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Journal articles on the topic 'Multilingualism – united states'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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1

Lee McKay, Sandra. "Multilingualism in the United States." Annual Review of Applied Linguistics 17 (March 1997): 242–62. http://dx.doi.org/10.1017/s0267190500003378.

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The scope of this paper is limited to an overview of mutilingualism in the U.S. from 1980 to the present. During this period, discussions of language diversity in the U.S. have been largely dominated by an effort to exert the hegemony of English. This effort has been brought on by changes in the demographic makeup of the U.S. population and supported by a commonly held belief that the economic strength of the U.S. in the international sphere is declining. A dramatic increase in the number of immigrants from Central and South America and the Pacific Rim, coupled with increasing economic competi

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Abugasea Heidt, Marium, and Natalie Svrcek. "Reframing Education for Multilinguals." Language and Literacy 27, no. 2 (2025): 253–73. https://doi.org/10.20360/langandlit29632.

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Multilingual students enter classrooms with complex language, literacy, and cultural repertoires. Drawing on these repertoires, they use knowledge, skills, practices, and perspectives that make their language and literacy practices dynamic. This paper, based on a context review of educational policies and practices in the United States, as well as a literature review of transformative pedagogies, asserts the importance for teachers to honor and empower students’ use of dynamic practices to make and share meaning. To this end, and in order to help reframe education for multilinguals, in this pa

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d'Anglejan, Alison. "Multilingualism in the Canadian Context." Annual Review of Applied Linguistics 6 (March 1985): 113–31. http://dx.doi.org/10.1017/s0267190500003093.

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One of the most salient characteristics of the Canadian federation is its linguistic, cultural, and geographic diversity. The second largest country in the world, Canada's population of 24,343,180 (Statistics Canada 1981) is irregularly dispersed, with enclaves of high density in the industrial areas along the United States border and vast sparsely inhabited areas in the central prairies and northern regions. These geographic facts, coupled with a high level of cultural heterogeneity, are reflected in a tendency toward the decentralization of political powers and in regional distinctiveness an

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DiLiberto, Stacey L. "Borderlands and Linguistic Mestizaje in US Puerto Rican Literature." Journal of Literary Multilingualism 1, no. 2 (2023): 184–99. http://dx.doi.org/10.1163/2667324x-20230204.

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Abstract The effects of neocolonialism, multilingualism, and forced migration on the United States Puerto Rican community have produced notable literary expressions that merit further study for their use of code-switching and hybridization. Using Gloria Anzaldúa’s concept of the “Borderland” as a framework, this paper explores “Nuyorican” poetry as well as the bilingual, bicultural reality for Puerto Ricans in the United States who cross both physical and metaphorical borders and who find liberation living in between languages and cultures.

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Kasula, Alex Josef. "Developing a multilingual literary magazine in an English-only policy environment." BELT - Brazilian English Language Teaching Journal 8, no. 1 (2017): 60. http://dx.doi.org/10.15448/2178-3640.2017.1.26749.

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The following article discusses the development and outcomes of a multilingual literary magazine, Olowalu Review, within an English-only policy in the United States. First, there is a review of current literature surrounding the ideas of monolingual policies in the US (the context of the article) and current research of the theory of translanguaging for multilinguals and its practice thus far in English language learning classrooms (ELL). The article elaborates on the analysis of translanguaging from Kasula (2016) and how this analysis helps to promote multilingualism. Next, there is a discuss

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Haarmann, Harald, and Eugene Holman. "Acculturation and Communicative Mobility among Former Soviet Nationalities." Annual Review of Applied Linguistics 17 (March 1997): 113–37. http://dx.doi.org/10.1017/s0267190500003305.

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As elements of interethnic relations, multilingualism and language contact have always played important roles. Only in recent years, however, have problems of multilingualism come to the attention of the wider public and state authorities. This attention is due partly to the spread of information about multilingual affairs and partly to the demands, expressed increasingly vocally by speakers of minority languages, that their status be safeguarded. The majority of the countries in the world have a multinational and multilingual population (Mackey 1976: 68 ff., Grimes 1992:10 ff.), and the major

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Alfaqara, Wa'el Mohammad. "The Perceptions of Arabic-Speaking Jordanian EFL Learners about Multiculturalism and Multilingualism." World Journal of English Language 12, no. 5 (2022): 385. http://dx.doi.org/10.5430/wjel.v12n5p385.

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This study presents quantitative research on the opinions of Jordanian EFL learners regarding multiculturalism and multilingualism. It evaluates how learning English is linked with the cultural association of these learners. The communicative competence model, which explains multilingualism and multiculturalism as being associated with the different competencies of students in acquiring a language, is applied. It applies a survey methodology to investigate the perceptions of Jordanian EFL students regarding their multilingualism and multiculturalism. A sample of 426 undergraduate students was

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Martirosyan, Nara M., Eunjin Hwang, and Reubenson Wanjohi. "Impact of English Proficiency on Academic Performance of International Students." Journal of International Students 5, no. 1 (2015): 60–71. http://dx.doi.org/10.32674/jis.v5i1.443.

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Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among stude

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Häusler, Angela H. "Language Guerrillas: Signing Multilingualism into Action." Education Sciences 11, no. 10 (2021): 607. http://dx.doi.org/10.3390/educsci11100607.

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This article opens an analytical window into the creation of multilingual guerrilla translations by participants in a preservice language teacher program at a public university in the United States. As an intervention responding to the prevalence of English monolingual signage on this highly diverse university campus, the college students invited a public audience into a joint critical interrogation of implicit institutional language policies, as their signage offered a necessarily incomplete and intentionally makeshift alternative to the official English displays. Inspired by the three-phase

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MADRID, ARTURO. "Official English: A False Policy Issue." ANNALS of the American Academy of Political and Social Science 508, no. 1 (1990): 62–65. http://dx.doi.org/10.1177/0002716290508001006.

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Making English the official language of the United States is a false policy issue. The evidence does not support arguments that the use of English is declining or that the use of other languages debilitates the social fabric of the United States. On the contrary, attempts to impose English on the U.S. population have served historically to divide the nation. The facts do not support linguistic or social fragmentation. English is the language of state and the common language of the U.S. population. Immigrants continue to enter the United States because of the protections and opportunities it of

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Heineke, Amy J., and Kristin J. Davin. "Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy." Educational Policy 34, no. 4 (2018): 619–43. http://dx.doi.org/10.1177/0895904818802099.

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Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots po

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THOMPSON, AMY S. "Language Learning Motivation in the United States: An Examination of Language Choice and Multilingualism." Modern Language Journal 101, no. 3 (2017): 483–500. http://dx.doi.org/10.1111/modl.12409.

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Fishman, Joshua A. "Toward Multilingualism as an International Desideratum in Government, Business, and the Professions." Annual Review of Applied Linguistics 6 (March 1985): 1–9. http://dx.doi.org/10.1017/s0267190500003019.

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The term “multilingualism,” or any of its partial synonyms and correlates (such as “bilingualism” or “bilingual education”), refers to so complex a field of phenomena that it should really be no surprise that it is defined or clarified in much the same way as are the constituent items of a projective test: more in accord with the latent internal dynamics of whatever “moves” the definer than in accord with the manifest external characteristics of the defined. Not only is this true if we move from culture to culture and seek to discover the dominant views about “multilingualism” in a variety of

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Dos Santos, Luis Miguel. "The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners." Sustainability 13, no. 23 (2021): 13102. http://dx.doi.org/10.3390/su132313102.

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This study aimed to explore the relationship between social identity and language learning motivations of a group of heritage Spanish language learners in a university environment in the United States. Based on the qualitative research inquiry with semi-structured interview and focus group activity tools, a group of 78 Spanish language learners in one university environment in the United States were surveyed. Under the open-coding and axial-coding techniques, the finding of this study indicated that the three main motivations were Latinx Americans with dual identities, interests in career deve

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Nasr Esfahani, Mahshad. "Breaking Language Barriers: How Multilingualism Can Address Gender Disparities in US STEM Fields." International Journal of All Research Education & Scientific Methods 11, no. 08 (2023): 2090–100. http://dx.doi.org/10.56025/ijaresm.2024.1108232090.

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This article examinesthe role of multilingualism in addressing gender disparities within STEM fields in the United States. While STEM careers have traditionally been male-dominated, recent efforts to close the gender gap have highlighted the importance of inclusive educational practices. Among these, language education policies that promote multilingualism have emerged as a crucial factor. The ability to navigate multiple languages enhances cognitive flexibility, critical thinking, and creativity, skills that are highly valued in STEM fields. Furthermore, multilingual education provides an inc

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Karjalainen, Anu. "Multilingualism and Finnish Americans: New Perspectives from Sociolinguistics and Ethnography." Journal of Finnish Studies 19, no. 1 (2016): 142–62. http://dx.doi.org/10.5406/28315081.19.1.09.

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Abstract This article examines the various ways in which the Finnish language gets manifested in Finnish American lives in the present-day United States, and the methodologies that help to investigate these manifestations. It joins the line of the latest sociolinguistic and ethnographic research that conceptualizes language as a set of context-based, socially constructed, and multimodal resources. Methodologically, the article employs language biographies and material ethnography as tools to gain a deeper understanding of the experiences that Finnish Americans relate to their heritage language

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Subtirelu, Nicholas Close. "Raciolinguistic ideology and Spanish-English bilingualism on the US labor market: An analysis of online job advertisements." Language in Society 46, no. 4 (2017): 477–505. http://dx.doi.org/10.1017/s0047404517000379.

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AbstractMultilingualism is often framed as human capital that increases individuals’ labor market value. Such assertions overlook the role of ideology in assigning value to languages and their speakers based on factors other than communicative utility. This article explores the value assigned to Spanish-English bilingualism on the United States labor market through a mixed methods analysis of online job advertisements. Findings suggest that Spanish-English bilingualism is frequently preferred or required for employment in the US, but that such employment opportunities are less lucrative. The r

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Ciuciuc, Victor-Emanuel, and Anda-Lucia CILTAN. "NAVIGATING SPANISH INSTRUCTION FOR HERITAGE LEARNERS IN MIXED CLASSES: EXPLORING LANGUAGE OPTIONS IN THE UNITED STATES." Journal of Linguistic and Intercultural Education 17, no. 1 (2024): 47–69. https://doi.org/10.29302/jolie.2024.17.1.4.

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Abstract In the United States, Spanish courses frequently include heritage learners – students who grow up speaking or hearing Spanish at home but may not fully develop proficiency. Teaching these students presents unique challenges, particularly regarding which linguistic variety to teach. Spanish encompasses many regional and social varieties, each with distinct vocabulary, grammar, and cultural associations, often shaped by communities’ historical and regional ties. This study reviews recent perspectives on teaching Spanish to heritage learners, balancing the use of ‘standard’ Spanish, as r

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Динара Нургалиевна, Иванова, and Немчина Вера Ивановна. "LINGUISTIC SITUATION AND GEOPOLITICS (RETROSPECTIVE ANALYSIS)." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 1, no. 3 (2022): 255–60. http://dx.doi.org/10.22394/2079-1690-2022-1-3-255-260.

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The problem of multilingualism not just as a linguistic phenomenon, but as a complex phenomenon has always attracted the attention of researchers. This article discusses examples of how specific events in the field of language policy affect the formation of the geopolitical space. The focus of the authors' attention is on the territories of the former Soviet Union and the United Kingdom of Great Britain and Northern Ireland. The both regions are characterized as multilingual and multinational. And there is no doubt that the both states have made many practically valuable steps, conditioned by

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Stein-Smith, Kathleen. "Cosmopolitanism and Multilingualism in a Globalized World: Perspectives on the Lack of Foreign Language Learning in the US." Theory and Practice in Language Studies 11, no. 8 (2021): 871–77. http://dx.doi.org/10.17507/tpls.1108.01.

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Although cosmopolitanism has a long history, it has become even more relevant in the global era and, especially, since the COVID-19 global pandemic has made communication and understanding across cultures more important than ever. Multilingualism is the essential cosmopolitan skill and tool, empowering those who are proficient in one or more additional languages to understand, and to communicate and interact with others more effectively. The United States suffers from a foreign language deficit, and there is an urgent need to build both motivation and interest in other languages along with sus

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Al-Mubarak, Tawfique. "Commemorating the International Mother Language Day: Resisting "Banglish"." ICR Journal 6, no. 2 (2015): 257–60. http://dx.doi.org/10.52282/icr.v6i2.337.

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21 February marks the International Mother Language Day (IMLD). The day was first recognised as an international day for celebration in November 1999 by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Since February 2000, International Mother Language Day is being observed globally to recognise and promote cultural and linguistic diversity. In 2007, the UN General Assembly called upon its member states “to promote the preservation and protection of all languages used by peoples of the world.” This resolution was followed by a proclamation designating the year 200

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Subtirelu, Nicholas. "Decommodifying Spanish-English bilingualism: aggrieved whiteness and the discursive contestation of language as human capital." International Journal of the Sociology of Language 2023, no. 282 (2023): 91–117. http://dx.doi.org/10.1515/ijsl-2022-0074.

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Abstract Over the past few decades in the United States, a powerful consensus has emerged around the value of bi-/multilingualism as human capital, including as an advantage for individuals on the labor market. In this article, I consider how the advantage that Spanish-English bilingualism affords some Latinxs on the labor market might be contested, especially by whites who feel disadvantaged by employers’ preferences for bilingual workers. I explore data from an online petition opposing the use of bilingualism in hiring decisions. Drawing on insights from critical discourse analysis, linguist

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Khamis-Dakwar, Reem, and Ghada Khattab. "Cultural and Linguistic Considerations in Language Assessment and Intervention for Levantine Arabic Speaking Children." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 21, no. 3 (2014): 78–87. http://dx.doi.org/10.1044/cds21.3.78.

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Working with multilingual children requires knowledge of their home/heritage culture and language(s), norms for development of these languages in monolingual and multilingual settings, and access to assessments and clinical resources. In the case of Arabic, all three requirements are normally missing due to the paucity of research on language development in Arabic. In the face of a steady increase in the Arab-American population and limited related linguistic and cultural knowledge, Arab-Americans run the same risk of over- and under-identification of language impairment as do many minority gr

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Cummings, Kelly Knickmeier, and B. Amarilis Lugo de Fabritz. "Rereading Russia through the Contact Zone of HBCUs." Slavic Review 80, no. 2 (2021): 307–15. http://dx.doi.org/10.1017/slr.2021.84.

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This article examines contributions Historically Black Colleges and Universities (HBCUs) have made and continue to make to the interdisciplinary fabric of Russian, East European, and Eurasian Studies (REEES). HBCUs are a uniquely American phenomenon and reminders of the history of enslavement and segregation in the United States. But HBCUs are also vibrant intellectual contact zones, which Mary Louise Pratt defines as “social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power.” Contact zones result in intercultural compet

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Linse, Caroline. "English Language Learner a Term That Warrants Scrutiny." Journal of Educational Thought / Revue de la Pensée Educative 46, no. 2 (2018): 107–22. http://dx.doi.org/10.55016/ojs/jet.v46i2.52203.

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ELL is the most common term used in the United States to describe learners whose home language is not English, possess limited proficiency in English and are in the process of adding English to their linguistic knowledge base. Over 10% of the total US school age learner population of 50 million students has been identified as possessing limited English proficiency and are designated as ELLs.1 I contend that the term ELL is problematic and should be retired because it promotes a nativist, anti-immigrant and anti-bilingual or multilingual agenda. This article begins with the historical contexts

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Palmer, Deborah K., and Ramón Antonio Martínez. "Research and Policy: Developing Biliteracy: What Do Teachers Really Need to Know about Language?" Language Arts 93, no. 5 (2016): 379–85. http://dx.doi.org/10.58680/la201628591.

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In the United States, monolingual schooling contexts are the norm. Yet with increasing linguistic diversity among students, all teachers need to be prepared to support bi/multilingual children’s literacy development. How? Ultimately, we need to move away from a monolingual norm to understand that (a) language(s) are sets of practices rather than abstract structures, and (b) bi/multilingualism is normal around the world. Supporting students’ development of new language practices in school requires embracing the diversity of language practices students bring into the classroom—including hybrid,

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Tucker, G. Richard. "LANGUAGE CONTACT AND CHANGE: SUMMARY OBSERVATIONS." Annual Review of Applied Linguistics 23 (March 2003): 243–49. http://dx.doi.org/10.1017/s0267190503000308.

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Various facets of the general topic of multilingualism, including language contact, have been dealt with in previous ARAL volumes (e.g., under separate entries in volumes 1, 2, 4, 5, 10, 12, 13, and 15) and as a major substantive focus in volumes 6, 14 and 17. Nonetheless, it does not seem at all surprising that we return to the specific topic of language contact and change in volume 23 given the worldwide incidence of the phenomenon and the attention, and often controversy, which various aspects of language contact, language change or language loss arouses. Thus, I find it interesting that, w

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DIKI-KIDIRI, Marcel. "Kiswahili, A Language Of Sovereignty For All Africa, A Realistic Option." Cahiers du cedimes 17, no. 2 (2022): 51–60. https://doi.org/10.69611/cahiers17-2-03.

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With a view to the creation of the United African States, the choice of Kiswahili as the language of continental unification is a realistic option, as it would enable Africa to recover its linguistic sovereignty and develop according to endogenous cultural models. It's not a question of replacing all the existing official languages, the majority of which are colonial European languages, with Kiswahili, but of taking advantage of African multilingualism to organize the user-friendly use of several languages, including Kiswahili, to make it an African language common to the whole of Africa. The

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Guarín, Daniel. "Linguistic Justice in the Face of Anti-Immigrant Rhetoric: The Threat of English-Only Policies to Spanish Speakers and Multilingualism in the United States." Societies 15, no. 5 (2025): 131. https://doi.org/10.3390/soc15050131.

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Anti-immigrant rhetoric has intensified under the Trump 2025 administration, reinforcing linguistic discrimination and fostering a climate of fear for Spanish speakers in public spaces. In this essay, I examine the linguistic and historical relevance of Spanish in the U.S., the consequences of linguistic profiling on minority language speakers, and the implications of the 2025 executive order designating English as the official language. I argue that such policies erode linguistic rights and deepen social inequalities. Additionally, I consider the role of schools and churches, which are critic

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España, Carla, Leticia Hernández-Linares, Luz Yadira Herrera, Mike Leyba, and Robert Liu-Trujillo. "Together in the Struggle." Ethnic Studies Review 45, no. 1 (2022): 33–44. http://dx.doi.org/10.1525/esr.2022.45.1.33.

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The authors, illustrator, and translator discuss their efforts at creating a bilingual children’s picture book, Alejandria Fights Back! / ¡La Lucha de Alejandria! (The Feminist Press 2021) which deals with community displacement and gentrification, and youth agency. The panelists share the origins of and hopes for the book, which was a community-based partnership project with the Rise-Home Stories Project based in Boston, Massachusetts. The speakers share how elementary and middle schools can use the book for teaching strategies, teacher education, effectively engaging with communities, and de

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Rosén-Gustafsson, Birgitta, and Lynette R. Goldberg. "Multilingualism and Multiculturalism in Europe: The Role of CPLOL and Its Relevance to Education Regarding Cultural Diversity in the United States." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 14, no. 1 (2007): 8–11. http://dx.doi.org/10.1044/cds14.1.8.

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Zlat, R. Milovanovic. "Multilingualism and Monolingualism in the Institutions of the European Union." AICEI Proceedings 10, no. 1 (2015): 37–53. https://doi.org/10.5281/zenodo.4553572.

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The European Union (EU) policy on languages is based on multilingualism, that is  with respect to the equality and parity of all 24 official and working languages (of  the  28  member  states).  The  EU  functions  in  all  these  languages  thanks  to  translation and interpretation, with a few exceptions. Three so called “procedural&nb

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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 (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 practi

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Chinasa Iroabughichi Evurulobi, Adebukola Olufunke Dagunduro, and Olanike Abiola Ajuwon. "Language learning technologies: A review of trends in the USA and globally." World Journal of Advanced Research and Reviews 23, no. 3 (2024): 2697–707. http://dx.doi.org/10.30574/wjarr.2024.23.3.2851.

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This review provides a succinct overview of the comprehensive review on language learning technologies, exploring key trends in both the United States and global contexts. The review delves into the transformative impact of technology on language education, examining emerging trends that shape the landscape of language learning methodologies. In recent years, language learning technologies have witnessed a remarkable evolution, revolutionizing traditional approaches to language education. This review critically analyzes trends in language learning technologies, focusing on their applications,

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Chinasa, Iroabughichi Evurulobi, Olufunke Dagunduro Adebukola, and Abiola Ajuwon Olanike. "Language learning technologies: A review of trends in the USA and globally." World Journal of Advanced Research and Reviews 23, no. 3 (2024): 2697–707. https://doi.org/10.5281/zenodo.14970853.

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This review provides a succinct overview of the comprehensive review on language learning technologies, exploring key trends in both the United States and global contexts. The review delves into the transformative impact of technology on language education, examining emerging trends that shape the landscape of language learning methodologies. In recent years, language learning technologies have witnessed a remarkable evolution, revolutionizing traditional approaches to language education. This review critically analyzes trends in language learning technologies, focusing on their applications,

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Smith, Kathleen Stein. "The Appeal of French – Leveraging the Soft Power of French Language and Francophone Culture Globally and Locally in the Classroom and Beyond." International Journal of Contemporary Education 6, no. 2 (2023): 26. http://dx.doi.org/10.11114/ijce.v6i2.6317.

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This article examines the significance of French language and Francophone culture in the world and in the United States through the lens of its worldwide appeal. It discusses ways in which its unique role and presence can be leveraged in French language learning, use, and advocacy. Within this framework, the soft power, or influence, of France throughout the world and the importance of both Francophones and Francophiles are discussed, as are the topics of French language advocacy, Francoresponsabilité, and Franco-activisme. The support of French language and Francophone culture through cultura

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Grotek, Monika. "<i>The Gift of Languages. Paradigm Shift in US Foreign Language Education</i> by Fabrice Jaumont and Kathleen Stein-Smith (A Book Review)." Review of International American Studies 16, no. 2 (2023): 205–23. https://doi.org/10.31261/rias.16399.

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The article offers a critical review of The Gift of Languages. Paradigm Shift in U.S. Foreign Language Education by Fabrice Jaumont & Kathleen Stein-Smith, published by TBR Books in 2019. The book, fitting in the general category of instruction manuals and motivational materials, has been written in support of the cause of the advocates of the paradigm shift in foreign language learning in the United States. Focusing on the need to expand the L2 skills among US elementary, high school, and college students by means of the systematic implementation of two-way Dual-Language Immersion program

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Narayanan, Taylor L., and Heather L. Ramsdell. "Self-Reported Confidence and Knowledge-Based Differences Between Multilingual and Monolingual Speech-Language Pathologists When Serving Culturally and Linguistically Diverse Populations." Perspectives of the ASHA Special Interest Groups 7, no. 1 (2022): 209–28. http://dx.doi.org/10.1044/2021_persp-21-00169.

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Purpose: The purpose of this study was to explore factors associated with multilingual and monolingual speech-language pathologists' (SLPs) knowledge base and confidence levels when working with clients who are culturally and linguistically diverse. Method: A survey was distributed by e-mail to 15,049 SLPs across the United States, with 1,319 anonymous responses received. The questions related to exposure to and knowledge of multilingualism in clinical practice. Results: Demographic data were reported and compared to the national average of SLPs. Additionally, associations were made between pa

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Savchenkova, Margarita. "Unlocking childhood trauma through self‑translation." Translation and Translanguaging in Multilingual Contexts 11, no. 2 (2025): 200–217. https://doi.org/10.1075/ttmc.00162.sav.

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Abstract This article examines the role of self-translation as an artistic form of healing from a migration trauma in the current age of mobility. The concept of self-translation, understood as a means of constructing a multilingual self in migrant narratives, plays a key role in Solito, an autobiographical work by Salvadoran-American writer Javier Zamora (2022), who left El Salvador at the age of nine to travel to the United States and be reunited with his parents. The book presents his efforts to relive the thoughts, fears, and hopes he experienced during this perilous journey solito, withou

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SHENG, HAO. "Academia and International Organizations: An Exploration of UN Language Services and Implications for Universities Teaching Translation and Interpretation." Journal of Translation Studies 4, no. 1 (2024): 131–53. http://dx.doi.org/10.3726/jts012024.07.

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Abstract This paper explores the collaboration between academia and international organizations (IOs), focusing on the United Nations (UN) language services, and the implications of such collaboration for universities teaching translation and interpretation (T&I). By examining the historical development, current practices and latest trends in UN language services, the paper describes a comprehensive ecology of language services at the UN. It then highlights the UN’s commitment to multilingualism as a core value, emphasising the significance of high-quality language services in fostering ef

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Fatima Mujahid, Manal Aman, and Zahra Saeed. "Negotiating Identity through Code-Switching: A Sociolinguistic Analysis of Bapsi Sidhwa’s An American Brat." Critical Review of Social Sciences Studies 3, no. 3 (2025): 421–28. https://doi.org/10.59075/t6qxd292.

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In multilingual and multicultural contexts, language plays a vital role in shaping and expressing identity. One significant linguistic phenomenon, code-switching, the alternation between two or more languages or language varieties serve as a powerful tool for negotiating cultural belonging and self-representation. This study examines code-switching as a strategy of identity negotiation in Bapsi Sidhwa’s An American Brat (1993), a novel that traces the transnational journey of Feroza Ginwalla, a young Parsi girl from Pakistan who undergoes a cultural transformation in the United States. The pri

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Jacobson, Holly E., Lauren Hund, and Francisco Soto Mas. "Predictors of English Health Literacy among U.S. Hispanic Immigrants: The importance of language, bilingualism and sociolinguistic environment." Literacy and Numeracy Studies 24, no. 1 (2016): 43–64. http://dx.doi.org/10.5130/lns.v24i1.4900.

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In the United States, data confirm that Spanish-speaking immigrants are particularly affected by the negative health outcomes associated with low health literacy. Although the literature points to variables such as age, educational background and language, only a few studies have investigated the factors that may influence health literacy in this group. Similarly, the role that bilingualism and/or multilingualism play in health literacy assessment continues to be an issue in need of further research. The purpose of this study was to examine the predictors of English health literacy among adult

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Syrym, Zhanzhigitov. "PEDAGOGICAL RESEARCH IN KAZAKHSTAN: ANALYSIS OF SCIENTIFIC PUBLICATIONS IN SCOPUS." Higher Education in Kazakhstan 46, no. 2 (2024): 38–55. http://dx.doi.org/10.59787/2413-5488-2024-46-2-38-55.

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The relevance of this study is determined by the intensive development of pedagogical sciences in Kazakhstan. The aim of the work is to analyze trends in pedagogical research in Kazakhstan based on data from the Scopus database for the period from 2000 to 2023. The research methodology includes the collection of data on the keywords "education" and "Kazakhstan," their preliminary processing, and statistical analysis using SPSS to identify the main trends and directions of development in this scientific field. The results showed a gradual increase in the number of publications from 7 paper in 2

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Antohin, Alexandra Sellassie. "Born ‘mixed’ in the USA: An emic/etic review." Critique of Anthropology 45, no. 2 (2025): 152–69. https://doi.org/10.1177/0308275x251334467.

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This article traces the way ‘mixed’ as a category of racial discernment travels through global spaces and interpersonal situations, and showcases the changing norms around difference and diversity, particularly as it plays out in American multiculturalism and racial equity policies and practices. Biographical moments of my life as a person with African and European parentage point out how multilingualism, multinational affinities and refugee life experiences impact the context-specific nature of this identity category. In what ways do classifications of ‘mixed’ uphold assumptions about the mul

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Chiti-Batelli, Andrea. "Can anything be done about the “glottophagy” of English?" Language Problems and Language Planning 27, no. 2 (2003): 137–53. http://dx.doi.org/10.1075/lplp.27.2.03chi.

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Recent literature reviewed by the author, particularly in German and English, leads him to conclude that there is a growing awareness, primarily in Europe, that the progressive establishment of English in the medium term as an international auxiliary language increasingly endangers the very survival of languages and cultures other than English, with the progressive effect of increasing political domination. On the other hand, it is not at all clear to any of the authors of these studies that the phenomenon is a necessary consequence of the political weight of international domination by the Un

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Smith, Patriann. "The Case for Translanguaging in Black Immigrant Literacies." Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 192–210. http://dx.doi.org/10.1177/2381336920937264.

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Black immigrant youth in the United States tend to be considered a new model minority because of the perception that they perform academically better than their African American peers. Yet, Black immigrant youth face challenges with literacy performance that often go unnoticed by teachers, which amplifies the invisibility of their literacies. I assert that nuances presented in the literacies of Black immigrant youth as they become Black, become immigrants, and become speakers of racialized Englishes, necessitate the use of a theoretical lens that allows researchers to foreground race and media

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Li, Pei-Jung, and Xinqing Dorcas Miao. "Exploring the Role of Language Choice: A Catalyst for Transforming Research Dynamics and Relationships." Qualitative Health Research 35, no. 4-5 (2025): 462–75. https://doi.org/10.1177/10497323251315444.

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With the increasing multicultural and multilingual populations in the United States, health providers and researchers are striving to improve the quality of cross-cultural and cross-lingual interactions and promote more equitable health services, research practices, and outcomes. However, research has raised concerns about neglecting or excluding non-English language options and their speakers, highlighting ethical and power-related issues. In this study, we interviewed 29 international students from diverse disciplines and nationalities to explore the role of language and the potential benefi

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Yuskiv, Bohdan, and Nataliia Karpchuk. "Multilingualism Factors of the European Union Member-States." Історико-політичні проблеми сучасного світу, no. 43 (June 15, 2021): 136–45. http://dx.doi.org/10.31861/mhpi2021.43.136-145.

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Languages are the basis for Europeans who want to coexist and work together. To do this, the Europeans need to understand each other, the EU's neighbors and partners as well, and to teach and promote the linguistic heritage of the Member States. The motto of the European Union – “Unity in diversity” – reflects multilingualism as the basis of the EU, which is enshrined in a number of documents at the pan-European level. Multilingualism makes business and citizens more competitive and mobile. Promoting multilingualism is a great way to unite Europeans, to build a truly inclusive society where ci

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Vasilyeva, Galina. "The German Language in the International Cultural Space." Ideas and Ideals 12, no. 3-2 (2020): 314–36. http://dx.doi.org/10.17212/2075-0862-2020-12.3.2-314-336.

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The author considers the factors, which determine interest to the German language in different regions of the world. The object of research is the role of the German language in international sociocultural contacts and the humanitarian sphere development, in the world educational space formation. The subject matter is practical experience of mastering the German language, linguistic achievements and problems of specific nations in this area. The author considers practical application of the German language in the language policy of several countries, studies intercultural interaction difficult

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Haan, Jennifer E., Colleen Gallagher, and Lisa Varandani. "Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs." Journal of the Scholarship of Teaching and Learning 17, no. 1 (2017): 37–51. http://dx.doi.org/10.14434/v17i1.20008.

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The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in t

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