Journal articles: 'Multilingualism practices'

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Annury, Muhammad Nafi. "Promoting Multilingualism in the Classroom: A Case Study of ELT Program." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (April 1, 2017): 96. http://dx.doi.org/10.21580/vjv6i11587.

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<p>The article gives a brief analytical survey of multilingualism practices, its consequences, and its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competently. Generally, there are both the official and unofficial multilingualism practices. This study was descriptive qualitative. The subjects of the study were eighty students and divided into two classes. Purposive sampling technique was applied in identifying students who tended to practice multilingualism in education in EFL class. The benefits of multilingualism practices in education were realized by relying on text analysis of the written materials on education and psychology. Personal experience in educational matters especially the educational processes in EFL class is also included. Findings were descriptively presented in continuous prose. Students still had problems on the way they speak and write in English well. However, there were only 1.9% students who felt that they influenced in speaking and even writing English well. It is quite a challenging issue towards students implementing multilingualism within the classroom. Even though, they are already learned English since they were from junior high school, fortunately.</p>

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Schalley, Andrea C., Susana A. Eisenchlas, and Diana Guillemin. "Multilingualism and literacy: practices and effects." International Journal of Bilingual Education and Bilingualism 19, no. 2 (May 28, 2015): 127–35. http://dx.doi.org/10.1080/13670050.2015.1037714.

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Barakos, Elisabeth, and Charlotte Selleck. "Elite multilingualism: discourses, practices, and debates." Journal of Multilingual and Multicultural Development 40, no. 5 (January 17, 2019): 361–74. http://dx.doi.org/10.1080/01434632.2018.1543691.

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De Lima, Jane Helen Gomes. "English as a Lingua Franca, Bilingualism and Multilingualism: How Do These Areas of Studies Relate?" MOARA – Revista Eletrônica do Programa de Pós-Graduação em Letras ISSN: 0104-0944, no. 54 (December 27, 2019): 319. http://dx.doi.org/10.18542/moara.v0i54.8118.

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English as a Lingua Franca (ELF) is an area of research that has expanded fast and in different ways. It started focusing mainly on form, when still following the principles of Word English research. However, now ELF is understood as a multilingual practice. This new reconceptualization of English as a Lingua Franca positioned ELF within the multilingual framework, but Which theoretical concept(s) connect ELF, Bilingualism and Multilingualism studies? To be able to answer this question, a review of literature on bilingualism, and/or multilingualism associated with ELF was carried out using Google Scholar. The search based on this criterion resulted in six articles and the findings show that ELF, in its third phase, considers English as an option of contact language among all other languages available in multilinguals’ repertoire, which means that, English in ELF is one option not the opinion in multilingual practices.

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Zhang, Hong, and Brian Hok-Shing Chan. "Translanguaging in multimodal Macao posters: Flexible versus separate multilingualism." International Journal of Bilingualism 21, no. 1 (July 27, 2016): 34–56. http://dx.doi.org/10.1177/1367006915594691.

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Aims: This paper suggests a framework of separate and flexible multilingualism to describe multilingual phenomena in Macao. The aims are to capture both conventional and creative language practice and to explore what exactly is the state of multilingualism in modern Macao under the context of globalization, and more specifically how we can capture variation in multilingual practice. Methodology: The objectives are achieved by analyzing the interplay and distance between languages in multilingual texts, focusing on the multimodality and intertextuality of the texts. Data and analysis: The database is a collection of 300 posters for cultural and entertainment events in Macao. The distance of languages is analyzed at the unit level in multimodal texts; separate and flexible multilingualism are exemplified and further elaborated. Conclusions: Multilingualism in Macao is mainly characterized by separate multilingualism, where different languages are demarcated clearly. However, Macao is undergoing a significant process of globalization, accompanied by a huge flow of people, and concomitantly flexible multilingualism is emergent and coexistent with separate multilingualism. Flexible multilingualism is often manifested in translanguaging. The various practices of translanguaging are performances of creativity and they show criticality by problematizing the widely accepted essentialist conceptions on boundaries between languages and modes. Originality: This paper extends the framework of separate and flexible multilingualism to explain multilingual practice in general. We analyze multimodal data using a combined method of multimodality and multilingualism while focusing on the linguistic elements. The paper treats the posters as a special and less studied type of linguistic landscape in Macao, and it provides an original and realistic interpretation of the written multilingual linguistic landscape in a unique Chinese city. Significance: This paper provides a new way of understanding multilingualism; translanguaging is broadened to account for written data. Multilingualism can be understood better by observing language-related practice in multimodal texts.

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Latomaa, Sirkku, and Minna Suni. "Multilingualism in Finnish schools: policies and practices." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 111–36. http://dx.doi.org/10.12697/jeful.2011.2.2.06.

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This article provides an overview of multilingualism in Finnish schools. The focus is on the experiences gathered from the teachers of plurilingual students, i.e. students from immigrant backgrounds. The data in our study were collected by administering a web questionnaire, and the topics covered, for example, the status of languages and the teaching arrangements tailored for plurilingual students. In addition to reacting to the questionnaire’s statements, the respondents could freely comment on any of the topics, which enriched the quantitative data by offering many useful perspectives. Several respondents reported that during their working careers, noticeable progress has been made accommodating plurilingual students. On the other hand, the results showed that several challenges still remain, such as assuring a more uniform provision of L1 and L2 instruction. In some regions of Finland, such programmes have been functioning well, but in others, administrators are only just awakening to the increasing multilingualism in their schools.

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Branets, Anna, Daria Bahtina, and Anna Verschik. "Mediated receptive multilingualism." Mental representations in receptive multilingualism 10, no. 3 (March 12, 2019): 380–411. http://dx.doi.org/10.1075/lab.17079.ver.

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Abstract This article introduces and defines the concept of mediated receptive multilingualism as a mode of multilingual communication which eases understanding between typologically distant languages through the medium of a language closely related to the target. In an experimental setting, Estonians without previous exposure to Ukrainian were quite successful in understanding Ukrainian texts via their knowledge of Russian. As expected, they made use of various language-specific elements to improve intelligibility, such as linguistic similarities between Russian and Ukrainian. However, a number of extra-linguistic factors were detected as influential predictors of success, especially metalinguistic awareness, exposure to Russian, exposure to various registers, experience with multilingual situations, learnability, and attitudes towards Ukrainian. These findings contest a static take on multilingual potential and point out the emergent nature of competencies and practices that become relevant in multilingual settings. Unconventional communicative modes – like mediated receptive multilingualism – may activate linguistic and sociolinguistic resources needed for establishing understanding in novel and potentially challenging communicative settings.

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Kelly-Holmes, Helen. "Multilingualism and commercial language practices on the Internet." Journal of Sociolinguistics 10, no. 4 (August 16, 2006): 507–19. http://dx.doi.org/10.1111/j.1467-9841.2006.00290.x.

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Wang, Mingxing. "Translating the Multilingual City: Cross-lingual Practices and Language Ideology." TranscUlturAl: A Journal of Translation and Cultural Studies 12, no. 2 (September 30, 2020): 107–11. http://dx.doi.org/10.21992/tc29506.

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Marácz, László, and Silvia Adamo. "Multilingualism and Social Inclusion." Social Inclusion 5, no. 4 (December 22, 2017): 1–4. http://dx.doi.org/10.17645/si.v5i4.1286.

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This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the ‘one nation-one people-one language’ doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.

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Duff, Patricia A. "Transnationalism, Multilingualism, and Identity." Annual Review of Applied Linguistics 35 (March 2015): 57–80. http://dx.doi.org/10.1017/s026719051400018x.

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ABSTRACTApplied linguistics is a field concerned with issues pertaining to language(s) and literacies in the real world and with the people who learn, speak, write, process, translate, test, teach, use, and lose them in myriad ways. It is also fundamentally concerned withtransnationalism, mobility, andmultilingualism—the movement across cultural, linguistic, and (often) geopolitical or regional borders and boundaries. The field is, furthermore, increasingly concerned withidentityconstruction and expression through particular language and literacy practices across the life span, at home, in diaspora settings, in short-term and long-term sojourns abroad for study or work, and in other contexts and circumstances. In this article, I discuss some recent areas in which applied linguists have investigated the intersections of language (multilingualism), identity, and transnationalism. I then present illustrative studies and some recurring themes and issues.

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Wodak, Ruth, Michał Krzyżanowski, and Bernhard Forchtner. "The interplay of language ideologies and contextual cues in multilingual interactions: Language choice and code-switching in European Union institutions." Language in Society 41, no. 2 (March 23, 2012): 157–86. http://dx.doi.org/10.1017/s0047404512000036.

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AbstractThis article analyzes multilingual practices in interactions inside European Union (EU) institutions. On the basis of our fieldwork conducted in EU organizational spaces throughout 2009, we explore different types of communication in order to illustrate how Members of the European Parliament (MEPs) and officials at the European Commission practice and perform multilingualism in their everyday work. In our theoretical and methodological framework, we draw on existent sociolinguistic ethnographical research into organizations and interactions, and integrate a multilevel (macro) contextual and sequential (micro) analysis of manifold data (observations, field notes, recordings of official and semi-official meetings, interviews, etc.). In this way, a continuum of context-dependent multilingual practices becomes apparent, which are characterized by different patterns of language choice and which serve a range of both manifest and latent functions. By applying the Discourse-Historical Approach (DHA) of Critical Discourse Studies (CDS), the intricacies of the increasingly complex phenomenon of multilingualism in transnational-organizational spaces, which are frequently characterized by diverse power-related and other asymmetries of communication, can be adequately coped with. (Code-switching, multilingualism, power, institutional spaces, European Union, ethnography, discourse-historical approach, critical discourse studies)*

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Amuzu, Evershed Kwasi, Yvonne Eyram Nutakor, and Nana Aba Appiah Amfo. "Multilingualism and language practices of Nigerien migrants in Ghana." Current Issues in Language Planning 20, no. 4 (February 22, 2019): 389–402. http://dx.doi.org/10.1080/14664208.2019.1582944.

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Obiri-Yeboah, Monica Apenteng. "Multilingualism at church: language practices in a Ghanaian context." Current Issues in Language Planning 20, no. 4 (March 2019): 403–17. http://dx.doi.org/10.1080/14664208.2019.1582946.

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Angouri, Jo. "Multilingualism in the workplace: Language practices in multilingual contexts." Multilingua 33, no. 1-2 (January 1, 2014): 1–9. http://dx.doi.org/10.1515/multi-2014-0001.

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Shin, Hyunjung, and Andrea Sterzuk. "Discourses, Practices, and Realities of Multilingualism in Higher Education." TESL Canada Journal 36, no. 1 (October 1, 2019): 147–59. http://dx.doi.org/10.18806/tesl.v36i1.1307.

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This Perspectives article explores the changing sociolinguistic realities of Canadian postsecondary institutions focusing on tensions and contradictions around two prominent discourses: internationalization and indigenization of higher education. In doing so, we focus on a common challenge: English dominance in Canadian universities. This linguistic hegemony persists in a time of Truth and Reconciliation and indigenization of education as well as within the intensified discourse of internationalization in the new global political economy. As professors of language education in two prairie province universities, we draw on examples from our own contexts and consider the potential mismatches between positive discourses about multilingualism and practices and structural realities that do not support on-the-ground multilingualism. We situate our discussion within a larger social, political economic context of contemporary colonialism and capitalism. Our goal is to introduce a critique of the ongoing role Canadian universities play in producing settler colonialism and English monolingualism as well as to provide suggestions to engage more meaningfully with multilingualism in today’s higher education across Canada. Cet article de Perspectives explore l’évolution des réalités sociolinguistiques des établissements postsecondaires canadiens en mettant l’accent sur les tensions et les contradictions qui entourent deux discours très répandus : l’internationalisation et l’autochtonisation de l’enseignement supérieur. Dans ce cadre, nous nous concentrons sur un défi commun : la dominance de la langue anglaise dans les universités canadiennes. Cette hégémonie linguistique persiste à une époque caractérisée par des notions de Vérité et Réconciliation et d’autochtonisation de l’éducation, et elle s’inscrit également dans un discours intensifié d’internationalisation au sein de la nouvelle économie politique mondiale. Professeures de langues dans deux universités différentes des Prairies canadiennes, nous nous appuyons sur des exemples tirés de nos propres contextes et nous penchons sur les possibilités d’inadéquation entre des discours positifs sur le multilinguisme et des pratiques et des réalités structurelles qui ne soutiennent pas le multiculturalisme sur le terrain. Nous inscrivons notre discussion dans le contexte plus large du colonialisme et du capitalisme contemporains. Notre objectif est d’entamer une critique du rôle que les universités canadiennes continuent de jouer dans la production d’un colonialisme de peuplement et d’un monolinguisme anglophone, et également de fournir des suggestions en faveur d’un engagement plus significatif envers le multiculturalisme dans l’enseignement supérieur actuel à travers le Canada.

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Verbiest, Fleur, Lisa Lai-Shen Cheng, Anneloes van Iwaarden, and Maaike Verrips. "AThEME: Advancing the European Multilingual Experience." European Journal of Applied Linguistics 6, no. 2 (September 3, 2018): 337–44. http://dx.doi.org/10.1515/eujal-2018-0010.

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AbstractAThEME is a collaborative research project studying multilingualism in Europe. This 5-year research project was set up with funding from the European Commission, and it runs from March 2014 until March 2019. The main objectives of the project are: (1) to investigate cognitive, linguistic and sociological issues in multilingual Europe, (2) to assess existing public policies and practices within the areas of education and health as well as their impact on multilingualism and (3) to contribute to evidence-based policy making. AThEME uses a range of research methodology and aims to raise awareness of multilingualism among policy makers, health professionals, academics and educators.

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Skinnari, Kristiina, and Tarja Nikula. "Teachers’ perceptions on the changing role of language in the curriculum." European Journal of Applied Linguistics 5, no. 2 (September 5, 2017): 223–44. http://dx.doi.org/10.1515/eujal-2017-0005.

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AbstractThis article is concerned with the role of language(s) in education from the viewpoint of secondary school subject teachers in Finland at the time of transition to a new curriculum. The curriculum highlights the role of language throughout education and makes reference to changes in society that foreground multilingualism. Seven mainstream and CLIL content teachers of different subjects were interviewed and employing qualitative content analysis, the data were scrutinised under four language-related themes: multilingualism, multiliteracy, subject-specific language, and the role of language in knowledge construction. The results indicate teachers as reasonably well aware of subject-specific language of their field and of the value of multiliteracy practices. Multilingualism as the diversity of students’ languages and its impact on pedagogical practices received less attention. Overall, the teachers’ orientation to the language ideological statements in the new curriculum were widely agreed upon even if the ideas still remained somewhat abstract in the transition phase before actual implementation to the praxis.

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Salvato, Giuliana. "Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy." Translation and Translanguaging in Multilingual Contexts 6, no. 3 (July 15, 2020): 282–311. http://dx.doi.org/10.1075/ttmc.00057.sal.

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Abstract This paper offers a qualitative analysis of the responses that 28 advanced learners of Italian in Canada and Italy contributed to a questionnaire asking them to interpret the meanings and functions of six Italian gestures, alone and in combination with dialogues. Participants were also asked to comment on their perception of body language in their L1 and in Italian. The purpose of the exercise was to expand L2 pedagogy towards multimodality, while at the same time accounting for learners’ multilingualism. We found that participants appreciated a multimodal approach to their Italian language learning experience. We also found that knowledge of languages typologically related to Italian (i.e. Romance languages) was no guarantee that our groups of multilinguals would be facilitated in the interpretation of L2 gesture forms and meanings. Rather, the presence of verbal language in dialogues, the form of gesture, and familiarity with the nonverbal characteristics of interactions in the target language, helped participants succeed in this multimodal activity.

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Cisneros, Josue David. "Multilingualism, Multiculturalism, and Migration: A Critical Assessment." American Literary History 31, no. 3 (2019): 519–29. http://dx.doi.org/10.1093/alh/ajz018.

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AbstractThis essay-review assesses what has been dubbed a hybrid or mobile turn in work on immigration, literature, and language. Analogous to a broader mobility turn in studies of migration, scholars in literature and linguistics emphasize the fluidity, hybridity, and mobility of migrants’ (multi-)lingual practices and literatures, aiming to challenge sedimented ideas about linguistic assimilation or nationalism and monolingualism. While finding merit in these works, this essay argues that celebrations of migrant multilingualism and linguistic hybridity also can work in tandem with the racialization, economic exploitation, and exclusion of migrants. This is because certain forms of migrant multilingualism become forms of human capital under neoliberalism, while other forms of linguistic diversity or fluidity are, at best, made illegible or, at worst, used to racialize otherwise ideal neoliberal migrant subjects. Tracing how arguments for linguistic fluidity and hybridity are folded into complex and stratified forms of neoliberal subjectivity, multiculturalism, and economic value, the essay illustrates the necessity of situating studies of immigrant language practices and language policy within broader political, economic and world-historical contexts such as global racial capitalism.

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Androutsopoulos, Jannis. "Networked multilingualism: Some language practices on Facebook and their implications." International Journal of Bilingualism 19, no. 2 (June 11, 2013): 185–205. http://dx.doi.org/10.1177/1367006913489198.

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Del Percio, Alfonso. "Branding the nation." Pragmatics of professional discourse 7, no. 1 (April 7, 2016): 82–103. http://dx.doi.org/10.1075/ps.7.1.04del.

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This paper discusses how Switzerland is branded by the Swiss state under late capitalism. Drawing on discursive data collected in the framework of a research project investigating the international promotion of Switzerland, I particularly focus on how multilingualism and cultural diversity are constructed by the Swiss government as a capital belonging to Switzerland and its history and on how and why this imagined historical capital is reframed in promotional terms. In doing so, I question the function of the historicity of Swiss multilingualism and cultural diversity in nation branding practices and analyze the logics causing specific tokens of multilingualism and cultural diversity to emerge as desirable promotional features. Finally, I research how the promotional investment in Swiss multilingualism and cultural diversity affects the status and value of its historical capital and how this has consequences for what can be said (or not) about Switzerland and its history.

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Franz, Marianne. "Sprachliche Diversität in der Schulsozialarbeit: „Die größte Herausforderung“." Linguistik Online 103, no. 3 (October 15, 2020): 67–86. http://dx.doi.org/10.13092/lo.103.7172.

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School social workers deal with a highly sociolinguistically diverse target group in a monolingually constructed school environment. On the basis of qualitative interviews analysed by means of content analysis, this article traces how school social workers perceive multilingualism in their field of work. Which communicative practices do they use to enable communication in this linguistically diverse environment? Where do they experience challenges? Multilingualism is understood in terms of the language repertoire and includes not only different languages but also different varieties within a language. The school social workers describe a variety of communicative practices ranging from a careful, empathetic linguistic recipient design to multimodal and multimedia practices. Language barriers due to the lack of a shared language, are perceived as the “greatest challenge” that can only be mitigated but not overcome by interpreting services.

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Vaughan, Jill. "Enduring and Contemporary Code-Switching Practices in Northern Australia." Languages 6, no. 2 (May 18, 2021): 90. http://dx.doi.org/10.3390/languages6020090.

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In Maningrida, northern Australia, code-switching is a commonplace phenomenon within a complex of both longstanding and more recent language practices characterised by high levels of linguistic diversity and multilingualism. Code-switching is observable between local Indigenous languages and is now also widespread between local languages and English and/or Kriol. In this paper, I consider whether general predictions about the nature and functioning of code-switching account for practices in the Maningrida context. I consider: (i) what patterns characterise longstanding code-switching practices between different Australian languages in the region, as opposed to code-switching between an Australian language and Kriol or English? (ii) how do the distinctions observable align with general predictions and constraints from dominant theoretical frameworks? Need we look beyond these factors to explain the patterns? Results indicate that general predictions, including the effects of typological congruence, account for many observable tendencies in the data. However, other factors, such as constraints exerted by local ideologies of multilingualism and linguistic purism, as well as shifting socio-interactional goals, may help account for certain distinct patterns in the Maningrida data.

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Gorter, Durk. "Multilingual interaction and minority languages: Proficiency and language practices in education and society." Language Teaching 48, no. 1 (February 11, 2013): 82–98. http://dx.doi.org/10.1017/s0261444812000481.

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In this plenary speech I examine multilingual interaction in a number of European regions in which minority languages are being revitalized. Education is a crucial variable, but the wider society is equally significant. The context of revitalization is no longer bilingual but increasingly multilingual. I draw on the results of a long-running project on the ‘Added value of multilingualism and diversity in educational contexts’ among secondary school students, and show that there are interesting differences and similarities between the minority language (Basque or Frisian), the majority language (Spanish or Dutch) and English. The focus on multilingualism is applied inside and outside the school. The discussion demonstrates the complexity of everyday multilingual practices and the outcomes have implications for the gap between education and society and for further research into the linkages between language proficiency and actual language practices.

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Pérez-Sabater, Carmen, and Ginette Maguelouk-Moffo. "Online Multilingualism in African Written Conversations." Studies in African Linguistics 49, no. 1 (May 31, 2020): 141–59. http://dx.doi.org/10.32473/sal.v49i1.122272.

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The objective of this research is to analyse current written practices within the global South. Specifically, we examine language mixing phenomena in written online texts publicly displayed on the official Facebook page of one of the two most important football players in the history of Cameroon, Samuel Eto’o. By means of a quantitative and languaging analysis proposed by Androutsopoulos (2014), we see that indigenous Cameroonian languages are now being written in public spaces. Instances of lexical items in these languages are sometimes inserted in Facebook comments to establish local/national identity, to emphasise the fact that the player is a Cameroonian. However, Cameroonian national identity still is usually constructed through the exclusive use of English and French. Interestingly, the study shows that code-switching (CS) to a particular language may function as a distancing technique, an impoliteness strategy towards the player.

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Gkaintartzi, Anastasia, Anna Mouti, Eleni Skourtou, and Roula Tsokalidou. "Language teachers’ perceptions of multilingualism and language teaching: The case of the postgraduate programme “LRM”." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 33–54. http://dx.doi.org/10.1515/cercles-2019-0002.

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Abstract This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master’s Programme of a Greek University, entitled “Language Education for Refugees and Migrants” (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two modules of the Programme (LRM 53: Language teaching for adult refugees and migrants and LRM54: Language teaching for children with refugee and migrant background) and included open-ended questions regarding their profile, their perceptions towards bi/multilingualism and translanguaging, language use in the school context, the first language and its relation to second language learning. Taking into account the students’ sample profile, the data can provide insights into the ways student-teachers view and deal with language diversity in their classrooms. Issues of attitudes and practices towards multilingualism and language teaching are discussed in relation to students-teachers’ professional development/education. Also, through comparisons between the two groups of students of the modules, the results are expected to explore some common ground assumptions on the differences between language teaching for children and adults (in the refugee context) but also potential nuances and elements of distinctiveness in the two areas.

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Ensslin, Astrid. "“What an un-wiki way of doing things”." Thematising Multilingualism in the Media 10, no. 4 (December 5, 2011): 535–61. http://dx.doi.org/10.1075/jlp.10.4.04ens.

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Wikipedia defines itself as “the biggest multilingual free-content encyclopedia on the internet”, thus featuring an explicit language policy in its mission statement. Bearing in mind that the site has become the most popular source of encyclopaedic information online, its significance for public encounters with multilingualism should not be underestimated. This article offers a critical and multimodal discourse analytical approach to Wikipedia’s explicit and implicit multilingual policies and practices. I examine, under “explicit metalinguistic practice” (Woolard 1998), public disclaimers and exemplary user practice and talk on the “Multilingual Coordination” entry. Under “implicit metapragmatics”, I shall offer a multimodal analysis of Wikipedia’s multilingualism-oriented interface design; the corporate logo and its paratextual meta-commentary on a number of linguistic and journalistic websites; and a code-critical reading of Wikipedia’s “Babel” user language templates. My observations are discussed against the backdrop of postcolonialist theories on the role of English as lingua franca of the information age.

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Davis, Kathryn A. "Language identities, ideologies, and policy relevance." Language Problems and Language Planning 33, no. 2 (June 25, 2009): 174–83. http://dx.doi.org/10.1075/lplp.33.2.05dav.

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By examining specific articles on the subject, this commentary explores how language policies and use in Luxembourg individually and collectively inform the complex intersections of multilingualism/ecology, identities/agency and nationalism/ideology. These studies suggest theoretical and policy implications by investigating the topics of agency, ideology and ecology as these unfold in everyday situated practices. The papers specifically offer contributions to our understanding of multilingualism, transnational identities, and nationalism. The commentary concludes by suggesting the need for policies relevant to diverse linguistic and ethnic identities which, thus, foster educational and social equity.

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Canagarajah, Suresh, and Hina Ashraf. "Multilingualism and Education in South Asia: Resolving Policy/Practice Dilemmas." Annual Review of Applied Linguistics 33 (March 2013): 258–85. http://dx.doi.org/10.1017/s0267190513000068.

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This article focuses on the multilingual educational policies in India and Pakistan in the light of challenges in implementation and everyday communicative practices. The challenges these countries face in the context of the contrasting forces of globalization and nationalism are common to those of the other communities in this region. Both India and Pakistan have adopted versions of a tripartite language formula, in which the dominant national language—Urdu in Pakistan, and Hindi in India—along with a regional language and English are to be taught in primary and secondary schools. Such a policy is aimed at accommodating diverse imperatives, such as providing access to schooling to everyone regardless of their mother tongues, developing national identity through competence in a common language, and tapping into transnational economic resources through English. However, this well-intentioned policy has generated other tensions. There are inadequate resources for teaching all three languages in all regions and social levels. Certain dominant languages enjoy more currency and upset the multilingual balance. Furthermore, as people integrate English into their repertoires in recognition of the better-paid employment opportunities and communication media associated with globalization, language practices are becoming more hybrid. To resolve such tensions between policy and practice, some scholars propose a plurilingual model indigenous to the region. Rather than compartmentalizing languages and demanding equal competencies in each of them, such a model would allow for functional competencies in complementary languages for different purposes and social domains, without neglecting mother-tongue maintenance.

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Collins, James, and Stef Slembrouck. "Multilingualism and diasporic populations: Spatializing practices, institutional processes, and social hierarchies." Language & Communication 25, no. 3 (July 2005): 189–95. http://dx.doi.org/10.1016/j.langcom.2005.03.006.

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Krizsán, Attila, and Tero Erkkilä. "Multilingualism among Brussels-based civil servants and lobbyists: perceptions and practices." Language Policy 13, no. 3 (January 21, 2014): 201–19. http://dx.doi.org/10.1007/s10993-013-9302-y.

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Van Der Wildt, Anouk, Piet Van Avermaet, and Mieke Van Houtte. "Opening up towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism." School Effectiveness and School Improvement 28, no. 1 (November 21, 2016): 136–52. http://dx.doi.org/10.1080/09243453.2016.1252406.

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Palviainen, Åsa, and Joanna Kędra. "What’s in the family app?" Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 89–111. http://dx.doi.org/10.1558/jmtp.15363.

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Communication within contemporary families is increasingly and to a significantextent mediated through technological devices and digital applications.Although the everyday reality of many multilingual families is permeated by technology, research on their digital and language practices has been scant. This article argues for the need for eclectic approaches that draw upon theories, practices, and findings from research on transnational families and migration, digitally mediated family communication, parental mediation, multilingualism online, and family multilingualism and language transmission. Two empirical case studies are presented on multilingual family constellations in Finland in which the instant messaging application WhatsApp was used to create space to sustain transnational family relationships, to negotiate about agency, to create cultural identity and group membership, as well as to practise and develop literacy. Whereas previous research has focused on digital practices in families, on multilingual practices on internet platforms, or on language transmission processes in families, we argue that future research should focus more on the digital multilingual family and explore the role of languages as embedded in digital media activities and interwoven in everyday family life.

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Dagenais, Diane. "Multilingualism in Canada: Policy and Education in Applied Linguistics Research." Annual Review of Applied Linguistics 33 (March 2013): 286–301. http://dx.doi.org/10.1017/s0267190513000056.

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Increasing multilingualism in Canada has captured the interest of applied linguists who investigate what it implies for policy and educational practice. This article provides a review of recent discussions of Canadian policy in the literature, current research on multilingual learners, and emerging innovations in multilingual pedagogies. The literature on policy indicates that some researchers treat policy as text and identify disjunctions between policy documents and the reality of a linguistically and culturally diverse population, while others view it as discursive practice and document how policy is constructed locally through language in response to a changing environment. The research on multilingual learners is based primarily on field-based reports that reveal how multilingual language practices are complex, dynamic, and ideological, and are tied to identity construction. The growing number of innovations in multilingual pedagogies suggests that more educators are beginning to see identity work and multimodal literacies as central to teaching students of diverse origins. This article concludes that there is a gap between official language policy and research on multilingualism in Canada.

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Rosowsky, Andrey. "Religious classical practice: Entextualisation and performance." Language in Society 42, no. 3 (May 14, 2013): 307–30. http://dx.doi.org/10.1017/s0047404513000250.

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AbstractThis article considers a particular contextualisation of the religious classical and practices associated with it within broader sets of linguistic resources or repertoires. Through a description and analysis of religious classical practices occurring in multilingual urban settings in the UK, the article employs the interpretive frame of performance to account for practice. An introductory overview of religious classical practices is provided, which is followed by a brief discussion of the theoretical considerations surrounding performance and entextualisation. This is followed by the sharing of ethnographic data that aim to demonstrate the performance-oriented and highly entextualised nature of religious classical practice. The article concludes with the suggestion that the latter is an example not only of a set of linguistic resources used predominantly for performative practice but has more in common with scripted theatrical performance than with other conventionally referential communicative practices. (Religious classical, language variety, performance, entextualisation, linguistic resources, linguistic repertoire, Muslim, multilingualism, practice)*

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Tamang, Dipak. "Language policy and multilingual practices in the family." Siddhajyoti Interdisciplinary Journal 1 (January 30, 2020): 84–93. http://dx.doi.org/10.3126/sij.v1i0.34923.

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This paper discusses on how language policy, language ideologies, parental language planning and children’s role in the shaping of family language practices are associated in the multilingual practice context. The objective of this study was to explore the language policies focus on heritage language maintenance by negotiating and instantiating in parents-children interactions and contribution of children’s language practices to shape the family multilingualism in the process of socialization. I have used qualitative research design to collect the data in this study. Three participants from different language background were selected. The research participants were interviewed using a semi-structured interview technique to collect the data. The study concluded that family members’ contribution to the shaping of family language practices and policies in daily life interactions is the most important and language ideologies play a vital role in language policy and language acquisition in the family of multilingual practice.

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Salaberry, M. Rafael. "‘transformative’ potential of translanguaging and other heteroglossic educational practices." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 266–89. http://dx.doi.org/10.1558/jmtp.16459.

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Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and full use of all linguistic resources available to language learners/users as they engage in the process of interacting with their interlocutors. In the present paper, I describe an important challenge that compromises the valuable agenda of heteroglossic approaches to develop multilingualism: the effect of listeners’ biases and reverse linguistic stereotyping. That is, educational programmes designed to counteract the negative effect of monoglossic approaches to second language learning in general cannot adopt a segregationist approach (neither in their theoretical design nor in their practical implementation). To place this challenge in context, I describe in detail the specific example of Spanish heritage second language learners at the tertiary level of education in the US setting and I also provide a broad outline of potential improvements in the curricular design of such programmes.

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Delgado Luchner, Carmen. "Contact zones of the aid chain." Translation and Interpreting in Non-Governmental Organisations 7, no. 1 (August 10, 2018): 44–64. http://dx.doi.org/10.1075/ts.00003.del.

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Abstract Switzerland is a multilingual country with four official languages. As such, NGOs and other organizations based in Switzerland tend to have a comparatively high awareness of multilingualism. Based on in-depth interviews with representatives of two Swiss development NGOs, Caritas Switzerland and the Fédération genevoise de coopération, this paper aims to explore how Swiss development NGOs work multilingually at home and abroad. By zooming in on the language practices that are used in the different contact zones along the aid chain we aim to provide a more nuanced picture of multilingualism in development projects. The two case studies show that professional translation is merely one of several strategies used to overcome language barriers in the aid chain. Others include ad hoc language mediation practices, reliance on bilingual staff and the use of a lingua franca.

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Crisostomo, C. Jay. "Language, Translation, and Commentary in Cuneiform Scribal Practice." Journal of Ancient Near Eastern History 5, no. 1-2 (October 25, 2018): 41–56. http://dx.doi.org/10.1515/janeh-2018-0005.

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AbstractCuneiform scholarly practices systematized an exploration of meaning potential. In cuneiform scholarship, knowledge making emerged from multiple scribal practices, most notably list-making, analogical reasoning, and translation. The present paper demonstrates how multilingualism stands at the core of cuneiform scholarly inquiry, enabling hermeneutical exploration of possibility and potential. Cuneiform scholarly practices of translation and analogical hermeneutics coupled with an understanding of the cuneiform writing system constituted a system analogous to the medieval artes grammaticae.

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Doerr, Nicole. "Translating democracy: how activists in the European Social Forum practice multilingual deliberation." European Political Science Review 4, no. 3 (January 17, 2012): 361–84. http://dx.doi.org/10.1017/s1755773911000312.

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Linguistic barriers may pose problems for politicians trying to communicate delicate decisions to a European-wide public, as well as for citizens wishing to protest at the European level. In this article I present a counter-intuitive position on the language question, one that explores how grassroots activists in social movements use translation as a novel practice to debate political alternatives in the European Union's (EU) multilingual public sphere. In recent years, new cross-European protest movements have created the multilingual discursive democracy arena known as the European Social Forum (ESF). I compare deliberative practices in the multilingual ESF preparatory meetings with those in monolingual national Social Forum meetings in three Western European countries. My comparison shows that multilingualism does not reduce the inclusivity of democratic deliberation as compared to the national context. In the ESF, grassroots deliberators work using a novel practice of translation that has the potential to include marginalized groups. It is, however, a distinct kind of translation that activists use. Translation, compared to EU-official practices of multilingualism, affects a change in institutionalizedhabitsand norms of deliberation. Addressing democratic theorists, my findings suggest that translation could be a way to think about difference not as a hindrance but as a resource for democracy in linguistically heterogeneous societies and public spaces,withoutpresupposing a shared language orlingua franca, nor a national identity.

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Wang, Yangting, and Shikun Li. "Issues, Challenges, and Future Directions for Multilingual Assessment." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 914. http://dx.doi.org/10.17507/jltr.1106.06.

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Multilingual teaching and learning practices are often implemented in K-12 classrooms. However, issues related to multilingual assessment are rarely investigated. With the growing population of multilingual learners in the classroom, there is a great need to understand what multilingual assessment is and how to assess students who come from culturally and linguistically diverse backgrounds. The current study attempts to fill the research gap by reviewing the assessment literature over the past 15 years on multilingualism. We summarize and synthesize three main themes: 1) issues related to multilingualism, 2) difficulties, and challenges of multilingual assessment, and 3) approaches to assessment for multilingualism. We further divide the third theme into five subcategories: ideological shift, new ways of measuring English language proficiency, translanguaging-based assessment, dynamic assessment, as well as incorporating qualitative research. The study introduced the challenges of implementing multilingual assessment, offers an overview of the different approaches, and calls for more work to be conducted using the approaches.

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Li, Jia, Ping Xie, Bin Ai, and Lisheng Li. "Multilingual communication experiences of international students during the COVID-19 Pandemic." Multilingua 39, no. 5 (September 25, 2020): 529–39. http://dx.doi.org/10.1515/multi-2020-0116.

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AbstractWhile an increasing literature on multilingualism addresses the key role of language in access to social resources, including crisis communication, little attention has been paid to practices of English-mediated multilingualism. Based on semi-structured interviews with 10 international students from South Asia and Southeast Asia receiving their higher education in China, the study reveals what language-related challenges international students encounter, how they mobilize their multilingual resources to enhance their access to crisis communication and build a shared community, and how their multilingual competences are valorized and enacted in the shifting paradigm of the China-oriented new economy addressing mutual accountability in South-South cooperation. The study suggests that English-mediated multilingualism in China fails to bridge the needs of international students of diverse backgrounds. The study also calls attention to the shifting paradigm of multilingual studies and the necessity of addressing the real world problems of health communication in a diverse context.

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de Bres, Julia, and Anne Franziskus. "Multilingual practices of university students and changing forms of multilingualism in Luxembourg." International Journal of Multilingualism 11, no. 1 (August 26, 2013): 62–75. http://dx.doi.org/10.1080/14790718.2013.831098.

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Rolland, Louise, Jean-Marc Dewaele, and Beverley Costa. "Multilingualism and psychotherapy: exploring multilingual clients' experiences of language practices in psychotherapy." International Journal of Multilingualism 14, no. 1 (January 2, 2017): 69–85. http://dx.doi.org/10.1080/14790718.2017.1259009.

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Tönsing, Kerstin Monika, and Gloria Soto. "Multilingualism and augmentative and alternative communication: examining language ideology and resulting practices." Augmentative and Alternative Communication 36, no. 3 (July 2, 2020): 190–201. http://dx.doi.org/10.1080/07434618.2020.1811761.

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Pevec Semec, Katica. "Mobile Teachers at Border Schools – Multilingualism and Interculturalism as New Challenges for Professional Development." Center for Educational Policy Studies Journal 8, no. 4 (December 27, 2018): 47. http://dx.doi.org/10.26529/cepsj.551.

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This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens at the tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of ‘mobile teachers’ from neighbouring countries, created a unique educational experience that has encouraged teachers to greater professional growth. In addition to another language, mobile teachers have brought with them various new educational approaches. Border mobility has contributed to the simultaneous strengthening and enriching of educational practices in various border kindergartens and schools. For teachers, the implementation of cross-border learning mobility strengthens the awareness of the importance of competence in multilingualism and interculturalism as an important factor for their further professional development. This article will analyse the knowledge and experience of professionals involved in such mobility programs in terms of a new dimension of professionalism, and the need to develop multilingualism and interculturalism competences.

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Loos, Eugène. "Composing “panacea texts” at the European Parliament." Journal of Language and Politics 3, no. 1 (May 27, 2004): 3–25. http://dx.doi.org/10.1075/jlp.3.1.04loo.

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The language choice at institutions of the European Union has been investigated in numerous studies examining such aspects as the European language constellation, institutional multilingualism and its possible reforms, linguistic capital and symbolic domination, and European identity related to the EU enlargement. In addition to these, studies researching the (language) practices at a specific EU institution, like the European Parliament, or analyzing EU organizational discursive practices have also been carried out. These studies, however, offer no insight into the way actors in EU institutions deal with multilingualism in their work place while producing texts for these institutions. It is for this reason that I decided to conduct a case study at the European Parliament to examine how advisers belonging to various political groups, despite their different national culture and distinct mother tongues, together succeed in producing what they call “panacea texts”. Finally, a possible new language constellation for the EU is discussed.

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Vázquez, Gabriela Prego, and Luz Zas Varela. "Unvoicing practices in classroom interaction in Galicia (Spain): The (de)legitimization of linguistic mudes through scaling." International Journal of the Sociology of Language 2019, no. 257 (May 27, 2019): 77–107. http://dx.doi.org/10.1515/ijsl-2019-2021.

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AbstractThis article explores how the concept that we have chosen to callunvoicing practices, namely veiled discursive micro processes of social exclusion and silencing that social actors manage in byplay; in other words, subordinated forms of communication among a subset of unaddressed members of ratified listeners. These practices constitute efficient resources aimed at the (de)legitimization of linguisticmudeprocesses within new “spaces of multilingualism” associated with migration in Galicia. The research was carried out in the second-year class of a Curricular Diversification Programme at a secondary school in Arteixo (A Coruña, Galicia, Spain), a community that has experienced an increase in its allochthonous population in recent years. The corpus of this study comprises the pupils’ linguistic biography, classroom interactions and a fieldwork log. The analysis shows the complex network of scales in which languages are legitimized or delegitimized – specifically, translinguistic practices of listeners’ participation in which local varieties of Spanish and Galician, youth slang and parodic double of Moroccan Arabic are crossed and make themselves heard through byplay in order to silence the principal speaker. This interactional distribution results in the latent discursive reconstruction of new translocal spaces in which migration-associated multilingualism remains peripheral and practically invisible.

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Pontier, Ryan W., Ivian Destro Boruchowski, and Lergia I. Olivo. "Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 158–78. http://dx.doi.org/10.46303/jcve.2020.18.

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The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed.

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Journal articles on the topic 'Multilingualism practices'

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