Relevant bibliographies by topics / Multilingualism

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Multilingualism'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 April 2025

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Journal articles on the topic "Multilingualism"

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Higby, Eve, Jungna Kim, and Loraine K. Obler. "Multilingualism and the Brain." Annual Review of Applied Linguistics 33 (March 2013): 68–101. http://dx.doi.org/10.1017/s0267190513000081.

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Over the last decade, research on multilingualism has grown and has provided researchers with new insights into the mechanisms at work in the multilingual brain. While some studies of multilinguals have shown similar results to what has been seen in studies of bilinguals, certain unique properties of multilinguals are beginning to be noticed, particularly regarding early language representation, gray matter density, and speed of lexical retrieval. In addition, research on cognitive control, language switching, working memory, and certain consequences of multilingualism (advantages and disadvantages) are reviewed in terms of their effects on the brains of bilinguals and multilinguals. Although there is little agreement among papers concerning specific regions that are structurally different in monolinguals and multilinguals, publications do show differences. Similarly, there are studies reporting somewhat different regions called upon for processing a given language in multilinguals compared to monolinguals.
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Annisa, Luthf. "Jenis, Sebab, dan Dampak Multilingualisme Masyarakat Balikpapan." Deskripsi Bahasa 6, no. 2 (October 30, 2023): 139–53. http://dx.doi.org/10.22146/db.v6i2.9392.

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This research aims to determine the type of multilingualism in Balikpapan society along with its causes and impacts. This research is qualitative. obtaining the data from 27 participants and interviews with 3 informants. Data collection was carried out through questionnaires. Data analysis was carried out by analyzing questionnaire results and analysis results in the form of componential analysis and cultural themes. The results of the research show that the multilingualism abilities possessed by the community are dominant and passive responsive multilingualism, meaning that the community is more proficient in one language than another and has the ability to understand various languages but is less able to speak these languages. The three main causes of multilingualism in Balikpapan society are the community environment, independent learning, and transmission from parents. From the multilingualism of Balikpapan society, the phenomenon of code mixing emerged. The people of Balikpapan mix one language with another. === Penelitian ini bertujuan untuk mengetahui jenis multilingualisme masyarakat di Balikpapan beserta sebab dan dampaknya. Penelitian ini merupakan penelitian kualitatif. Data dalam penelitian ini diperoleh dari 27 partisipan dan wawancara dengan 3 informan Pengumpulan data dilakukan melalui kuisioner. Analisis data dilakukan dengan menganalisa hasil angket dan hasil wawancara dalam bentuk analisis komponensial dan analisis tema budaya. Hasil penelitian menunjukkan bahwa Kemampuan multilingualisme yang dimiliki masyarakat adalah multilingualisme dominan dan pasif responsif artinya masyarakat lebih menguasai satu bahasa daripada bahasa lain dan memiliki kemampuan dalam memahami berbagai bahasa namun kurang dalam berbicara bahasa-bahasa tersebut. Adapun tiga penyebab utama kemampuan multilingualisme di masyarakat Balikpapan adalah lingkungan masyarakat, pembelajaran mandiri, dan transmisi dari orang tua. Dari multilingualisme masyarakat Balikpapan ini muncul fenomena campur kode. Masyarakat Balikpapan mencampurkan bahasa satu dengan bahasa lain.
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Raitskaya, Lilia, and Elena Tikhonova. "Multilingualism and Beyond: Implications for Education." Journal of Language and Education 9, no. 2 (June 30, 2023): 5–11. http://dx.doi.org/10.17323/jle.2023.17581.

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Introduction: The JLE editors explore multilingual perspectives in language learning, education, and society, as compared with mono- and bilingual perspectives. The notion of a separate language system turned out to be far from today’s multilingual communications. The approaches to multiple language learning have dramatically changed towards multilingualism. The editorial review aims to consider the potential of the field for the JLE. Basic Terminology and Definitions: the JLE editors dwell upon the key terms applicable to the field of multilingualism, including multilingualism on its own, plurilingualism, bilingualism, multilinguality, polylingualism, metrolingualism, heteroglossia, and linguistic repertoire. Research on Multilingualism and beyond: in this section, the JLE readers can find a short review of the research publications on multilingualism, bilingualism, plurilingualism, and linguistic repertoire indexed in the Scopus database. Conclusion: multilingualism as a research field has a perspective for the Journal of Language and Education. Multilingualism is a many-faceted field, developing rather fast. Research on multilingualism may enrich the scope of the JLE and attract new readers.
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Bushov, Yuri V., and Anastasia A. Skryabina. "Studies of speech processes in monolinguals, bilinguals and multilinguals." Vestnik Tomskogo gosudarstvennogo universiteta. Biologiya, no. 65 (2024): 130–47. http://dx.doi.org/10.17223/19988591/65/7.

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The study of speech processes in monolinguals, bilinguals, and multilinguals is an urgent task of modern physiology. This is due to the growing level of international integration in the field of science, education and production, significant migration of the population that knowledge of foreign languages is urgently required from a modern person. However, the influence of multilingualism on the human psyche has not been studied enough. This review analyzes modern data on speech processes in monolinguals, bilinguals, and multilinguals. The literature analysis indicates that the activity of speech structures in monolinguals, bilinguals, and multilinguals significantly depends on the type of speech task presented, on the degree of assimilation of a non-native language (languages), and other factors. The production of non-native speech by bilinguals and multilinguals, in contrast to the production of speech in the native language, requires additional neural resources. Learning a second language is accompanied by plastic restructuring of speech structures and changes in cognitive functions. At the same time, the question of what effect multilingualism has on human cognitive functions cannot be considered as definitively resolved, since the data on this matter are extremely contradictory. To date, nine different hypotheses about language lateralization in bilinguals have been proposed, each of which has its own advantages and disadvantages. Therefore, the question of language lateralization among bilinguals remains open. The role of mirror neurons in the formation of multilingualism is poorly studied. At the same time, the available data indicate that "communicative" mirror neurons themselves do not provide understanding of the speech actions of other people, since these processes involve areas of the brain where these neurons are not found. It is assumed that these neurons act as an intermediary and provide interaction between the prefrontal cortex, sensory, motor, and association areas of the cortex, as well as storage sites in the brain for motor programs. The result of interaction between these structures is understanding of the speech actions of other people. Based on the available data analysis, it is concluded that further efforts should be directed to studying the influence of multilingualism on human psyche, the lateralization of speech in bilinguals and multilinguals, plastic rearrangements of speech structures during the formation of multilingualism, and elucidating the role of mirror neurons in the formation of multilingualism.
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Dewaele, Jean-Marc, and Elouise Botes. "Does multilingualism shape personality? An exploratory investigation." International Journal of Bilingualism 24, no. 4 (November 20, 2019): 811–23. http://dx.doi.org/10.1177/1367006919888581.

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Aims and objectives: Personality psychologists argue that personality is the result of nature and nurture. However, relatively little attention has been paid to the latter. The present study considers the effect of multilingualism, a social factor, on personality. Methodology: A total of 651 multilinguals from around the world filled out an online questionnaire containing questions about participants’ language profile and a so-called “Big 5” questionnaire: the Multicultural Personality Questionnaire (short form). Data and analysis: Correlation analyses were run between the level of multilingualism of participants and their scores on five personality traits. A parceled structural equation model was then used to examine the influence of multilingualism on three personality subscales. Findings: The model indicated significant positive path coefficients between the level of multilingualism and Flexibility, Social Initiative and Open-mindedness. Significance: Our findings confirm and expand earlier research that showed that multilingualism/multiculturalism can be considered to be enduring environmental factors that contribute to the shaping of personality profiles.
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WEI, RINING, and YUHANG HU. "Exploring the relationship between multilingualism and tolerance of ambiguity: A survey study from an EFL context." Bilingualism: Language and Cognition 22, no. 5 (November 15, 2018): 1209–19. http://dx.doi.org/10.1017/s1366728918000998.

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The relationship between multilingualism and tolerance of ambiguity (TA) has been examined in recent studies (e.g., Dewaele & Li, 2013; van Compernolle, 2016), which focus upon multilinguals with mixed nationalities in non-EFL contexts. Most of these studies regrettably reflect a failure to use effect sizes or provide information on the reliability and validity of the instruments used. The present study explored the relationship between multilingualism and TA by focusing upon 260 English-using multilinguals of one single nationality in an EFL context. Factor analysis revealed a three-factor solution, rather than a four-factor solution of the original TA scale, suggesting a need to re-examine the validity of such instruments when used outside of their native contexts. The results identified multilingualism, number of languages known and gender as important predictors for TA. Given the relative nature of effect-size benchmarks, a topic-specific effect-size benchmark system is proposed to (re-)interpret the present and previous findings.
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Aimoldina, А. А., and Sh К. Zharkynbekova. "Exploring Multilingualism in Professional Context: Scientometric Analysis." Bulletin of L.N. Gumilyov Eurasian National University. PHILOLOGY Series 143, no. 2 (June 30, 2023): 8–18. http://dx.doi.org/10.32523/2616-678x-2023-143-2-8-18.

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Professional multilingualism has been the subject of multiple interdisciplinaryresearch including sociolinguistics and business communication as well as studies aboutthe neuropsychological aspects of the multilingual brain and multilinguals’ languagepractices in the workplace settings. In recent years, there has been a noteworthy growth inthe scholarly interests and contribution in professional multilingualism. In this researchstudy, a bibliometric analytical technique is used to examine the concept of professionalmultilingualism. The purpose of this study is to analyse the bibliographical data to find therecent scenario of Scopus as well as Web of Science (WoS) core collections pertaining toprofessional multilingualism literature. Based on the scientometric methodology conductedin October 2022, the authors retrieved publications using the key terms like “Professionalmultilingualism” or “Multilingualism at work” or “Business communication”, etc. that ingeneral extracted 3,875 scientific contributions. Therefore, the time frame considered for thisstudy is between 1970 and 2022. The study analyses the growth of author productivity, thepublication models, the distribution of the thematic category, the distribution of the author’skeywords, the country of publications, as well as the most frequently cited articles related toprofessional multilingualism publications and other aspects. In addition, the result identifiedthe significant areas related to professional multilingualism focuses on Corporate Language,Multilingualism, Language Policy, Language Management, Intercultural Communication.Future research could extend a similar study in other related areas in professional languageteaching-learning to explore the publication trends globally.
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Gabryś-Barker, Danuta. "Review of An advanced guide to multilingualism by Larissa Aronin." Studies in Second Language Learning and Teaching 13, no. 1 (March 31, 2023): 225–31. http://dx.doi.org/10.14746/ssllt.35760.

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As a researcher in multilingualism and multilinguality, I always await any new publications by Larissa Aronin. They not only add to our understanding and knowledge of this fascinating field, but also inspire us to look into the various dimensions not yet explored by other researchers. A truly imaginative and inspiring mind, hers has been a significant contribution to models of multiple language acquisition, the theory of affordances (Singleton & Aronin, 2007), and the material culture of multilingualism, not to forget – what I consider to be her biggest and most fascinating area of research – dominant language constellations (Aronin & Vetter, 2021; Lo Bianco & Aronin, 2020,) and also, fairly recently and still at the developmental stage, the philosophy of multilingualism (Aronin & Politis, 2015).
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DEWAELE, JEAN-MARC, and LI WEI. "Is multilingualism linked to a higher tolerance of ambiguity?" Bilingualism: Language and Cognition 16, no. 1 (October 9, 2012): 231–40. http://dx.doi.org/10.1017/s1366728912000570.

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The present study investigates the link between multilingualism and the personality trait Tolerance of Ambiguity (TA) among 2158 mono-, bi- and multilinguals. Monolinguals and bilinguals scored significantly lower on TA compared to multilinguals. A high level of global proficiency of various languages was linked to higher TA scores. A stay abroad of more than three months was also linked to higher TA although the effect levelled off after one year. Growing up in a multilingual family had no effect on TA. These findings show that a high level of multilingualism makes individuals more at ease in dealing with ambiguity, but we acknowledge that a higher level of TA can also strengthen an individual's inclination to become multilingual.
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Xhaferi, Brikena, Uskana Smajlaj, and Jeta Hamzai. "Teachers’ Beliefs About Multilingualism at Universities in North Macedonia." SEEU Review 18, no. 1 (June 1, 2023): 75–91. http://dx.doi.org/10.2478/seeur-2023-0018.

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Abstract The purpose of this study was to explore teachers’ beliefs about multilingualism at universities in North Macedonia. Multilingualism as a concept is related to an individual’s ability to speak three or more languages. Given the educational and cultural globalization, multilingualism is crucial in many countries in the world. North Macedonia is an excellent example of multilingualism where different cultures live together and learn the languages of each other. At Universities across the country, teachers face different challenges while teaching multilingual classes. Linguistic competence in many local languages allows students to learn foreign languages easily and thus raises students’ global awareness and deepens knowledge about their future teaching career. The study analysed data collected from thirty EFL teachers from four different universities, Southeast European University, University of Tetova, Mother Teresa University and International Balkan University in North Macedonia. The research instrument used was the teacher survey which contained five domains: Teachers’ perspective on multilingualism; Students’ language learning knowledge; Language teacher collaboration; Learning materials, and other topics related to L2 learning and teaching. The study results revealed that teachers view multilingualism as a positive asset for the students, and they expressed that they have developed an approach which helps multilinguals to achieve their learning goals. One area which needs improvement is teacher collaboration, as they tend to collaborate regarding materials and textbooks, however, not willing to share their experience on teaching methods/strategies and challenges faced.
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Dissertations / Theses on the topic "Multilingualism"

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Velibasic, Adisa, and Blackby Julia Ekberg. "Multilingualism in a nutshell - a study of pupil´s and teacher’s perceptions of multilingualism in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34524.

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Due to globalization, diversity in the Swedish classrooms is common. This study sets out to examine the pupil’s and teacher’s perspectives of multilingualism in Sweden and how it effects English language learning. Although, a majority consider multilingualism to be an asset in language learning, many still believe that children mix the languages together and become confused. There seems to be no unanimous answer to whether or not multilingualism aids in learning an additional language. Therefore, this study aims to examine positive and negative effects of monolingualism and multilingualism in English language learning in Sweden. More specifically, the aim is to explore whether or not multilingualism aids pupil´s in speaking English as a Foreign Language. The question “What effects does multilingualism have in Year 1 - 3 EFL students’ speaking skill?” was formulated. The research for this qualitative study included interviews of six teachers and four pupil´s, combined with observations of different classrooms in the south of Sweden. The results indicate that both pupil´s and teachers view multilingualism as an advantage to language learning.
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Gunesch, Konrad. "The relationship between multilingualism and cosmopolitanism." Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250838.

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King, Gemma. "Multilingualism and Power in Contemporary French Cinema." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA075.

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Le dialogue en langues autres que le français a figuré dans un petit nombre de films depuis la naissance du cinéma français. Cependant, l’usage de langues multiples pour (re)négocier les rapports de pouvoir devient un élément thématique et narratif important dans le cinéma contemporain. Dans ces films, la représentation du statut d’une gamme de langues autres que le français est en train d’évoluer. A travers l’apprentissage de la langue et le code-switching stratégique, les personnages obtiennent et exercent le pouvoir de manières novatrices. En exploitant leur connaissance d’une variété de langues, des linguas francas comme l’anglais, à des langues d’immigration, souvent socio-politiquement marginalisées, comme l’arabe ou le kurde, les personnages multilingues de ces films présentent une contre-perspective aux idéologies dominatrices du rôle et du statut de la langue française. Cette thèse examine le rôle du pouvoir social et son rapport avec la langue, tel qu’il est représenté dans les films multilingues français contemporains, en se focalisant en particulier sur quatre études de cas représentatives : Polisse (Maïwenn 2011), Un prophète (Jacques Audiard 2009), Welcome (Philippe Lioret 2009) et London River (Rachid Bouchareb 2009). Ces films sont analysés selon la perspective du multiculturalisme polycentrique, théorie développée par Ella Shohat et Robert Stam. Cette théorie propose « de disperser le pouvoir, de valoriser les dévalorisés, de transformer les institutions et discours subordonnants ». En considérant ces films comme l’illustration d’une tendance plus générale dans le cinéma français, cette thèse montre que les films français multilingues contemporains commencent à remettre en cause les politiques linguistiques qui placent, dans le cadre national, la langue française en position unique de « langue de pouvoir » et à introduire une nouvelle vision des rapports de pouvoir linguistiques, ce qui met en avant la valeur de langues étrangères (même les plus marginalisées historiquement), dans le contexte du cinéma français contemporain
Dialogue in languages other than French has appeared in a select number of films throughout the history of French cinema. Yet not only is multilingual dialogue vastly more present in twenty-first-century French film, but the use of multiple languages to (re)negotiate power dynamics is a striking narrative and thematic concern in contemporary French cinema. In multilingual film, the depiction of the status of a wide range of languages other than French is evolving from trivialised to deeply complex; through language learning and strategic code-switching, the characters of these films wrest power from one another and wield it in innovative ways. Exploiting their knowledge of a wide range of languages, from rival lingua francas like English to traditionally migrant or socio-politically marginalised languages such as Arabic or Kurdish, multilingual characters in these films offer a counter-perspective to dominating ideologies of the role and status of the French language.This thesis adopts a transnationalist approach to understandings of social power and language, analysing multilingual film through the framework of Ella Shohat and Robert Stam’s theory of polycentric multiculturalism, which “is about dispersing power, about empowering the disempowered, about transforming subordinating institutions and discourses” (Shohat and Stam 1994: 48). Unpacking the power dynamics at play in the multilingual film dialogue of four emblematic case studies (Polisse [Maïwenn 2011], Un prophète [Jacques Audiard 2009], Welcome [Philippe Lioret 2009] and London River [Rachid Bouchareb 2009]), the thesis posits that contemporary French multilingual films, henceforward referred to as CFMFs, represent a move towards revising the representation of language in French cinema, foregrounding the potential of languages other than French (even the maligned or historically disenfranchised) to empower their speakers and to transcend the traditional integrationist paradigm
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Simonis, Rita. "The effects of multilingualism on executive processing." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157571.

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In the first decades of the 20th century, research on bilingualism was just beginning. The first studies on bilingual children proposed a substantial disadvantage with respect to intelligence and learning abilities. This first proposition was later discarded when Peal and Lambert (1962) suggested that, on the contrary, speaking two languages was providing children with significant advantages in their cognition. At the present time, it is assessed that, while knowing more than one language is not negative, the supposition that bilingualism might have positive effects on executive processing is subject to controversy. The Bilingual Executive Advantage (BEA) hypothesis has been tested many times and in several ways. Nevertheless, it appears more like an overstated theory rather than a real and proven fact. The purpose of this study is to contribute to this scholarly debate not only by conducting one more experiment but also by investigating a possible extension to the original hypothesis, more specifically, the possibility that additional languages might confer an even greater cognitive advantage than the one that has been claimed to exist for bilingual individuals. In the study, 23 young adults were tested on a version of the Attentional Network Task and a Colour-Shape switching task, both used in a previous study on professional interpreters (Babcock and Vallesi, 2017). The subjects were divided in two groups, bilinguals and multilinguals. The comparison of their performances in the two task revealed no significant difference in any of the examined measures.
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Olivier, Jak. "Accommodating and promoting multilingualism through blended learning." Diss., North-West University, 2011. http://hdl.handle.net/10919/71541.

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Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning.Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism.The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.
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OTERO, FERNÁNDEZ Irene. "Multilingualism and the meaning of EU law." Doctoral thesis, European University Institute, 2020. http://hdl.handle.net/1814/66308.

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Defence date: 27 February 2020
Examining Board: Prof. Giovanni Sartor, European University Institute (Supervisor); Prof. Urška Šadl, European University Institute; Prof. Joxerramon Bengoetxea Caballero, University of the Basque Country; Dr. Karen McAuliffe, University of Birmingham
In today’s multilingual EU, with 24 official languages, as many versions of every piece of legislation of general application are produced, all of which are equally authentic. In order to comply with this legal requirement, embodied in the Treaties and in secondary law, legal translation and legal-linguistic revision become fully integrated in the law-making process. But most importantly, the multilingual nature of EU law has consequences for how the meaning of the law may be found through interpretation. The Court of Justice of the European Union has declared that the language versions of EU legal acts should be compared in order to access the meaning of the legislation. That presumption of identity of meaning, however, conflicts with the inherent limits of language. As a result, occasional divergences in the linguistic meaning of the different language versions of EU legislation are unavoidable. These divergences in the linguistic meaning of the language versions of legislation may be bridged through interpretation. These problems of interpretation are ultimately settled by the CJEU, the only authoritative interpreter of EU law. The Court has developed certain techniques for that purpose, not without controversy. In order to solve the puzzle of how to access the meaning of multilingual EU legislation, this thesis first reviews the multilingualism of the EU legislative machinery, subsequently moving from the production of the law to its interpretation. The ultimate goal is to produce a critical assessment of the Court’s methods, in order to understand how they fit into the framework designed by the previous Chapters. That is to say, to see how uniformity of meaning, which is constructed first in the legislative procedure in one language, then deconstructed through translation into all official languages, is finally reconstructed by the Court of Justice.
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Ozagac, Oya. "A Minimalistic Approach To Russian-english-turkish Multilingualism." Master's thesis, METU, 2002. http://etd.lib.metu.edu.tr/upload/617217/index.pdf.

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The empirical question which is the focus of present research is: How may the lexicons from different languages interact in the course of one syntactical derivation, resulting in code switching phenomena? We develop the following hypothesis concerning code switching: The units of intrasentential code switching are either heads or functional maximal projections. To get support for this hypothesis, intrasentential code switching instances from Russian-English-Turkish and Dutch- Turkish spoken data are analyzed within the minimalist framework. In the data analysed, it has been observed that the data gathered support this hypothesis and that the Minimalist Program has an explanatory force for bilingual language processing.
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Warner, Michael Lee. "Cantomorphosis multilingualism in the Cantos of Ezra Pound /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8616703.

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Williams, James. "Polyglot passages : multilingualism and the twentieth-century novel." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/25985.

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This thesis reads the twentieth-century novel in light of its engagement with multilingualism. It treats the multilingual as a recurring formal preoccupation for writers working predominantly in English, but also as an emergent historical problematic through which they confront the linguistic and political inheritances of empire. The project thus understands European modernism as emerging from empire, and reads its formal innovations as engagements with the histories and quotidian realities of language use in the empire and in the metropolis. In addition to arguing for a rooting of modernism in the language histories of empire, I also argue for the multilingual as a potential linkage between European modernist writing and the writing of decolonisation, treating the Caribbean as a particularly productive region for this kind of enquiry. Ultimately, I argue that these periodical groupings - the modernist and the postcolonial - can be understood as part of a longer chronology of the linguistic legacy of empire. The thesis thus takes its case studies from across the twentieth century, moving between Europe and the Caribbean. The first chapter considers Joseph Conrad as the paradigmatic multilingual writer of late colonialism and early modernism, and the second treats Jean Rhys as a problematic late modernist of Caribbean extraction. The second half of the thesis reads texts more explicitly preoccupied with the Caribbean: the third chapter thus considers linguistic histories of Guyana and the Americas in the works of the experimental novelist Wilson Harris, and the fourth is concerned with the inventive and polemical contemporary Dominican-American novelist, Junot Díaz.
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Orre, Emma, and Linnéa Fransson. "Lärares perspektiv på flerspråkighet : Teachers' perspective on multilingualism." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48549.

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Syftet med studien är att undersöka grundlärares perspektiv på flerspråkighet samt hur grundlärare uppger att olika arbetssätt gynnar flerspråkighet. Studien är avgränsad till grundlärare i årskurser F-3 i en kommun i Mellansverige. Studien grundas på en kvantitativ datainsamlingsmetod där digitala enkäter används. Det sociokulturella perspektivet ligger som grund för denna studie.   Resultatet visar att grundlärares perspektiv på flerspråkighet kan kopplas till begrepp. Dessa begrepp är exempelvis: mångkulturell, modersmål och nationaliteter. Resultatet visar vidare att arbetssätt som grupparbeten, bildstöd och studiehandledare på modersmål kan användas för att gynna språkutvecklingen hos flerspråkiga elever. Förekomsten av flerspråkighet i klassrummet ser grundlärare som positivt. Elevernas språk involveras i undervisningen genom olika metoder.     Slutsatsen av studien är att grundlärare överlag har en bejakande inställning till flerspråkighet och språkutvecklingen gynnas genom att involvera och använda språket i olika sociala sammanhang, vilket kan kopplas till det sociokulturella perspektivet där lärande sker i samspel med andra.
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Books on the topic "Multilingualism"

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Edwards, John R. Multilingualism. London: Taylor & Francis Group Plc, 2004.

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Singleton, D. M. (David Michael), ed. Multilingualism. Amsterdam: John Benjamins Pub. Co., 2012.

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Edwards, John R. Multilingualism. London: Routledge, 1994.

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Singh, Shailendra Kumar. Multilingualism. New Delhi: Bahri Publications, 2001.

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Buschfeld, Sarah, Patricia Ronan, and Manuela Vida-Mannl. Multilingualism. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28405-2.

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Kleinhenz, Christopher, and Keith Busby, eds. Medieval Multilingualism. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.tcne-eb.6.09070802050003050208030703.

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Lee, Carmen. Multilingualism Online. Milton Park, Abingdon, Oxon ; New York, NY : Routledge,: Routledge, 2016. http://dx.doi.org/10.4324/9781315707211.

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Horner, Kristine, and Jean-Jacques Weber. Introducing Multilingualism. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315276892.

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Singleton, David, Joshua A. Fishman, Larissa Aronin, and Muiris Ó Laoire, eds. Current Multilingualism. Berlin, Boston: DE GRUYTER, 2013. http://dx.doi.org/10.1515/9781614512813.

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ten Thije, Jan D., and Ludger Zeevaert, eds. Receptive Multilingualism. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/hsm.6.

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Book chapters on the topic "Multilingualism"

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Putter, Ad. "Multilingualism." In The Routledge Companion to Medieval English Literature, 107–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429197390-11.

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Dijkstra, Ton, and David Peeters. "Multilingualism." In The New Psychology of Language, 224–54. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003326274-10.

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Cenoz, Jasone, and Durk Gorter. "Multilingualism." In The Routledge Handbook of Applied Linguistics, 7–18. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003082637-3.

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Cavallaro, Joanne. "Multilingualism." In Everyday Linguistics, 194–213. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429269059-12.

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Taylor, Shelley K. "Multilingualism." In An Introduction to Applied Linguistics, 205–20. Third edition. | Milton Park, Abingdon, Oxon; New York, NY : Routledge, 2019. |Previous edition published by Hodder Education, 2010. |Includes bibliographical references and index. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429424465-12.

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Ginsburgh, Victor, and Shlomo Weber. "Multilingualism." In The New Palgrave Dictionary of Economics, 9172–76. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2334.

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Ginsburgh, Victor, and Shlomo Weber. "Multilingualism." In The New Palgrave Dictionary of Economics, 1–5. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_2334-1.

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Clyne, Michael. "Multilingualism." In The Handbook of Sociolinguistics, 301–14. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405166256.ch18.

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von Tetzchner, Stephen. "Multilingualism." In Typical and Atypical Child and Adolescent Development 5, 62–66. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292524-10.

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Lising, Loy. "Multilingualism." In Philippine English, 242–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-25.

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Conference papers on the topic "Multilingualism"

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Yuan, Fei, Shuai Yuan, Zhiyong Wu, and Lei Li. "How Vocabulary Sharing Facilitates Multilingualism in LLaMA?" In Findings of the Association for Computational Linguistics ACL 2024, 12111–30. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.721.

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Wallenius, Liisa, Ieva Brazauskaitė-Zubavičienė, and Kristina Mullamaa. "MULTILINGUALISM AND CULTURAL UNDERSTANDING: FUTURE WORK-LIFE SKILLS THROUGH VIRTUAL LANGUAGE STUDY." In 19th International Technology, Education and Development Conference, 115–21. IATED, 2025. https://doi.org/10.21125/inted.2025.0061.

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Giossi, Styliani (Stella), and Despoina Mandratzi. "MULTILINGUALISM AND DIGITAL LITERACY: KEY DRIVERS FOR OPENING GLOBAL CAREER OPPORTUNITIES DURING CRISIS PERIODS." In 17th annual International Conference of Education, Research and Innovation, 5686–94. IATED, 2024. https://doi.org/10.21125/iceri.2024.1383.

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"Neuroscience of Multilingualism." In July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717029.

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Polikarpov, Alexander, Elena Polikarpova, Irina Lomakina, and Stanislav Kozhevnikov. "Multilingualism in Memoir Discourse: Language Creativity and Didactics of Multilingualism." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.51.

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Ivanova, Tatyana, and Miroslav Popov. "Ontology Evaluation and Multilingualism." In CompSysTech '20: International Conference on Computer Systems and Technologies '20. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3407982.3407989.

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Buda, Mariana Viorica. "Multilingualism nowadays – where to?" In TOPICAL ISSUES OF SOCIAL SCIENCE UNDER MARTIAL LAW IN UKRAINE. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-428-3-39.

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Diaconu, Luminiţa. "The impact of multilingualism on teaching modern languages: benefits, value and outcomes." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.19.

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The article gives a brief analytical survey of multilingualism practices, its consequences, its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competence Generally there are both the official and unofficial multilingualism practices. A brief survey on multilingualism practices indicates that Canada, Belgium and Switzerland are officially declared multilingual countries. Multilingualism exhibits both the political and the linguistic consequences. The linguistic consequences include the development of a lingua franca, creation of mixed languages within a linguistic milieu, enhances cross cultural communication strategies and cross cultural communication skills. Benefits of multilingualism practices in education include the creation and appreciation of cultural awareness, adds academic and educational value, enhances creativity, adjustment in society and appreciation of local languages.
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Diaconu, Luminiţa. "The benefits of multilingualism in education luminita diaconu, university lecturer." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.24.

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The article gives a brief analytical survey of multilingualism practices, its consequences, its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competence Generally there are both the official and unofficial multilingualism practices. A brief survey on multilingualism practices indicates that Canada, Belgium and Switzerland are officially declared multilingual countries. Multilingualism exhibits both the political and the linguistic consequences. The linguistic consequences include the development of a lingua franca, creation of mixed languages within a linguistic milieu, enhances cross cultural communication strategies and cross cultural communication skills. Benefits of multilingualism practices in education include the creation and appreciation of cultural awareness, adds academic and educational value, enhances creativity, adjustment in society and appreciation of local languages.
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Zhong, Xinyi, and Lay Hoon Ang. "Personal Multilingual Practices in the Chinese Mainland." In GLOCAL Conference on Asian Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/cala2022.3-3.

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China has long been a multi-ethnic and multicultural country, and currently has 56 ethnic groups speaking approximately 2300 dialects or sub-dialects. However, its multilingualism has long been controversial in academia, and whether multilingualism exists in the Chinese mainland remains unclear. Multilingualism may be observed in the Chinese mainland, with the promotion of Mandarin and English, and the maintenance of regional dialects in recent years. The current study aims to explore the multilingual practices in the Chinese mainland through a case study. The following questions are proposed: What are the features of multilingual practices in the Chinese Mainland? What are the factors contributing to language features in the Chinese Mainland? What type of multilingualism does the Chinese Mainland adhere to? Two-full-day recordings of the participant conversations were made in order to document language. In follow-up interviews, the participant was asked about his intentions to behave as multilingual. Results suggest that features of multilingual practices including interference, borrowing, mixing, and code-switching appear. Social, personal, and conversational factors contribute to the participant’s multilingual practices. The study takes individual multilingualism as a reflective example that also contributes to the interpretation of multilingualism in China.
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Reports on the topic "Multilingualism"

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Lapresta Rey, Cecilio. MULTILING-EU minibook. Multilingualism and multilingual education in the European Union. Edicions de la Universitat de Lleida, 2024. http://dx.doi.org/10.21001/multilingualism.education.en.

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Moe, Cailey. Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5943.

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, September 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.
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Langlais, Pierre-Carl. Languages of science. Comité pour la science ouverte, 2024. https://doi.org/10.52949/71.

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Scientific languages are vehicular languages used by one or several scientitific communities for international communication. According to Michael Gordin, they are “either specific forms of a given language that are used in conducting science, or they are the set of distinct languages in which science is done”. Until the 19th century, classical languages such as Latin, Classical Arabic, Sanskrit, or Classical Chinese were commonly used across Eurasia for the purpose of international scientific communication. A combination of structural factors, the emergence of nation-states in Europe, the Industrial Revolution and the expansion of colonization entailed the global use of three European national languages: French, German and English. Yet new languages of science such as Russian or Italian had started to emerge by the end the 19th century, to the point that international scientific organizations started to promote the use of constructed languages like Esperanto as a non-national global standard. After the First World War, English gradually outpaced French and German and became the leading language of science, but not the only international standard. Research in the Soviet Union had rapidly expanded in the years following the Second World War and access to russian journals became a major policy issue in the United States, prompting the early development of Machine Translation. In the last decades of the 20th century, an increasing number of scientific publications relied primarily on English in part due to the preeminence of English-speaking scientific infrastructures, indexes and metrics like the Science Citation Index. The development of open science has revived the debate over linguistic diversity in science, as social and local impact has become an important objective of open science infrastructures and platforms. In 2019, 120 international research organizations co-signed the Helsinki Initiative on Multilingualism in Scholarly Communication and called for supporting multilingualism and the development of “infrastructure of scholarly communication in national languages”. The 2021 Unesco Recommendation for Open Science includes linguistic diversity as one of the core features of open science, as it aims to “make multilingual scientific knowledge openly available, accessible and reusable for everyone”.
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.

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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findings revealed successes in increasing the bilingual teacher workforce as well as challenges that must be addressed to ensure the state’s vision can be realized. Given these findings, the authors propose three recommendations to help state and local policy actors develop a coherent and sustainable bilingual teacher education system: (1) Ensure adequate investments in California’s multilingual workforce; (2) Expand multilingual/dual language teacher credential/authorization programs and testing options; and (3) Intentionally develop multilingual/dual language programs, and provide the encouragement and support needed to promote successful multilingual/dual language teachers and leaders.
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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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Lavadenz, Magaly, Linda R. G. Kaminski, and Elvira G. Armas. California’s Treasures: Supporting Superdiverse Youth through Research, Policy and Practice. Center for Equity for English Learners, 2025. https://doi.org/10.15365/ceel.policy.16.

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This research and policy brief provides an overview of the Center for Equity for English Learner’s Superdiverse Adolescent Multilingual Learners Resource Guide. The publication follows the Global California 2030 call to recognize and promote the home languages and cultures of English Learners as valuable resources to increase multilingualism within the state. The term “Superdiverse” is used to acknowledge the many facets of diversity that make up the identities of English/Multilingual Learners in addition to the breadth of linguistic diversity encompassed within their language journeys. Twenty-six English/Multilingual Learners between grades seven and twelve were interviewed about their school experiences as culturally and linguistically diverse adolescents. These students represent a vast array of diverse identities and language typologies from across California, and Superdiverse Adolescent profiles were created for each participant in addition to analysis of the interviews. Six of these profiles are presented in this brief to highlight the key aspects of Superdiverse student experiences, including advocacy, the importance of language support, the value of welcoming environments, multilingual pride, and cultural identity. Additionally, student insights from the interviews were compiled into three thematic modules of support for Superdiverse youth in education: (1) School Culture and Climate, (2) Culturally and Linguistically Sustaining Education, and (3) Systems of Excellence. These modules, their corresponding elements, and relevant research are presented along with educational policy recommendations at the state, district, and school level, as well as for educator preparation programs.
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