуре и другому языку дают хороший эффект при вхождении их в мир ценностей русского менталитета. Ключевые слова:билингв, мигрант, менталитет, психолого-педагогическое сопровождение, социокультура, педагог-психолог, коммуникативная компетенция, психолого-педагогические условия. Основные положения: – определена сущность понятия «психолого-педагогическое сопровождение» в отечественной и зарубежной интерпретации; – изучены возрастные особенности детей-билингвов младшего школьного возраста; – выявлены психолого-педагогические условия формирования у детей инофонов коммуникативных навыков в русской социокультуре; – представлено описание фрагментов Программы психолого-педагогического сопровождения детей мигрантов в МАОУ СОШ № 6 г. Челябинска. Introduction. The article deals with the counseling support for non-native children studying in a Russian-speaking school. The purpose of the article is the description and explanation of using special psychological and pedagogical methods in teaching children who don’t speak Russian or have a low level of it. Material and methods. The empirical study base is the municipal autonomous educational establishment secondary school №6 of Chelyabinsk. The main methods of this research are the analysis of FSES (Federal State Educational Standards) of primary general education and the scientific literature devoted to psychological and pedagogical technologies of organizing educational process with children who have a poor command of Russian and who are involved in its learning. The using of such diagnostic methods as observation, questionnaire, the analysis of the scientific research results and the method of the mathematical statistics gave the opportunity to describe the psychological features of non-native learners and the peculiarities of their inclusion into the Russian-speaking sociocultural models. Results. Psychological peculiarities of bilingual primary school-aged children are described. The main violations in speech development and communication in a Russian-speaking setting are identified. Counselling support methods needed for successful mastering of educational programmes and for overcoming the difficulties in forming communicative skills of non-native learners are specified. Discussion. It is highlighted that long-term systematic counseling support for learners as well as their teachers and parents leads to social and psychological adaptation of immigrant children to Russian culture, language, customs and traditions. Conclusion. It is concluded that mastering the Russian language by non-native children is a difficult and complex process which requires creating special psychological and pedagogical conditions in a family, school and the society in general. The joint efforts of teachers, children and parents lead to the fact that the adaptation of learners to a different culture and language helps them to enter the world of Russian mentality values more easily. Key words: bilingual, migrant, mentality, counseling support, social culture, educational psychologist, communicative competence, psychological and pedagogical conditions. Highlights: The essence of the concept “counseling support” in domestic and foreign literature is defined; Age peculiarities of primary school children have been studied; Psychological and pedagogical conditions of forming non-native learners’ communicative skills in a Russian socioculture have been revealed; Extracts of the Programme of counseling support for migrant children in secondary school №6 of Chelyabinsk have been represented.

The following is a description of a pedagogical initiative that has resulted from the collaboration between a Spanish for Heritage/Bilingual Program and a Language Center at a medium-sized private institution in the United States. The initiative is grounded in the need to provide coordinated, early college experiences that positively benefit underrepresented student communities, such as Spanish heritage speakers, particularly through educationally purposeful or “high-impact” practices based on linguistic inclusivity (Ladson-Billings, 1995; Kuh, 2008). We rely on curricular design that centers the unique profile of heritage students, creating equitable learning spaces where translanguaging practices are intrinsic to the pedagogical design. With these goals in mind, the collaborative program described here integrates a peer-to-peer writing consultation experience as part of a Spanish for heritage learners course requirement. In these sessions, students autonomously engage with language tutors and their peers outside of the classroom for guidance and discussion on the course’s writing projects, as well as other topics of student academic interest. This collaboration is motivated by critical pedagogical design grounded in theoretical notions that see bilingualism as a dynamic, and not linear system (Palmer & Martínez, 2013; García & Wei, 2014), and that highlight the translingual literacy practices of heritage students in an out-of-classroom academic spaces (Reznicek-Parrado, 2020). In this paper, we discuss course integration and the logistical details of a peer-to-peer consultation program design, illustrating a model for institutional structures and pedagogies that work in tandem with the intention of promoting heritage student success.

2015 has been a year of key changes and developments in Approaches bringing the journal into a new cycle of its life. In the summer of this year, the special issue on ‘Music Therapy in Europe: Paths of Professional Development’ was published. This issue of Approaches, as outlined in the respective editorial (Ridder & Tsiris 2015), brought many ‘firsts’: in addition to being published not only in online but also in print format, this issue was the first collaborative publication of Approaches together with a partner organisation – the European Music Therapy Confederation (EMTC). This has set the ground for future collaborations with other professional and disciplinary bodies. In the months after the publication of the 2015 special issue, two key changes took place. Firstly, Approaches became a fully autonomous publication and launched its new, independent website (www.approaches.gr). Secondly, the name of the journal changed to ‘Approaches: An Interdisciplinary Journal of Music Therapy’, ISSN: 2459-3338 (formerly known as ‘Approaches: Music Therapy & Special Music Education’, ISSN: 1791-9622). By becoming an independent publication with its own website, Approaches has gained full autonomy and managerial responsibility, including the required website administration throughout the whole publication process: from submission to online publication of manuscripts. This contributes to speeding up the publication process by drastically reducing the waiting time between submission and publication of papers on First View, the journal’s advance online publication section. At the same time, the new name of the journal reflects with greater accuracy its focus and vision: Approaches is a peer-reviewed music therapy journal that, in addition to texts that relate directly to music therapy (in its diverse applications and guises as a practice, profession and discipline), invites interdisciplinary approaches and perspectives from the broader field of music, health and wellbeing, to include music education, community music, psychology of music and medical ethnomusicology. As we enter this new cycle of the journal’s life, we would like to seize the opportunity and thank everyone who has supported Approaches to date: editorial board members, authors, reviewers and, of course, our readers. We would like to particularly acknowledge and express our gratitude to the Greek Association of Primary Music Education Teachers (GAPMET). From 2008 until mid-2015, and under the chairmanship of Maria Argyriou, GAPMET served as an affiliated partner and publisher of Approaches. In addition to generously hosting the journal on their website and providing the required website administration, GAPMET offered a community within which initial ideas were tested and developed. Their support was vital during the formative years of the journal’s development, and the team of Approaches is enormously thankful for their support. With this opportunity we would also like to revisit the journal’s vision. As the first peer-reviewed journal of music therapy in Hellas, Approaches was established in 2008 in the spirit of contributing not only to the Hellenic, but also to the global scene of music therapy, promoting the dialogue between different disciplinary as well as cultural communities. This remains true and at the heart of Approaches’ work and its endeavour to respond to the changing needs of the diverse communities it serves. Inevitably, its interdisciplinary and intercultural interests constantly pose questions regarding the ‘local’ and the ‘global’ in terms of discipline, language and culture. These questions remain relevant and inform the vision of Approaches which has four main pillars: bilingualism: as a bilingual (Hellenic-English) publication, the journal is addressed both to the international community and to the Hellenic-speaking readership. The team of Approaches argues that the development of indigenous academic reasoning and language contributes significantly to the advance of scientific knowledge and professional practices within each cultural context. interdisciplinarity: as an interdisciplinary publication, the journal invites diverse perspectives and approaches not only from the field of music therapy but also from related disciplines from the broader field of music, health and wellbeing. Interdisciplinary dialogue and mutual exchange is at the core of our vision. peer-review: as an academic publication, the journal follows a thorough review process for all submissions. Apart from ensuring the high standard of publications appearing in Approaches, the review process is an essential ingredient of our commitment to dialogue. Remaining sensitive to different ‘local’ criteria (in terms of discipline, language and culture) and to the nature of different submission genres, Approaches offers different review routes. open access: in Approaches we believe that free access and dissemination of knowledge is highly important, giving the opportunity to everyone to have access to knowledge and the opportunity to co-create such knowledge. The latter point reflects the journal’s commitment to free knowledge building and sharing. As a fully open access journal, contributing authors publish their work free of charge and all its contents are freely available online. In addition, all editorial board members offer their expertise on a voluntary basis. The sustainability of Approaches and its open access policy, however, relies on its capacity to raise a modest amount of funds through donations to cover website-related expenses. In the past, most of these costs were generously covered by GAPMET, but as part of the journal’s development we currently seek new partners and sponsors. We invite you to read more on our website about how you as an individual or your organisation could support our work. Our first sponsors will be announced in mid-January 2016. On that note we warmly welcome you to this new issue of Approaches. The contents reflect the diversity of submission genres accepted in the journal. The issue opens with two articles authored by Becky White and Victoria Churchill respectively. Through a case study of group music therapy, White explores how psychodynamic music therapy combined with TEACCH could provide opportunities for social interaction and communication. On the other hand, Churchill focuses on the role of assessment in music therapy and offers an overview of documented concepts and definitions. These two articles are followed by an interview with Rolando Benenzon who talks about his journey in music therapy and the development of ‘Benenzon Psychotherapy’. Then, four book reviews are followed by two conference reports and three tributes. The latter celebrate the lives of three individuals who made a significant contribution to the field nationally and internationally: Helen Leith, Margaret Murray and Richard Graham. Looking ahead, Approaches aspires to continue welcoming a range of submission genres and enable different voices and approaches to be heard. In this context, two special issues are currently in preparation: ‘Music, Drama, Dance Movement and Art Therapy: Interdisciplinary Dialogues’ (guest editor: Vicky Karkou) and ‘Dalcroze Eurhythmics in Music Therapy and Special Music Education’ (guest editor: John Habron). We are also pleased to announce that Approaches serves as a partner of the International Society for Music Education (ISME) Commission on Special Music Education and Music Therapy and is supporting the organisation of the Commission’s seminar which will take place on 20-23 July 2016 in Edinburgh, Scotland. Co-hosted by Drake Music Scotland and Edinburgh’s Reid School of Music at the University of Edinburgh, this is a pre-conference seminar happening just a few days before the 32nd World Conference of ISME. In closing, we encourage you to follow Approaches on Facebook and keep up-to-date with the new publications appearing on the journal as well as other key developments and news of Approaches and its partners. Together with Hermes, our official newsletter, the Facebook page of Approaches provides opportunities for sharing and community building. We look forward to keeping in touch with you. References Ridder, H. M., & Tsiris, G. (2015). ‘Thinking globally, acting locally’: Music therapy in Europe. Approaches: Music Therapy & Special Music Education, Special Issue 7(1), 3-9 Suggested citation: Tsiris, G., & Carr, C. (2015). Key changes and developments. Approaches: An Interdisciplinary Journal of Music Therapy, 7(2), 194-196.

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(Tezukayama Gakuin U., Japan). Journal writing and the question of transfer of skills to other types of writing. JALT Journal (Tokyo, Japan), 26, 2 (2004), 172–188.04–489Egbert, Joy and Yang, Yu-Feng (Washington State U., USA; Email: jegbert@wsu.edu). Mediating the digital divide in CALL classrooms: promoting effective language tasks in limited technology contexts. ReCall (Cambridge, UK), 16, 2 (2004), 280–291.04–490Elder, Catherine (Monash U., Australia) and Manwaring, Diane. The relationship between metalinguistic knowledge and learning outcomes among undergraduate Students of Chinese. Language Awareness (Clevedon, UK), 13, 3 (2004), 145–162.04–491Ewald, Jennifer D. (Saint Joseph's U., USA; Email: jewald@sju.edu). A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness (Clevedon, UK), 13, 3 (2004), 163–179.04–492García, Paula (Northern Arizona U., USA; Email: pg4@dana.ucc.nau.edu). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness (Clevedon, UK), 13, 2 (2004), 96–115.04–493Gearon, Margaret (Monash U., Australia; Email: margaret.gearon@education.monash.edu.au). Learner strategies for filling the knowledge gap during collaborative tasks. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 26–34.04–494Grantham O'Brien, Mary (U. of Calgary, Canada). Pronunciation matters. Die Unterrichtspraxis (New Jersey, USA), 37, 1 (2004), 1–9.04–495Gruba, Paul (U. of Melbourne, Australia). Designing tasks for online collaborative language learning. Prospect (Sydney, Australia), 19, 2 (2004), 72–81.04–496Harris, Vee and Grenfell, Michael (U. London, UK; Email: m.grenfell@soton.ac.uk). Language-learning strategies: a case for cross-curricular collaboration. Language Awareness (Clevedon, UK), 13, 2 (2004), 116–130.04–497Heift, Trude (Simon Fraser U., Canada; Email: heift@sfu.ca). Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.04–498Hruska, Barbara (U. of Tampa, Florida). Constructing gender in an English dominant kindergarten: implications for second language learners. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 459–485.04–499Hubbard, Philip and Bradin Siskin, Claire (Stanford U., California, USA; Email: phubbard@stanford.edu). Another look at tutorial CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 448–461.04–500Hyland, Fiona (U. of Hong Kong, China; Email: hylandf@hkucc.hku.hk). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.04–501Kasper, Gabriele (U. of Hawai'i at Manoa, USA; Email: gkasper@hawaii.edu). Participant orientations in German conversation-for-learning. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 551–567.04–502Kim, Yong Suk (Korean U. of Technology and Education; Email: yongkim@kut.ac.kr). Exploring the role of integrative orientation in a Korean EFL environment. English Teaching (Anseonggun, Korea), 59, 3 (2004) 77–91.04–503Lapkin, Sharon and Swain, Merrill (U. of Toronto, Canada). What underlies immersion students' production: the case ofavoir besoin de. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 349–355.04–504Lever, Tim (U. of Sydney, Australia). AMEP students online: The view from morning self-access. Prospect (Sydney, Australia), 19, 2 (2004), 39–55.04–505Malcolm, Diane (Arab Gulf U. in Bahrain). Why should learners contribute to the self-access centre?ELT Journal (Oxford, UK), 58, 4 (2004), 346–354.04–506Noelle, Lamy (The Open U., UK; Email: m.n.lamy@open.ac.uk). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.04–507Park, Gi-Pyo (Soonchunhyang U., Korea). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 448–458.04–508Riley, Jean, Burrell, Andrew and McCallum, Bet (U. of London, UK; Email: j.riley@ioe.ac.uk). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal (London, UK), 30, 5 (2004), 657–672.04–509Ryan-Scheutz, Colleen and Colangelo, Laura M. (U. of Notre Dame, USA). Full-scale theatre production and foreign language learning. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 374–389.04–510Sealey, Alison and Thompson, Paul (U. of Reading, UK). ‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language. English in Education (Sheffield, UK), 38, 1 (2004), 80–91.04–511Stewart, Melissa A. and Pertusa, Inmaculada (Western Kentucky U., USA). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 438–447.04–512Thomas, Alain (U. of Guelph, Canada; Email: thomas@uoguelph.ca). Phonetic norm versus usage in advanced French as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42, 4 (2004), 365–382.04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: aj.van.berkel@let.vu.nl). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.04–514Ward, Monica (Dublin City U., Ireland; Email: mward@computing.dcu.edu.ie). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.04–515Yamamori, Koyo, Isoda, Takamichi, Hiromori, Tomohito and Oxford, Rebecca L. (National I. Educational Policy Research, Japan; Email: koyo@nier.go.jp). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 381–409.04–516You, Xiaoye (Purdue U., USA; Email: youx@purdue.edu). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 97–110.