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Journal articles on the topic 'Bilingualism Multiculturalism'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Forbes, Hugh Donald. "Canada: From Bilingualism to Multiculturalism." Journal of Democracy 4, no. 4 (1993): 69–84. http://dx.doi.org/10.1353/jod.1993.0063.

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2

Carey, Stephen. "Language Management, Official Bilingualism, and Multiculturalism in Canada." Annual Review of Applied Linguistics 17 (March 1997): 204–23. http://dx.doi.org/10.1017/s0267190500003354.

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In addressing Canadian language management and planning in terms of bilingualism and multiculturalism, it is essential to contextualize these topics within the recent historical policy events and periods of change. This history includes the Royal Commission on Bilingualism and Biculturalism of 1965, the Official Languages Act of 1969, official bilingualism and multiculturalism since 1971, the Canadian Multiculturalism Act of 1988, the growing importance of the Asia-Pacific region for Canada during the 1990's, and the increased probability of Quebec's separation. The above stages of evolution h

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3

Fernandez, Roy Ceferino. "No Hablo Inglés: Bilingualism and multiculturalism in preschool settings." Early Childhood Education Journal 27, no. 3 (2000): 159–63. http://dx.doi.org/10.1007/bf02694229.

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MacDonald, David Bruce. "Reforming Multiculturalism in a Bi-National Society: Aboriginal Peoples and the Search for Truth and Reconciliation in Canada." Canadian Journal of Sociology 39, no. 1 (2014): 65–86. http://dx.doi.org/10.29173/cjs17224.

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Since the 1960s, some Aboriginal theorists and political leaders have opposed principles of multiculturalism in Canada. They do so largely on the premise that they dilute Aboriginal legal rights and cultural distinctiveness. Multiculturalism and its promise of generic tolerance (within western institutions) and formal equality go against what many Aboriginal peoples desire from the federal state. Multiculturalism also fails to grapple with the continuing inequalities between Aboriginal and settler populations. This article argues that we need to work towards embracing a “syncretic multicultura

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5

Edwards, John. "Monolingualism, Bilingualism, Multiculturalism and Identity: Lessons and Insights from Recent Canadian Experience." Current Issues In Language and Society 2, no. 1 (1995): 5–38. http://dx.doi.org/10.1080/13520529509615433.

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6

Levin, Benjamin, and J. Anthony Riffel. "Dealing with Diversity." education policy analysis archives 2 (January 14, 1994): 2. http://dx.doi.org/10.14507/epaa.v2n2.1994.

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Increasing diversity in the population is a major issue for educators in North America, presenting political as well as educational challenges. This paper examines Canadian educational policy responses to four kinds of diversity - bilingualism (French/English), multiculturalism, the situation of aboriginal peoples, and the problem of poverty. A description of each issue leads to some speculations or propositions on the nature of diversity and appropriate educational responses to it.

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7

Hatoss, Anikó. "Multiculturalism and mother tongue maintenance – the case of the Hungarian diaspora in Queensland." Australian Review of Applied Linguistics 27, no. 2 (2004): 18–31. http://dx.doi.org/10.1075/aral.27.2.02hat.

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Abstract Multicultural policies and language policies claim to provide a favourable environment for the maintenance of immigrant languages. However, the relationship between multiculturalism and multilingualism is complex and contested. Rates of language loss and shift in Australia show that the multilingual heritage is very vulnerable even within the context of a highly multicultural society. This paper examines the effect of multicultural policies on the linguistic and cultural adjustment of the Hungarian diaspora in Queensland. The research contrasts two vintages of Hungarian migrants in te

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DaRe, Vern W. "Beyond General Pronouncements: A Judicial Approach to Section 27 of the Charter (forthcoming)." Alberta Law Review 33, no. 3 (1995): 551. http://dx.doi.org/10.29173/alr1130.

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The author provides a thorough synthesis and evaluation of the multicultural provision in the Charter. He begins by exploring possible definitions of multiculturalism, deriving his concept from various academic disciplines as well as federal policies. The difficulty on settling for a comprehensive definition of multiculturalism is manifest in the mixed signals within both the federal government's Multiculturalism Policy of 1971 and the subsequent legislation, the Canadian Multiculturalism Act. He then selectively surveys the judicial approaches taken to s. 27. Current treatment is sparse and a

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Suyanto, Budi. "Implementasi Kebijakan Pembinaan Bahasa Daerah di Kabupaten Jember, Situbondo dan Banyuwangi." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 18, no. 1 (2017): 14. http://dx.doi.org/10.19184/semiotika.v18i1.5110.

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This study discusses about the relation between students’ bilingualism (particularly second language learners) acquired through studying at school and student’s capability in inter-ethnic social interaction. It is assumed that local language teaching at school provides students capability of bilingualism. Students’ bilingualism plays important role in their multicultural perspective endorsing them to have tolerance and solidarity to different ethics and culture, all of which are the factors to build harmony in plural society. Observed subjects are secondary school students with plural cultural

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10

Otheguy, Ricardo, and Allan G. Reynolds. "Bilingualism, Multiculturalism, and Second Language Learning: The McGill Conference in Honour of Wallace E. Lambert." Modern Language Journal 77, no. 3 (1993): 375. http://dx.doi.org/10.2307/329112.

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11

Kennedy, Kimberley D., and Harriett D. Romo. "“All Colors and Hues”: An Autoethnography of a Multiethnic Family's Strategies for Bilingualism and Multiculturalism." Family Relations 62, no. 1 (2013): 109–24. http://dx.doi.org/10.1111/j.1741-3729.2012.00742.x.

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Thomas, Alain. "Reynolds, A. G. (Ed.). Bilingualism, Multiculturalism, and Second Language Learning. Hillsdale, London: Lawrence Erlbaum Associates. 1991Reynolds, A. G. (Ed.). Bilingualism, Multiculturalism, and Second Language Learning. Hillsdale, London: Lawrence Erlbaum Associates. 1991. Pp. xvi, 261." Canadian Modern Language Review 49, no. 2 (1993): 373–74. http://dx.doi.org/10.3138/cmlr.49.2.373.

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13

Menkis, Richard. "Jewish Communal Identity at the Crossroads: Early Jewish Responses to Canadian Multiculturalism, 1963-1965." Studies in Religion/Sciences Religieuses 40, no. 3 (2011): 283–92. http://dx.doi.org/10.1177/0008429811408215.

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This article challenges the assumption that the Canadian Jewish community embraced the discourse and potential of multiculturalism rapidly and enthusiastically. It has been proven that certain groups—most notably the Ukrainians—used the hearings of the Royal Commission on Bilingualism and Biculturalism, which promised to consider the ‘‘contributions of the other ethnic’’ groups, to promote the idea that Canada is multicultural. But the largest organization of Canadian Jewry—the Canadian Jewish Congress (CJC)—was very cautious in its dealings with the Commission. It only participated in the Pre

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14

Arellano, Gustavo. "CaliMeXina or Bust, Cabrones!" Boom 5, no. 1 (2015): 88–91. http://dx.doi.org/10.1525/boom.2015.5.1.88.

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In this essay, humorist Gustavo Arellano looks at the past and present state of relations between Asians and Latinos in California to offer a glimpse of the future for Californians in the Pacific world. He suggests that foreign investment from Latin America and Asia will increasingly turn California into a global crossroad for the world economy, which it has been for a long time already; remittances back home will help modernize countries of origin, while residents here will influence politics there—and in California too. Bilingualism and multiculturalism won’t be so exotic by the twenty-secon

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15

Edwards, John. "Language Policy and Planning in Canada." Annual Review of Applied Linguistics 14 (March 1994): 126–36. http://dx.doi.org/10.1017/s0267190500002853.

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It is an especially opportune time to reflect upon Canadian language issues, since the recent constitutional crises-still unresolved-have at once brought them into sharp focus and demonstrated how closely language, culture, and politics may be intertwined. The official policies of bilingualism and multiculturalism, in particular, have been receiving considerable attention. The players-the French and English “charter groups,” the aboriginal populations, and non-indigenous non-English/non-French groups (the “allophones,” who possess “heritage” languages)-have, consequently, been presenting thems

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Cummins, Jim. "Review of Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert." Canadian Journal of Experimental Psychology 47, no. 3 (1993): 611–14. http://dx.doi.org/10.1037/h0084954.

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17

Torres, Lourdes. "Puerto Ricans in the United States and language shift to English." English Today 26, no. 3 (2010): 49–54. http://dx.doi.org/10.1017/s0266078410000143.

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In this essay, I examine language use among Puerto Ricans in the U.S., and evaluate evidence that suggests that they are shifting to English more quickly than other Latino groups. This accelerated adoption of English might seem to be a positive trend to proponents of English-only or to those who fetishize assimilation as the route to success in the U.S.; however, the fact that it is very often accompanied by a loss of Spanish is troubling to those who value multiculturalism and bilingualism. The idea that Puerto Ricans are the group that takes the lead in the loss of bilingualism among Latinos

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18

Kalpazidou, Georgia, Dimitris Alexandros Ladopoulos, and Theofano Papakonstantinou. "Tackling Negative Representation: The Use of Storytelling As a Critical Pedagogical Tool for Positive Representation of Roma." Critical Romani Studies 3, no. 2 (2021): 58–70. http://dx.doi.org/10.29098/crs.v3i2.79.

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This article focuses on the negative representation of Roma in Greece in the early twenty-first century. It investigates how negative feedback takes the form of a self-fulfilling prophecy that suppresses the self-esteem of young Roma and maintains a distance between Romani identity and education despite several positive yet little known examples of Romani scientists and scholars. The article questions how negative Romani images canbe reversed in order to enhance Roma’s educational success. The importance of innovative educational activities based on Romani literature, critical multiculturalism

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19

Helps, Lisa. "Muslims in Western Societies." American Journal of Islam and Society 24, no. 2 (2007): 148–50. http://dx.doi.org/10.35632/ajis.v24i2.1559.

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“There is no ‘Islam’ and there is no ‘West’,” boldly proclaimed the programof the Trudeau Foundation’s conference held in Vancouver, BC, Canada on16-18 November 2006. Rather, the premise was that there are numerousIslams (religious, political, and geographical) and many Wests. Given thiscontext, some 160 scholars, activists, and policymakers came together underthe more general heading of “Muslims in Western Societies” to discuss,debate, and make sense of the complex interactions among and manifestationsof these many Islams and many Wests.The event was organized around five themes: “Religious B

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20

Jenkin, Chris Joyce. "Early Childhood Education and Biculturalism: Definitions and Implications." Teachers' Work 14, no. 1 (2017): 8–20. http://dx.doi.org/10.24135/teacherswork.v14i1.100.

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My doctoral research concerned implementing bicultural curriculum in mainstream early childhood centres in Aotearoa New Zealand. While I explored these ideas from an appreciative inquiry standpoint, some troubling aspects related to the notion of biculturalism occurred. In this article, definitions of biculturalism are examined, as is the relationship between bilingualism and biculturalism, as well as the growing move to replace power sharing implied by biculturalism, with multiculturalism. In addition to perusing the literature, data were collected through a survey of 76 early childhood respo

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21

Guardado, Martin. "Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity." TESL Canada Journal 30, no. 1 (2013): 151. http://dx.doi.org/10.18806/tesl.v30i1.1132.

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Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her- itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed- ucation in formal, non-formal, and informal settings. I argue that in the Cana- dian context, multilingual education

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22

Thompson, Richard H. "Basing Educational Anthropology on the Education of Anthropologists: Can Bilingualism and Biculturalism Promote the Fundamental Goals of Anthropology Better than Multiculturalism?" Anthropology Education Quarterly 34, no. 1 (2003): 96–107. http://dx.doi.org/10.1525/aeq.2003.34.1.96.

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23

Karpinski, Eva C. "Can Multilingualism Be a Radical Force in Contemporary Canadian Theatre? Exploring The Option of Non-Translation." Theatre Research in Canada 38, no. 2 (2017): 153–67. http://dx.doi.org/10.3138/tric.38.2.153.

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Recognizing the richness of multilingual theatre in Canada, this article argues that the choice of nontranslation as the absolute staging of multilingual hospitality carries the promise of a more radical cohabitation and offers both critical and reparative encounters with bodies that resist mainstream recuperation. Beyond multicultural accommodation of diversity, non-translation as a politicized choice is examined through examples chosen from contemporary Asian Canadian and Afro-Caribbean Canadian drama, as well as Indigenous performance. Specifically, the article analyzes the deployment of mu

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24

Wright, Wayne E. "Book Review: Rebecca Freeman. Building on Community Bilingualism: Promoting Multiculturalism through Schooling. Philadelphia: Caslon Publishing, 2004. Pp. xvi+367. Hbk. USD $89.95, Pbk USD $39.95." Language Policy 5, no. 1 (2006): 115–19. http://dx.doi.org/10.1007/s10993-005-3551-3.

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25

Crowley, Catherine J., Kristin Guest, and Kenay Sudler. "Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 2 (2015): 64–76. http://dx.doi.org/10.1044/cds22.2.64.

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What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that p

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26

Miles, William F. S. "Between Ashkenaz and Québécois: Fifty Years of Francophone Sephardim in Montréal." Diaspora: A Journal of Transnational Studies 16, no. 1-2 (2012): 29–66. http://dx.doi.org/10.3138/diaspora.16.1-2.29.

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As a result of its historical cleavage on the basis of language (English and French) and the continuing importance of a majoritarian Francophone province (Québec), Canada is proactive about protecting communal identity. This double context of a proactive Canadian commitment to identity and Québécois commitment to Francophonie inadvertently encourages the preservation of ethnolinguistic distinctions within the Jewish community. Diasporic Jewish experience in Canada is thus intrinsically different from what prevails in the United States, particularly as it relates to Francophone Jewry. In Montré

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27

Baran, Urszula. "Transferencja italianizmów i wenecjanizmów w chorwackich gwarach czakawskich Dalmacji." Studia z Filologii Polskiej i Słowiańskiej 46 (September 25, 2015): 103–26. http://dx.doi.org/10.11649/sfps.2011.007.

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The borrowing process of Italianisms and Venecianisms in Croatian Čakavian local languages of DalmatiaItalian and Venetian loanwords in the territory of Dalmatia were the result of complex, lengthy and intensive contacts, first Croatian-Romanian and later Croatian-Italian. In Dalmatia these are the Roman languages which have clearly indicated their presence in vocabulary and numerous works of linguists and dialectologists were devoted to this phenomenon. Apart from linguistic sources, also the historical ones inform us about multiculturalism and bilingualism, which developed in the Dalmatian c

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28

Luciuk, Lubomyr. "Litopys ukrains'koho zhyttia v Kanadi. The Annals of Ukrainian Life in Canada. By Ol'ha Woycenko. Vol. 8, Striving For A New Canada: Official Bilingualism and Multiculturalism 1970-1979. Edmonton: Canadian Institute of Ukrainian Studies Press, University of Alberta, 1992. 594 pages. Index. Hard bound." Slavic Review 54, no. 2 (1995): 502. http://dx.doi.org/10.2307/2501686.

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29

Etxebarria, Maitena. "Bilingüismo y realidad sociolingüística de la lengua inga en Colombia / Bilingualism and Sociolinguistic Reality in the Inga Language of Colombia." Anuario del Seminario de Filología Vasca "Julio de Urquijo" 52, no. 1/2 (2019): 237. http://dx.doi.org/10.1387/asju.20201.

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The main goal of the research presented here is to study the Inga speech community. Inga is a Quechuan language, and its community is spread around the south of Colombia; the study tackles the features of language contact, Spanish/Inga or amongst any other languages known and used by the members of the community. We shall pay special attention to those communities around Sibundoy Valley (Putumayo), Atante (Nariño), Bota Caucana (Cauca), as well as to those already settled in the large Colombian urban areas such as Bogotá and Cali. Our main goal is to render an adequate characterization of this

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Ovcherenko, Uliana V., and Irina V. Monisova. "Russian and Russian-speaking prose in the situation of multiculturality: experience of Kazakhstan." RUDN Journal of Studies in Literature and Journalism 25, no. 2 (2020): 234–46. http://dx.doi.org/10.22363/2312-9220-2020-25-2-234-246.

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The article is devoted to the modern literary process in Kazakhstan, specially its Russian and Russian-speaking segment against the background of integration movements in the world and specific cultural processes in the post-Soviet space. It reveals how much the situation and part of literature created in Russian language in the region over the past decades has changed, how a different identity, the mentality of a different culture is expressed and how in turn this culture affects Russian-language texts. An attempt is made to trace the main trends in the development of modern Kazakhstani liter

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31

Popescu, Teodora. "Farzad Sharifian, (Ed.) The Routledge Handbook of language and culture. Routledge, Taylor & Francis Group, 2015. Pp. xv-522. ISBN: 978-0-415-52701-9 (hbk) ISBN: 978-1-315-79399-3 (ebk)7." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 163–68. http://dx.doi.org/10.29302/jolie.2019.12.1.12.

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The Routledge Handbook of language and culture represents a comprehensive study on the inextricable relationship between language and culture. It is structured into seven parts and 33 chapters. Part 1, Overview and historical background, by Farzad Sharifian, starts with an outline of the book and a synopsis of research on language and culture. The second chapter, John Leavitt’s Linguistic relativity: precursors and transformations discusses further the historical development of the concept of linguistic relativity, identifying different schools’ of thought views on the relation between languag

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32

"MULTILINGUALISM AND MULTICULTURALISM: CHALLENGES FOR EDUCATION AND SOCIALIZATION IN THE XXI CENTURY." Socialization & Human Development: International Scientific Journal 2, no. 2 (2021): 5–25. http://dx.doi.org/10.37096/shdisj-20-2.2-0001.

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Our paper has two goals. First we review the state of multilingualism in the world today, with a particular emphasis on Europe which was the cradle of foreign education many centuries ago and has remained the leader in this field. There is no doubt that bi- and multi-lingualism characterize successful people of the XXI century, while the confinement to one language can be seen as a personal and social handicap or a socialization problem. We argue next, that the growing bilingual potential should be analyzed as integral part of bicultural personality of our time. Whether we speak native or seco

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33

"Bilingual education & bilingualism." Language Teaching 40, no. 1 (2007): 68–79. http://dx.doi.org/10.1017/s0261444806264115.

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Austra

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34

Solimando, Cristina. "Linguistic Interference and Religious Identity: The Case of a Lebanese Speech Community." Linguæ & - Rivista di lingue e culture moderne 19, no. 2 (2021). http://dx.doi.org/10.7358/ling-2020-002-soli.

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Multilingualism and multiculturalism are cornerstones of Lebanese society. There is a considerable amount of Arabic-French bilingualism, although English has been rapidly gaining ground in recent years. This situation has obviously affected the Lebanese dialect: loan words and even cases of phonological, morphological and syntactical change are widespread. Moreover, we constantly witness phenomena of code-switching and linguistic mixing between Lebanese/French and Lebanese/ English. This has become associated with a certain cultural and religious identity. The literature that investigates the

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V. Litvak, Nikolay. "Language Aspect in Education As an Aspect of Intercultural Rivalry." KnE Social Sciences, September 28, 2020. http://dx.doi.org/10.18502/kss.v4i13.7698.

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This article considers how the modern phenomena of multilingualism, multiculturalism and media diversity are different from those of previous periods. With the promotion of multiculturalism as a constructive interaction of cultures, the “clash of civilizations” is also actively discussed as is the fact that, despite the expansion of compulsory multilingualism in education, the dominance of only one language is consistently growing, including officially multilingual Europe. In this regard, it is important to consider such sociocultural processes against wider sociopolitical, cultural and philos

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Fürst, Guillaume, and François Grin. "Multicultural experience and multilingualism as predictors of creativity." International Journal of Bilingualism, June 18, 2021, 136700692110194. http://dx.doi.org/10.1177/13670069211019468.

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Aims and objectives: Past research has shown that multicultural experience and multilingualism can be positively associated with creativity. However, very few studies have focused simultaneously on all these variables. Our aim is to consider both sets of predictors simultaneously, clarifying whether the impact of these variables on creativity is cumulative or redundant. Design/methodology/approach: The design combines correlational and quasi-experimental approaches. It is also strongly multivariate and includes various measurement methods. Variables of interest were assessed with questionnaire

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Kasparian, Sylvia. "Pour une approche bilinguiste de l’enseignement du français en situation de contact de langues : le cas de l’Acadie." Revue de l'Université de Moncton, March 6, 2008, 109–29. http://dx.doi.org/10.7202/017711ar.

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Résumé En dépit du constat bien établi que la plupart des langues du monde vivent des situations de contact de langues et malgré tous les apports des nombreuses recherches sur le développement psychosocial de l’individu bilingue/multilingue, les communautés minoritaires vivant une situation de contact de langues continuent à jouer à l’autruche en mettant en place des programmes éducatifs « unilinguistes » qui ne tiennent pas compte des différentes caractéristiques bilingues des jeunes. Dans cet article, après avoir présenté la situation des Acadiens dans le sud-est du Nouveau-Brunswick, et dis

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