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Journal articles on the topic 'Multilingualism'
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Higby, Eve, Jungna Kim, and Loraine K. Obler. "Multilingualism and the Brain." Annual Review of Applied Linguistics 33 (March 2013): 68–101. http://dx.doi.org/10.1017/s0267190513000081.
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Over the last decade, research on multilingualism has grown and has provided researchers with new insights into the mechanisms at work in the multilingual brain. While some studies of multilinguals have shown similar results to what has been seen in studies of bilinguals, certain unique properties of multilinguals are beginning to be noticed, particularly regarding early language representation, gray matter density, and speed of lexical retrieval. In addition, research on cognitive control, language switching, working memory, and certain consequences of multilingualism (advantages and disadvantages) are reviewed in terms of their effects on the brains of bilinguals and multilinguals. Although there is little agreement among papers concerning specific regions that are structurally different in monolinguals and multilinguals, publications do show differences. Similarly, there are studies reporting somewhat different regions called upon for processing a given language in multilinguals compared to monolinguals.
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Annisa, Luthf. "Jenis, Sebab, dan Dampak Multilingualisme Masyarakat Balikpapan." Deskripsi Bahasa 6, no. 2 (October 30, 2023): 139–53. http://dx.doi.org/10.22146/db.v6i2.9392.
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This research aims to determine the type of multilingualism in Balikpapan society along with its causes and impacts. This research is qualitative. obtaining the data from 27 participants and interviews with 3 informants. Data collection was carried out through questionnaires. Data analysis was carried out by analyzing questionnaire results and analysis results in the form of componential analysis and cultural themes. The results of the research show that the multilingualism abilities possessed by the community are dominant and passive responsive multilingualism, meaning that the community is more proficient in one language than another and has the ability to understand various languages but is less able to speak these languages. The three main causes of multilingualism in Balikpapan society are the community environment, independent learning, and transmission from parents. From the multilingualism of Balikpapan society, the phenomenon of code mixing emerged. The people of Balikpapan mix one language with another.
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Penelitian ini bertujuan untuk mengetahui jenis multilingualisme masyarakat di Balikpapan beserta sebab dan dampaknya. Penelitian ini merupakan penelitian kualitatif. Data dalam penelitian ini diperoleh dari 27 partisipan dan wawancara dengan 3 informan Pengumpulan data dilakukan melalui kuisioner. Analisis data dilakukan dengan menganalisa hasil angket dan hasil wawancara dalam bentuk analisis komponensial dan analisis tema budaya. Hasil penelitian menunjukkan bahwa Kemampuan multilingualisme yang dimiliki masyarakat adalah multilingualisme dominan dan pasif responsif artinya masyarakat lebih menguasai satu bahasa daripada bahasa lain dan memiliki kemampuan dalam memahami berbagai bahasa namun kurang dalam berbicara bahasa-bahasa tersebut. Adapun tiga penyebab utama kemampuan multilingualisme di masyarakat Balikpapan adalah lingkungan masyarakat, pembelajaran mandiri, dan transmisi dari orang tua. Dari multilingualisme masyarakat Balikpapan ini muncul fenomena campur kode. Masyarakat Balikpapan mencampurkan bahasa satu dengan bahasa lain.
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Raitskaya, Lilia, and Elena Tikhonova. "Multilingualism and Beyond: Implications for Education." Journal of Language and Education 9, no. 2 (June 30, 2023): 5–11. http://dx.doi.org/10.17323/jle.2023.17581.
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Introduction: The JLE editors explore multilingual perspectives in language learning, education, and society, as compared with mono- and bilingual perspectives. The notion of a separate language system turned out to be far from today’s multilingual communications. The approaches to multiple language learning have dramatically changed towards multilingualism. The editorial review aims to consider the potential of the field for the JLE.
Basic Terminology and Definitions: the JLE editors dwell upon the key terms applicable to the field of multilingualism, including multilingualism on its own, plurilingualism, bilingualism, multilinguality, polylingualism, metrolingualism, heteroglossia, and linguistic repertoire.
Research on Multilingualism and beyond: in this section, the JLE readers can find a short review of the research publications on multilingualism, bilingualism, plurilingualism, and linguistic repertoire indexed in the Scopus database.
Conclusion: multilingualism as a research field has a perspective for the Journal of Language and Education. Multilingualism is a many-faceted field, developing rather fast. Research on multilingualism may enrich the scope of the JLE and attract new readers.
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Bushov, Yuri V., and Anastasia A. Skryabina. "Studies of speech processes in monolinguals, bilinguals and multilinguals." Vestnik Tomskogo gosudarstvennogo universiteta. Biologiya, no. 65 (2024): 130–47. http://dx.doi.org/10.17223/19988591/65/7.
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The study of speech processes in monolinguals, bilinguals, and multilinguals is an urgent task of modern physiology. This is due to the growing level of international integration in the field of science, education and production, significant migration of the population that knowledge of foreign languages is urgently required from a modern person. However, the influence of multilingualism on the human psyche has not been studied enough. This review analyzes modern data on speech processes in monolinguals, bilinguals, and multilinguals. The literature analysis indicates that the activity of speech structures in monolinguals, bilinguals, and multilinguals significantly depends on the type of speech task presented, on the degree of assimilation of a non-native language (languages), and other factors. The production of non-native speech by bilinguals and multilinguals, in contrast to the production of speech in the native language, requires additional neural resources. Learning a second language is accompanied by plastic restructuring of speech structures and changes in cognitive functions. At the same time, the question of what effect multilingualism has on human cognitive functions cannot be considered as definitively resolved, since the data on this matter are extremely contradictory. To date, nine different hypotheses about language lateralization in bilinguals have been proposed, each of which has its own advantages and disadvantages. Therefore, the question of language lateralization among bilinguals remains open. The role of mirror neurons in the formation of multilingualism is poorly studied. At the same time, the available data indicate that "communicative" mirror neurons themselves do not provide understanding of the speech actions of other people, since these processes involve areas of the brain where these neurons are not found. It is assumed that these neurons act as an intermediary and provide interaction between the prefrontal cortex, sensory, motor, and association areas of the cortex, as well as storage sites in the brain for motor programs. The result of interaction between these structures is understanding of the speech actions of other people. Based on the available data analysis, it is concluded that further efforts should be directed to studying the influence of multilingualism on human psyche, the lateralization of speech in bilinguals and multilinguals, plastic rearrangements of speech structures during the formation of multilingualism, and elucidating the role of mirror neurons in the formation of multilingualism.
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Dewaele, Jean-Marc, and Elouise Botes. "Does multilingualism shape personality? An exploratory investigation." International Journal of Bilingualism 24, no. 4 (November 20, 2019): 811–23. http://dx.doi.org/10.1177/1367006919888581.
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Aims and objectives: Personality psychologists argue that personality is the result of nature and nurture. However, relatively little attention has been paid to the latter. The present study considers the effect of multilingualism, a social factor, on personality. Methodology: A total of 651 multilinguals from around the world filled out an online questionnaire containing questions about participants’ language profile and a so-called “Big 5” questionnaire: the Multicultural Personality Questionnaire (short form). Data and analysis: Correlation analyses were run between the level of multilingualism of participants and their scores on five personality traits. A parceled structural equation model was then used to examine the influence of multilingualism on three personality subscales. Findings: The model indicated significant positive path coefficients between the level of multilingualism and Flexibility, Social Initiative and Open-mindedness. Significance: Our findings confirm and expand earlier research that showed that multilingualism/multiculturalism can be considered to be enduring environmental factors that contribute to the shaping of personality profiles.
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WEI, RINING, and YUHANG HU. "Exploring the relationship between multilingualism and tolerance of ambiguity: A survey study from an EFL context." Bilingualism: Language and Cognition 22, no. 5 (November 15, 2018): 1209–19. http://dx.doi.org/10.1017/s1366728918000998.
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The relationship between multilingualism and tolerance of ambiguity (TA) has been examined in recent studies (e.g., Dewaele & Li, 2013; van Compernolle, 2016), which focus upon multilinguals with mixed nationalities in non-EFL contexts. Most of these studies regrettably reflect a failure to use effect sizes or provide information on the reliability and validity of the instruments used. The present study explored the relationship between multilingualism and TA by focusing upon 260 English-using multilinguals of one single nationality in an EFL context. Factor analysis revealed a three-factor solution, rather than a four-factor solution of the original TA scale, suggesting a need to re-examine the validity of such instruments when used outside of their native contexts. The results identified multilingualism, number of languages known and gender as important predictors for TA. Given the relative nature of effect-size benchmarks, a topic-specific effect-size benchmark system is proposed to (re-)interpret the present and previous findings.
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Aimoldina, А. А., and Sh К. Zharkynbekova. "Exploring Multilingualism in Professional Context: Scientometric Analysis." Bulletin of L.N. Gumilyov Eurasian National University. PHILOLOGY Series 143, no. 2 (June 30, 2023): 8–18. http://dx.doi.org/10.32523/2616-678x-2023-143-2-8-18.
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Professional multilingualism has been the subject of multiple interdisciplinaryresearch including sociolinguistics and business communication as well as studies aboutthe neuropsychological aspects of the multilingual brain and multilinguals’ languagepractices in the workplace settings. In recent years, there has been a noteworthy growth inthe scholarly interests and contribution in professional multilingualism. In this researchstudy, a bibliometric analytical technique is used to examine the concept of professionalmultilingualism. The purpose of this study is to analyse the bibliographical data to find therecent scenario of Scopus as well as Web of Science (WoS) core collections pertaining toprofessional multilingualism literature. Based on the scientometric methodology conductedin October 2022, the authors retrieved publications using the key terms like “Professionalmultilingualism” or “Multilingualism at work” or “Business communication”, etc. that ingeneral extracted 3,875 scientific contributions. Therefore, the time frame considered for thisstudy is between 1970 and 2022. The study analyses the growth of author productivity, thepublication models, the distribution of the thematic category, the distribution of the author’skeywords, the country of publications, as well as the most frequently cited articles related toprofessional multilingualism publications and other aspects. In addition, the result identifiedthe significant areas related to professional multilingualism focuses on Corporate Language,Multilingualism, Language Policy, Language Management, Intercultural Communication.Future research could extend a similar study in other related areas in professional languageteaching-learning to explore the publication trends globally.
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Gabryś-Barker, Danuta. "Review of An advanced guide to multilingualism by Larissa Aronin." Studies in Second Language Learning and Teaching 13, no. 1 (March 31, 2023): 225–31. http://dx.doi.org/10.14746/ssllt.35760.
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As a researcher in multilingualism and multilinguality, I always await any new publications by Larissa Aronin. They not only add to our understanding and knowledge of this fascinating field, but also inspire us to look into the various dimensions not yet explored by other researchers. A truly imaginative and inspiring mind, hers has been a significant contribution to models of multiple language acquisition, the theory of affordances (Singleton & Aronin, 2007), and the material culture of multilingualism, not to forget – what I consider to be her biggest and most fascinating area of research – dominant language constellations (Aronin & Vetter, 2021; Lo Bianco & Aronin, 2020,) and also, fairly recently and still at the developmental stage, the philosophy of multilingualism (Aronin & Politis, 2015).
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DEWAELE, JEAN-MARC, and LI WEI. "Is multilingualism linked to a higher tolerance of ambiguity?" Bilingualism: Language and Cognition 16, no. 1 (October 9, 2012): 231–40. http://dx.doi.org/10.1017/s1366728912000570.
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The present study investigates the link between multilingualism and the personality trait Tolerance of Ambiguity (TA) among 2158 mono-, bi- and multilinguals. Monolinguals and bilinguals scored significantly lower on TA compared to multilinguals. A high level of global proficiency of various languages was linked to higher TA scores. A stay abroad of more than three months was also linked to higher TA although the effect levelled off after one year. Growing up in a multilingual family had no effect on TA. These findings show that a high level of multilingualism makes individuals more at ease in dealing with ambiguity, but we acknowledge that a higher level of TA can also strengthen an individual's inclination to become multilingual.
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Xhaferi, Brikena, Uskana Smajlaj, and Jeta Hamzai. "Teachers’ Beliefs About Multilingualism at Universities in North Macedonia." SEEU Review 18, no. 1 (June 1, 2023): 75–91. http://dx.doi.org/10.2478/seeur-2023-0018.
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Abstract The purpose of this study was to explore teachers’ beliefs about multilingualism at universities in North Macedonia. Multilingualism as a concept is related to an individual’s ability to speak three or more languages. Given the educational and cultural globalization, multilingualism is crucial in many countries in the world. North Macedonia is an excellent example of multilingualism where different cultures live together and learn the languages of each other. At Universities across the country, teachers face different challenges while teaching multilingual classes. Linguistic competence in many local languages allows students to learn foreign languages easily and thus raises students’ global awareness and deepens knowledge about their future teaching career. The study analysed data collected from thirty EFL teachers from four different universities, Southeast European University, University of Tetova, Mother Teresa University and International Balkan University in North Macedonia. The research instrument used was the teacher survey which contained five domains: Teachers’ perspective on multilingualism; Students’ language learning knowledge; Language teacher collaboration; Learning materials, and other topics related to L2 learning and teaching. The study results revealed that teachers view multilingualism as a positive asset for the students, and they expressed that they have developed an approach which helps multilinguals to achieve their learning goals. One area which needs improvement is teacher collaboration, as they tend to collaborate regarding materials and textbooks, however, not willing to share their experience on teaching methods/strategies and challenges faced.
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Nam, Saeed Khojaste. "THE IMPACT OF TRILIGUALISM ON SUSTAINING ATTENTION: THE CASE OF IRANIAN TRILINGUALS." Buckingham Journal of Language and Linguistics 5 (November 7, 2012): 100–117. http://dx.doi.org/10.5750/bjll.v5i0.216.
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In recent decades, multilingualism as an essential social and cultural norm has been the subject of extensive interest and attention all over the world. A significant number of experts have investigated multilingual individuals and societies from different perspectives to find out how multilingualism impacts on people's ability. However, multilingualism has been neglected in Iran in spite of the linguistic diversity that exists. The present study, in which 468 male and female trilinguals and monolinguals participated, attempts to enter a new arena in terms of multilinguals' abilities, ie attention span, and find out if there is any significant difference between tri- and monolingual participants in terms of their performance on the MAAS attention span test. Analyzing the collected data from the groups through the use of the attention span self reported test battery, it has been revealed that trilinguals outperformed monolinguals.
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White, Ann S., and John Edwards. "Multilingualism." Modern Language Journal 81, no. 1 (1997): 114. http://dx.doi.org/10.2307/329168.
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Williams, Lynn, and John Edwards. "Multilingualism." Modern Language Review 91, no. 4 (October 1996): 940. http://dx.doi.org/10.2307/3733520.
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Dorian, Nancy C., and John Edwards. "Multilingualism." Language 72, no. 2 (June 1996): 399. http://dx.doi.org/10.2307/416660.
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Boumeester, Marlijne, Marije C. Michel, and Valantis Fyndanis. "Sequential Multilingualism and Cognitive Abilities: Preliminary Data on the Contribution of Language Proficiency and Use in Different Modalities." Behavioral Sciences 9, no. 9 (August 26, 2019): 92. http://dx.doi.org/10.3390/bs9090092.
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This exploratory study focuses on sequential bi-/multilinguals (specifically, nonimmigrant young Dutch native speakers who learned at least one foreign language (FL) at or after the age of 5) and investigates the impact of proficiency-based and amount-of-use-based degrees of multilingualism in different modalities (i.e., speaking, listening, writing, reading) on inhibition, disengagement of attention, and switching. Fifty-four participants completed a comprehensive background questionnaire, a nonverbal fluid intelligence task, a Flanker task, and the Trail Making Test. Correlational and regression analyses considering multilingualism related variables and other variables that may contribute to the cognitive abilities under investigation (e.g., years of formal education, socioeconomic status, physical activity, playing video-games) revealed that only proficiency-based degrees of multilingualism impacted cognitive abilities. Particularly, mean FL writing proficiency affected inhibition (i.e., significant positive flanker effect) and L2 listening proficiency influenced disengagement of attention (i.e., significant negative sequential congruency effect). Our findings suggest that only those speakers who have reached a certain proficiency threshold in more than one FL show a cognitive advantage, which, in our sample, emerged in inhibition only. Furthermore, our study suggests that, regarding the impact of proficiency-based degrees of multilingualism on cognitive abilities, for our participants the writing and listening modalities mattered most.
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Quinteros Ortiz, Constanza. "Multilingualism in metacognitive and self-regulation research: scoping review advocating for comprehensive representation of multilingual complexity." Arboles y Rizomas 6, no. 2 (December 26, 2024): 96–123. https://doi.org/10.35588/3gy86v77.
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Metacognition and self-regulation play crucial roles in second language acquisition, but their roles in multilingual (L3+) contexts remain underexplored. This scoping review sought to examine how metacognition and self-regulation manifest in learning third or additional languages, particularly regarding how multilingualism was accounted for in the empirical research surrounding these constructs. Three inclusion criteria were: L3+ participants, variables related to metacognition and/or self-regulation, and empirical/experimental design. Studies on test or technology validations, or nonlanguage domains were omitted. A comprehensive search across three databases yielded 52 studies, which were analyzed to assess their exploration of multilingualism's impact on metacognitive and self-regulatory processes. Findings revealed that while these cognitive strategies are crucial for navigating complex linguistic environments, studies often conflated bilinguals with multilinguals, limiting insights into how varied linguistic repertoires influence metacognition and self-regulation. Future research must better differentiate between these groups and investigate how managing multiple languages fosters unique self-regulatory action in multilingual learners.
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Jessner, Ulrike, and Elisabeth Allgäuer-Hackl. "Metacognition in multilingual learning and teaching." AILA Review 35, no. 1 (September 27, 2022): 12–37. http://dx.doi.org/10.1075/aila.22010.jes.
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Abstract Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina & Jessner 2002), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST perspective on multilingual learning and teaching with a focus on metacognition will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness, comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as a core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as a core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches in order to foster multilingualism. A holistic approach is needed to deal with the ongoing tensions between complexity, dynamics, adaptation and stability. Although it becomes clear that the nature of multilingualism can only be understood in relation to its context, it is nevertheless possible to isolate and define constant factors in an efficient multilingual awareness training as provided by the Five Building Blocks of Holistic Multilingual Education.
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Anisimova, Alla. "Lexicology and Multilingualism." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 16–24. http://dx.doi.org/10.22333/ijme.2019.13003.
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The article deals with the issues where multilingualism as a linguistic phenomenon is successfully revealed in the Lexicological studies, namely, in the five lexicological problematic questions of the course, and the whole topic is dedicated to the Multilingual aspect in Lexicology. It covers the description of CLIL (Content Language Integrated Learning) and some aspects of its influence on the process of development of students’ multilingual competence. It is emphasized that multilingualism has become a widespread phenomenon in modern society. A considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons. This is one of the causes why multilingual competence has been defined as one of the key competences that a modern competitive specialist should possess according to the European System of Higher Education. CLIL is usually thought to play an increasingly important part in language education, both as a feature of foreign teaching and learning, and as an element of bi- and multilingualism, that was evidently presented in the course of English Lexicology. The ability to apply multilingual competence is one of the key objectives of the curriculum. Multilingual competence presupposes that speakers use different languages for different contexts and purposes, but their influence on the languages may differ. The article gives a detailed description of the features typical of CLIL. So, subject learning combined with language learning leads to the formation of multilingual knowledge, which contributes to the development of multilingual competence.
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Sypiańska, Jolanta. "L1 vowels of multilinguals: the applicability of SLM in multilingualism." Research in Language 14, no. 1 (March 30, 2016): 79–94. http://dx.doi.org/10.1515/rela-2016-0003.
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Although L1 has been treated as a rigid system which is more likely to act as a sender than a receiver of CLI in bilinguals and multilinguals, recent studies have provided some evidence of the influence of both L2 and L3 on L1. The study is aimed at shedding further light on how Lns can influence the native language and how these changes can be explained by means of the Speech Learning Model. The first and second formant of L1 Polish vowels of three groups of multilinguals were compared. Evidence of a systemic influence of L2 on L1 was observed in the raising and backing of L1 Polish vowels due to L2 English and lowering and backing or fronting of L1 Polish vowels due to L2 German. No systemic influence of L3 on L1 was observed. The predictions derived from equivalence classification of SLM were tested for the Polish vowel /ɛ/ and the closest vowels from Lns. The majority of predictions regarding the convergence or divergence of the particular diaphone were supported by the data.
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MYKHALCHUK, O. I. "SOCIOLINGUISTIC PARAMETERS OF MULTILINGUALISM: EUROPEAN PRINCIPLES AND UKRAINIAN REALITY." Movoznavstvo 326, no. 5 (November 28, 2022): 42–57. http://dx.doi.org/10.33190/0027-2833-326-2022-5-004.
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The concept of multilingualism has gained considerable spread in linguistic and political discourse. It causes the need to concrete the sociolinguistic parameters of the term in the context of the Ukrainian language situation, taking into account the experience of pan-European theories and practices. The feasibility of the research is also caused by the expansion of approaches to the problems of multilingualism in the 21st century and some differences in the interpretation of multilingualism in different countries, which is caused by differences in implementation of policy and practice of multilingualism in different state and regional contexts. Theoretical approaches to the definition of multilingualism and the classification of its types allow us to consider the policy of multilingualism and the practice of multilingualism in the coordinates of social types of languages - state (official), minority, immigrant, foreign. This research is also an attempt to give some answers for questions: “What is the difference between multilingual society and multilingual state?”, “How does the practice of multilingualism influence on language policy or language policy on language practices of multilingual territories?”, “How do the concepts of language diversity, multilingual communication, plurilingualism and language education differentiate in sociolinguistic concept of multilingualism?” The sociolinguistic dimension of multilingualism is defined in terms of systemconceptual connections: multilingualism and globalization, multilingualism and territorial linguistic identity, multilingualism and the status of languages, multilingualism and the functionality of languages, multilingualism and language education. The description of the language situation in Ukraine is presented in the coordinates of the theory of social and institutional multilingualism as a monolingual state with bilingual and multilingual territories. The basic sociolinguistic concept of multilingualism is proposed; it is based on the distinction between the policy of multilingualism and the practice of multilingualism and the principles of coexistence of linguistic identities and linguistic practices of individuals and communities.
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Edwards, John. "Towards multilingualism." Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 23–43. http://dx.doi.org/10.1558/jmtp.16682.
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There has been a development in both scholarly and popular attention to language capabilities and their alleged cognitive consequences. Emphasis, both theoretical and applied, was initially given to monolingual fluencies. Indeed, the sense that monolingualism is still somehow the default norm remains in some ‘large-language’ contexts. A second stage, as it were, arose when serious consideration began to be given to bilingualism—a phase surely long overdue, given the real-life circumstances that have always prevailed around the world. One of the most interesting aspects of this phase has been the apparent empirical demonstration that bilingualism correlates with cognitive advantage. Although this seems a welcome corrective to earlier and quite opposite views, the evidence turns out to be far from unequivocal. It now appears likely that, while expanded linguistic repertoires are of course beneficial, there are no simple correspondences between languages known and cognitive capacities. Research on bilingualism and multilingualism, at both individual and social levels, is now routine.
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Cui, Qi, and Tingyue Cui. "Multilingualism Alive." Theory and Practice in Language Studies 5, no. 5 (May 17, 2015): 889. http://dx.doi.org/10.17507/tpls.0505.01.
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LIGHTFOOT, DAVID. "Multilingualism everywhere." Bilingualism: Language and Cognition 14, no. 2 (April 2011): 162–64. http://dx.doi.org/10.1017/s1366728910000556.
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Cenoz, Jasone. "Defining Multilingualism." Annual Review of Applied Linguistics 33 (March 2013): 3–18. http://dx.doi.org/10.1017/s026719051300007x.
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This article looks at the definitions and scope of multilingualism and the different perspectives used in its study. Multilingualism is a very common phenomenon that has received much scholarly attention in recent years. Multilingualism is also an interdisciplinary phenomenon that can be studied from both an individual and a societal perspective. In this article, several dimensions of multilingualism are considered, and different types of multilingualism are discussed. The article summarizes the themes researched in various areas of the study of multilingualism such as neurolinguistics, psycholinguistics, linguistics, education, sociolinguistics, and language policy. These areas look at language acquisition and language processing as well as the use of different languages in social contexts and adopt a variety of research methodologies. The last section of the article compares monolingual and holistic perspectives in the study of multilingualism, paying special attention to new approaches developed in the past few years that argue for establishing more fluid boundaries between languages.
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Roux, Shanleigh D. "Multilingualism online." Southern African Linguistics and Applied Language Studies 35, no. 2 (April 3, 2017): 225–27. http://dx.doi.org/10.2989/16073614.2017.1373369.
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Mykhalchuk, Nataliia, Pavlo Levchuk, Ernest Ivashkevych, and Alexander Nabochuk. "Dynamic Models of Multilingualism on the Territory of Western Ukraine." PSYCHOLINGUISTICS 33, no. 2 (February 21, 2023): 114–44. http://dx.doi.org/10.31470/2309-1797-2023-33-2-114-144.
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The purpose of the article is to study lexical units, with the help of which it becomes possible to build up the models of multilingualism, which are dominant among the population on the territory of Western Ukraine.
Methods. Theoretical methods – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical ones – the analysis of lexical units, the experiment. For the purpose of studying the models of multilingualism we used “The Methodology of studying the models of multilingualism on the territory of Western Ukraine (by the influence of Russian, English and German” (Mykhalchuk & Ivashkevych, 2022).
Results. Dynamic models of multilingualism on the territory of Western Ukraine are: the Model of Balanced Ambilingualism and the Model of Unbalanced or Asymmetric Bilingualism. There are two types of Balanced Ambilingualism: (1) the Model of Ambilingual Balanced Bilingualism. It emphasizes that both language systems are developed to the highest level of perfect mastery of the language as mastering a native one; (2) the Model of Non-Ambilingual Balanced Bilingualism implies that both language systems aren’t at the same level of their development. Unbalanced or Asymmetric Bilingualism is presented by two sub-models: (1) Transitional Bilingualism; (2) Stable Dominant Multilingualism.
Conclusions. Any multilingual system is not reduced to the summation of different monolingual systems. Multilingual psycholinguistic systems of the person are open ones. The bilingual’s metalinguistic abilities show a strengthening effect when the person is studying not only the second, but also the third or more languages. Accumulating such advantages as cognitive variability (mobility), metalinguistic abilities, metapragmatic and sociocultural “awareness”, multilinguals also accumulate some disadvantages: a deficit in the level of language proficiency due to interlanguage interactions; limitations in language acquisition and language efforts.
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Halimovna, Sitora Norboboyeva. "THE IMPORTANCE OF MULTILINGUALISM." International Journal Of Literature And Languages 4, no. 11 (November 1, 2024): 29–34. http://dx.doi.org/10.37547/ijll/volume04issue11-07.
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The article systematically addresses challenges, including underfunded multilingual education programs and the erosion of indigenous languages due to globalization. It adopts a mixed-methods approach, combining literature review, case studies, and quantitative analysis, to ensure a robust and nuanced discussion. The findings emphasize the importance of embracing linguistic diversity to achieve sustainable development and inclusive societies.
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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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Mishina, Ushuple Lucy. "The tension of unity and conflict in multilingualism." International Journal of Humanities and Innovation (IJHI) 3, no. 1 (April 4, 2020): 7–10. http://dx.doi.org/10.33750/ijhi.v3i1.64.
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In our modern world, multilingualism is a common phenomenon. By broad definition, the term ‘multilingualism’ is the use of two or more languages, either by a person or by a group of speakers. Though there have appeared debates and countless studies along with the dominance of multilingualism in any given society. It is often agreed upon by many scholars that multilingualism can be both a problem and a resource. This research paper aims at illuminating the tension of unity and conflict in multilingualism and linguistic diversity. In doing so, this research focuses on multilingualism in Africa and possible implication for unity and conflict within the continent. This paper discovers that multilingualism can cause a crisis of identity, language loss, the death of a language. It can lead to violence and ethnic clashes. In some cases, it can help foster unity in a country.
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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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Botes, E’Louise, Jean-Marc Dewaele, and Samuel Greiff. "The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning." European Journal of Applied Linguistics 8, no. 2 (September 11, 2020): 279–306. http://dx.doi.org/10.1515/eujal-2020-0003.
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AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.
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Moore, Sarah Jane, and Tove Skutnabb-Kangas. "Multilingualism for All." Modern Language Journal 80, no. 4 (1996): 537. http://dx.doi.org/10.2307/329739.
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ABDERRAZAK-, Korichi. "CHILD MULTILINGUALISM DEVELOPMENT." International Journal of Language Academy 32, no. 32 (2020): 308–20. http://dx.doi.org/10.29228/ijla.42062.
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Taylor-Batty, Juliette. "Eliot’s Anxious Multilingualism." T. S. Eliot Studies Annual: Volume 4, Issue 1 4, no. 1 (July 1, 2022): 293–308. http://dx.doi.org/10.3828/tsesa.2022.vol4.21.
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Kuznetsova, Galina V., Elena R. Laskareva, Larisa Yu Morozova, and Alina A. Pozdnyakova. "Multilingualism and Giftedness." Prepodavatel XXI vek, no. 4-1 (2021): 195–209. http://dx.doi.org/10.31862/2073-9613-2021-4-195-209.
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Rubino, Antonia. "Multilingualism in Australia." Australian Review of Applied Linguistics 33, no. 2 (January 1, 2010): 17.1–17.21. http://dx.doi.org/10.2104/aral1017.
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This paper gives a critical overview of Australian research in the area of immigrant languages, arguing that this field of study is a significant component of the wider applied linguistics scene in Australia and has also contributed to enhancing the broad appreciation of the cultural and linguistic diversity of the country. It shows that research into immigrant languages has drawn upon a range of paradigms and evaluates those that have been most productively used. The paper argues that new research developments are needed to take into account the changing linguistic landscape of Australia and the increased fluidity and mobility of current migration.
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Vidgren, Noora. "Multilingualism and creativity." International Journal of Multilingualism 13, no. 2 (February 7, 2016): 249–51. http://dx.doi.org/10.1080/14790718.2015.1132553.
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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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Schwieter, John W. "Neuroscience and multilingualism." International Journal of Bilingual Education and Bilingualism 22, no. 5 (February 13, 2017): 654–56. http://dx.doi.org/10.1080/13670050.2017.1291074.
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ten Thije, Jan D., Jochen Rehbein, and Anna Verschik. "Receptive multilingualism – introduction." International Journal of Bilingualism 16, no. 3 (August 21, 2012): 245–47. http://dx.doi.org/10.1177/1367006911426468.
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de Bot, Kees, Charlotta Plejert, Hanne Gram Simonsen, Valantis Fyndanis, Pernille Hansen, Monica I. Norvik, Bente A. Svendsen, and Jan Svennevig. "Multilingualism and Ageing." Brill Research Perspectives in Multilingualism and Second Language Acquisition 1, no. 4 (October 15, 2020): 1–98. http://dx.doi.org/10.1163/2352877x-12340003.
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Abstract This publication provides an overview of research on a large range of topics relating to language processing and language use from a life-span perspective. It is unique in covering and combining psycholinguistic and sociolinguistic approaches, discussing questions such as: Is it beneficial to speak more than one language when growing old? How are languages processed in multilingual persons, and how does this change over time? What happens to language and communication in multilingual aphasia or dementia? How is multilingual ageing portrayed in the media? It is a joint, cross-disciplinary venture of researchers from the Centre for Multilingualism in Society across the Lifespan at The University of Oslo and the editors of this publication.
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Stroud, Christopher, and Quentin E. Williams. "Multilingualism as utopia." AILA Review 30 (December 31, 2017): 167–88. http://dx.doi.org/10.1075/aila.00008.str.
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The challenge of contemporary South Africa is that of building a (post)nation of postracial equity in a fragmented world of a globalized ethical, economic and ecological meltdown. In this paper, we seek to explore the idea of multilingualism as a technology in the conceptualization of alternative, competing futures. We suggest that multilingualism is understood in terms of how encounters across difference are mediated and structured linguistically offer a space for interrupting colonial relationships. Furthermore, we argue that multilingualism should be approached as a site where colonial power dynamics of languages and speakers are troubled, and where the potential for new empowering linguistic mediations of the mutualities of our common humanity with different others are worked out.
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Rubino, Antonia. "Multilingualism in Australia." Australian Review of Applied Linguistics 33, no. 2 (2010): 17.1–17.21. http://dx.doi.org/10.1075/aral.33.2.04rub.
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This paper gives a critical overview of Australian research in the area of immigrant languages, arguing that this field of study is a significant component of the wider applied linguistics scene in Australia and has also contributed to enhancing the broad appreciation of the cultural and linguistic diversity of the country. It shows that research into immigrant languages has drawn upon a range of paradigms and evaluates those that have been most productively used. The paper argues that new research developments are needed to take into account the changing linguistic landscape of Australia and the increased fluidity and mobility of current migration.
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Blommaert, Jan, James Collins, and Stef Slembrouck. "Spaces of multilingualism." Language & Communication 25, no. 3 (July 2005): 197–216. http://dx.doi.org/10.1016/j.langcom.2005.05.002.
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Spolsky, Bernard. "Multilingualism in Israel." Annual Review of Applied Linguistics 17 (March 1997): 138–50. http://dx.doi.org/10.1017/s0267190500003317.
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Israel's geographical position as a land bridge connecting Europe, Asia, and Africa, its resulting long history of conquest and reconquest, and its status as the point of focus of four major world religions (the birthplace of Judaism and Christianity, and significant to Islam and Baha'i), all assure it a long tradition of complex and ever-changing multilingualism. By the beginning of the Common Era two thousand years ago, a pattern of triglossia had emerged, with Hebrew, Judeo-Aramaic, and Greek all playing meaningful roles (Spolsky 1983). This model of language organization became the norm for the Jewish people during most of their dispersion, with separate defined functions for three languages. Hebrew (actually Hebrew and Talmudic Aramaic) was used for religious and literacy purposes; a Jewish language like Yiddish, Judeo-French, Ladino, or Judeo-Arabic was used for most other community and home functions (Rabin 1981); and one or more “co-territorial vernaculars” was used for communication with non-Jews (Weinreich 1980).
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Clyne, Michael. "Multilingualism in Australia." Annual Review of Applied Linguistics 17 (March 1997): 191–203. http://dx.doi.org/10.1017/s0267190500003342.
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Although English fulfills many of the functions of an official language in Australia, the Australian Constitution does not declare it to be the official language. Instead, it serves as the lingua franca of a culturally and linguistic diverse population. It is the language of Parliament and Administration, and the language in which official records are kept. Only on one occasion was a federal government bill passed multilingually, the Report and Recommendations of the Review of Programs and Services for Migrants (in 1978), which was written in ten languages other than English.
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Rampton, Ben, Roxy Harris, and Constant Leung. "Multilingualism in England." Annual Review of Applied Linguistics 17 (March 1997): 224–41. http://dx.doi.org/10.1017/s0267190500003366.
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A great deal has happened in the study and understanding of multilingualism in England since it was last considered in ARAL (Reid 1985). To examine these changes, this review will concentrate on the dynamic and contested relationships among 1) educational policy, 2) academic discourse, and 3) everyday sociolinguistic practice. Our account is limited to England and to its newer heritage languages; due to limitations of space, it also does not provide any detailed discussion of particular languages. For fuller sociolinguistic discussion of thirty one of these, we refer the reader to Alladina and Edwards (1991), a major step forwards in the documentation of linguistic diversity in the British Isles which provides an idea of the wide but uneven spread of multilingualism across a range of institutional sites (including, for example, press and broadcasting as well as education).
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Riionheimo, Helka, Annekatrin Kaivapalu, and Hanna-Ilona Härmävaara. "Introduction: Receptive multilingualism." Nordic Journal of Linguistics 40, no. 2 (October 2017): 117–21. http://dx.doi.org/10.1017/s0332586517000117.
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This special issue of the Nordic Journal of Linguistics is devoted to receptive multilingualism (RM), and includes papers presented in the conference Receptive Multilingualism: Multilingual Resources in the Service of Mutual Understanding, held at the University of Eastern Finland, Joensuu, in 2015. RM refers to a language contact situation in which hearers’ or readers’ understanding of a non-native language is based on their skills in either their first language or languages that they have learned later in life. In such situations comprehension can be based on linguistic similarity of the languages, on acquired knowledge of the languages, or both. A particular characteristic of RM is its emphasis on receptive language skills: the hearer or the reader does not necessarily actively command the language they are able to understand. In its most interactive form RM refers to a situation in which every conversation participant can use their native language and be understood by the others.
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Watts, Richard J. ": Multilingualism . John Edwards." American Anthropologist 98, no. 2 (June 1996): 437–38. http://dx.doi.org/10.1525/aa.1996.98.2.02a00370.
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Opanasenko, O. "Multilingualism: Sociolinguistic Aspect." Science and Education a New Dimension VIII(223), no. 37 (February 22, 2020): 38–40. http://dx.doi.org/10.31174/send-hs2020-223viii37-09.
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