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2. Defining multilingualism

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... The term multilingualism itself is arguably one of the most problematic terms to define in the field of linguistics (Franceschini, 2009;García-Mayo, 2012;Hammarberg, 2010;Jessner, 2008;Kemp, 2009;Wilton, 2009). As Kemp (2009) explains, researchers in this field seem to agree that "multilingualism is the ability to use three or more languages to some extent, whether these are in the same or different domains" (p. ...
... The term multilingualism itself is arguably one of the most problematic terms to define in the field of linguistics (Franceschini, 2009;García-Mayo, 2012;Hammarberg, 2010;Jessner, 2008;Kemp, 2009;Wilton, 2009). As Kemp (2009) explains, researchers in this field seem to agree that "multilingualism is the ability to use three or more languages to some extent, whether these are in the same or different domains" (p. 16). ...
... As suggested by Kemp's (2009) definition, for the purpose of this study a multilingual learner will be a student who has some knowledge of at least three foreign languages: their mother tongue (L1); a first foreign language (L2), that will arguably be English in most of the cases (with the exception of balanced bilinguals who may actually be considered to have two L1s); and a second foreign language or third language (L3). Multilingual learners have been one of the main foci of study in multilingualism, and a considerable number of interesting studies have been conducted to investigate the language learning processes that multilingual learners engage in. ...
Article
Multilingualism is becoming an everyday reality in today’s society, and so is the learning of third languages (L3s). Despite the paramount role of L3 teachers in the processes of Third Language Acquisition (TLA), little is known so far about L3 teachers’ beliefs about multilingualism. To fill this gap in the literature, a research project was designed to assess the beliefs of teachers of Spanish, French and German as an L3 about a number of issues that have emerged as central in TLA. This paper carefully describes the steps taken in the early stages of this research project: how the overall study was planned, how the research aims and questions were established, how the questionnaire was initially created, how it was piloted and statistically validated with teachers of Spanish as an L3, how these results led to later fine-tuning of the questionnaire, and how the translation of the questionnaire into Spanish, French and German was undertaken. The study concludes by indicating the way in which this second version of the questionnaire will be piloted and validated with teachers of Spanish, French and German as an L3, and the further steps needed to reliably assess the beliefs about multilingualism held by teachers of such languages.
... The language attitudes and the closely related language ideologies determine the lives of both monolingual and bilingual or multilingual communities. Individual language attitudes and ideologies play a crucial role in the success or failure of educational projects in language communities (Agnihotri, 2014;Garrett et al., 2003;Haukås, 2016;Montanari et al., 2022;Skutnabb-Kangas, 1995;Yilmaz, 2019), on different aspects of L1, L2, and L3 learning and teaching (Cummins, 2000;Griva & Chostelidou, 2012;Huguet, 2006), on the interpretation of multilingualism (Kemp, 2009;Vetter & Jessner, 2019), on the process of language shift or language retention (Bodó & Fazakas, 2018;Hatoss, 2018;Lasagabaster & Huguet, 2007;Skutnabb-Kangas, 2000), as well as on many other areas of everyday language use (cf. Albury, 2020;Baker, 1992;Kecskes & Albertazzi, 2007). ...
... 89-94), bilingualism can be divided into four categories based on the following criteria: (1) origin (the time of the acquisition of both languages); (2) competence (the level of the speaker's language proficiency); (3) function (the use of two languages in most speaking situations); (4) attitude (identity and identification with oneself and/or others). On this basis alone, the concept of multilingualism can be defined according to at least four different criteria, which can be further differentiated by taking into account other aspects and subtypes (see, more Kemp, 2009;Skutnabb-Kangas, 1984). Although all of these criteria are equally important, the present work takes the third criterion (function) as a starting point: the present study considers people who necessarily use two or more languages in their everyday lives as bilingual or multilingual. ...
... The basis for this assumption is that linguistic and cultural diversity is part of the everyday life of multilingual and multicultural groups and that therefore they may be more liberal with language differences and diversity, especially if they themselves are in a minority situation in such a society (cf. Laegaard, 2020;van der Veer et al., 2011and data from World Value Survey 2005-2009. ...
Article
Teachers’ language attitudes play a key role in their decision-making, evaluation, and behaviour in the classroom. This is as true in a monolingual environment as it is in a bilingual or multilingual linguistic situation, but it is fair to assume that the two different linguistic environments are associated with the dominance of different attitudes and ideologies. Among the related research, it is hard to find any that examine the difference between monolinguals and multilinguals from the perspective of language bias, especially in the field of education. The present study explores the language ideologies and attitudes of Hungarian language teachers. The study was based on the language attitudes of 502 Hungarian language teachers, of whom 57% teach in a bilingual setting and 43% in a monolingual environment. The research instrument was a tool similar to a verbal guise test. It was used to assess standard and non-standard language variants, the students who use them and their oral presentations to the teachers included in the survey. The primary hypothesis, that bilingual or multilingual teachers are more linguistically tolerant than their monolingual colleagues, was not confirmed. In fact, in some cases, the data revealed the opposite.
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
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Es preciso revisar la formación inicial que se está impartiendo a los futuros profesores y la permanente para los que están en activo. Los programas, planes de estudio y contenidos siguen considerando la didáctica de la lengua espa- ñola, y de las demás lenguas cooficiales como de una L1, excepto cuando se consideran las posibilidades de trabajo en el extranje- ro. Sin embargo, es una necesidad ya dentro de nuestro país. El contexto docente es ahora diverso y el profesorado de lengua y literatura españolas debe contar con recursos y conocimientos de didáctica del español como LA para poder atender las necesi- dades de los estudiantes no nativos.
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
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El texto se organiza en dos partes: en la primera, se agrupan las contribuciones de índole general, en las que los expertos destacan como elemento fundamental el derecho a la educación. Y en la segunda, los capítulos referidos a cuestiones específicas de los países que estudian sus autores. La primera parte, de marco general y derecho a la educación, se inicia con una propuesta del profesor Bernard Hugonnier, quien plantea la actualización de la Convención Internacional de los Derechos del Niño mediante la inclusión de cinco puntos en los que recoge sus recomendaciones. Hind Lahmami presenta dos informes elaborados por la Asociación de Evaluadores y Ex- pertos Europeos, EvalUE, para la Unesco, de cuya síntesis tam- bién deriva una propuesta de objetivos para la mejora de la edu- cación en todo el mundo a corto y medio plazo. Vincenzo Pic- cione pone el foco sobre la sostenibilidad del papel formador de la universidad para garantizar la de la docencia en Educación Primaria y Secundaria. Rosabel Roig-Vila y Beatriz Grau Barrera conjugan en su capítulo la integración digital con la multicultu- ralidad y el plurilingüismo. Tatjana Portnova, Tamara Gorozhan- kina y José Luis Ortega-Martín proponen una relación entre di- versidad cultural y creatividad y los beneficios de ambas para el aula de lenguas extranjeras. Finalmente, Rosabel Martinez-Roig considera la explotación del diseño de los sitios web para el tra- tamiento de la multiculturalidad y el plurilingüismo desde un enfoque multimodal. La segunda parte se ha estructurado siguiendo el orden alfa- bético de los países a los que hacen referencia los capítulos. En primer lugar, Macarena Jiménez Ortiz realiza un recorrido histo- ricosocial de la evolución de la enseñanza de lenguas extranjeras en el sistema educativo australiano hasta el momento actual. El capítulo de Paula González García presenta el panorama en la zona del Caribe anglófono, con la descripción de las políticas lingüísticas y un balance del estado de la cuestión en cuanto a multiculturalidad y plurilingüismo. El siguiente país, que cuenta con varios capítulos, es España. En este caso, Margarita Asensio Pastor y María Fernanda Medina Beltrán se centran en el análisis de la lengua como medio de in- clusión en los contextos migratorios españoles. María-Teresa del-Olmo-Ibáñez, Antonio López Vega y María Soledad Villarru- bia Zúñiga plantean una propuesta de contenidos en formación para el desarrollo de las competencias en multiculturalidad y plurilingüismo dirigida al profesorado español de Educación Primaria y Secundaria. Las profesoras Lourdes Díaz Rodríguez y Yolanda Soler Onís consideran la expatriación como vía profe- sional para los docentes de español; un camino que suele ser bastante desconocido y para el que son fundamentales las mis- mas competencias. Para Isabel María Gómez-Trigueros la inter- disciplinariedad de las TAC en la didáctica de las Ciencias Socia- les es otra manera a través de la cual formar en multiculturalidad. Stephen Huges, Silvia Corral-Robles y José Luis Ortega-Martín presentan los retos para el aprendizaje multicultural y plurilin- güe desde las políticas y prácticas en Andalucía. Este bloque se cierra con la aportación de María Tabuenca Cuevas y Ana Andú- gar Soto, que realizan un estudio de caso sobre la formación do- cente en plurilingüismo y multiculturalidad. Dos capítulos corresponden a Francia. El primero, debido a la profesora Martine Cornet, se centra en la escolarización de los refugiados en ese país subrayando los aspectos culturales y hu- manos, los desafíos económicos y geopolíticos que implican para su sistema educativo actual. El segundo, de Alexandra Marti, se ocupa de los retos que plantea la intercomprensión en contextos educativos plurilingües y multiculturales en cuanto a innovación, desafíos y posibilidades para la formación de los enseñantes. Los dos últimos textos son muestra de la multiculturalidad interna que presentan los países en los que la variedad cultural y lingüística es muy grande. Gaurav Sushant proporciona una vi- sión muy completa sobre el debate actual en cuanto a multicul- turalidad y plurilingüismo en la India y cómo se ha afrontado en la reciente política educativa de 2020. Para terminar, Marcela Georgina Gómez Zermeño presenta un estudio sobre competen- cias interculturales en México para lo que se elaboró un instru- mento de evaluación en ese país con tantas culturas y lenguas. Para ser consecuentes y asumir la práctica del plurilingüismo también quisimos dar libertad a los autores para que utilizaran los idiomas en los que se sintieran más cómodos. Así, en la com- posición de este volumen nos hemos relacionado utilizando di- versas lenguas. Ese mismo respeto a la igualdad, se ha mantenido, en todo lo que correspondía decidir a las editoras, recurriendo siempre al orden alfabético. Ese orden es en el que aparecen también nues- tros nombres puesto que el trabajo se ha realizado en colabora- ción proporcional y equitativa entre las tres.
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
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Los contextos educativos y las necesidades formativas del profeso- rado en un mundo global y en movilidad presentan muchas coin- cidencias. Multiculturalidad y multilingüismo aparecen en casi todos los países. La primera está más asumida; donde no es así surgen problemas. Esta obra ofrece una visión de cuestiones educativas desde los cinco continentes que muestra que sus intereses y motivaciones en la enseñanza de lenguas tienen muchos puntos en común. Se pre- senta un balance sobre necesidades derivadas de la globalidad, la internacionalización y la movilidad, así como cuestiones específi- cas de cada zona geográfica o cultural. Y se tratan aspectos funda- mentales para la didáctica de las lenguas en las etapas de Educación Primaria y Secundaria; cuestiones clave, desde puntos geográficos y culturales muy diversos, que podrán considerar los profesionales de la enseñanza de lenguas y de la educación en general.
... Studying whether a community is multilingual needs a clarification of definitions in advance, but this is difficult because there is not a universal agreement on what multilingualism is. This is mainly because of differing perspectives regarding the nature and purpose of languages and different disciplinary and ideological backgrounds (Kemp, 2009). ...
... The definition of multilingualism then varies based on different research N. N. Wang Open Journal of Modern Linguistics backgrounds and study objectives towards individuals and society, which is regarded as one of the complexities of multilingualism (Beisbart, 2021). For example, Kemp (2009) purely defined that multilingualism is the use of three or more languages (p. 11), which is a widespread global phenomenon. ...
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
... Los académicos definen el término multilingüismo de varias maneras. Según Kemp (2009), el multilingüismo es la capacidad de una persona para utilizar tres o más idiomas, ya sea individualmente o en diferentes niveles de competencia, según su educación, carrera, exposición al idioma, etc. De acuerdo con esta definición, cuando una persona cambia o mezcla códigos para comunicarse de manera efectiva, habla muchos dialectos o conversa con fluidez las diferentes variantes del mismo idioma, también se considera multilingüe (Kemp 2009). ...
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El aprendizaje de una lengua extranjera implica un paulatino desarrollo de la competencia comunicativa del alumnado con el fin de poder comunicarse con eficacia dentro de un área de interés. La formación de las habilidades lingüísticas, culturales y socioculturales está estrechamente entrelazada con una serie de complejos procesos a nivel cognitivo. Es decir, aparte del dominio de los sistemas puramente lingüísticos de un idioma, se aprenden los códigos culturales asociados con las lenguas extranjeras para poder comparar entre sí la cultura de origen del alumnado y la cultura extranjera. En un aula moderna, la gran diversidad lingüística y, por ende, cultural del alumnado apunta a una creciente necesidad de tener que activar su bagaje cultural de la lengua materna y relacionarlo de alguna manera con el del idioma que se aprende. Varios estudios destacan el impacto de la experiencia multicultural sobre creatividad (Lee et. al 2012; Portnova y Ortega 2016). La creatividad es una eficiente herramienta para aplicar en el proceso educativo y, de esta manera, conseguir una serie de beneficios cognitivos asociados con el proceso de aprendizaje de idiomas (la mejora de la concentración y la motivación de los alumnos, entre otros). En este trabajo se analizarán los aspectos cognitivos relacionados con la diversidad cultural en un aula de lenguas extranjeras y se tratará la creatividad como una útil herramienta de atención a la diversidad para el profesorado de los niveles educativos de enseñanza primaria y secundaria.
... Multilingualism refers to the skillful use of more than one language or several variants of one language (e.g., Swain, 1971). The definition of multilingualism is mixed because it depends on the purpose of research, the language speakers' social, cultural, economic, and psychological situations, or the ideology held by researchers (Kemp, 2009). Multilinguals' language proficiency for each language may vary over time (Cenoz, 2013), and their purpose, use, role, and function may vary from language to language (Kemp, 2009). ...
... The definition of multilingualism is mixed because it depends on the purpose of research, the language speakers' social, cultural, economic, and psychological situations, or the ideology held by researchers (Kemp, 2009). Multilinguals' language proficiency for each language may vary over time (Cenoz, 2013), and their purpose, use, role, and function may vary from language to language (Kemp, 2009). For this reason, it is not feasible to limit multilingualism to only those who can speak multiple languages at the same level in any situation (Cenoz, 2013). ...
Article
This study explored two teacher educators’ understanding of multilingualism and a change in their perception from monolingual native speakerism to multilingualism. Through exchanging the narrative about learning to be a professional and being a teacher educator in ESL and EFL settings, they deepened their understanding of multilingualism and heightened their critical awareness of monolingualism in their local contexts thereby gaining critical insights into the roles of language ideologies. The findings of the study were twofold. Firstly, native speakerism was still working as a dominant view in teacher education and had a great impact on nonnative English teachers’ identities and their teaching confidence. Secondly, critical reflection through narrative writing allowed the participants to reflect on the hidden sociopolitical influences of native speakerism that shape their perceptions and perspectives and reconstruct their identities as multilingual teacher educators. The findings imply the benefits of collaborative narrative for critical reflection on ideologies about race and language and for building empowered professional identities.
... Specifically, as cited by Keshavarz (2004), Eisenstein (1980 found that 'childhood bilinguality had a positive effect on adult aptitude for learning a foreign language… and those who learned a second language during childhood would have a greater success in learning foreign languages as adults' (Keshavarz 2004:296). A more interesting situation is propagated about multilinguals, who are said to even possess and utilise superior grammar strategies in learning a new/foreign language because of their linguistic knowledge in more languages/linguistic systems (McLauhlin, 1990;Thomas, 1992;Kemp, 2009;Dolgunsoz 2013). ...
... Several studies (McLaulin, 1990;Thomas, 1992;Keshavarz, 2004;Kemp, 2009;Dolgunsoz, 2013) have confirmed that being bi/multilingual in childhood increases metalinguistic awareness and facilitates learning a new language as an adult. Nevertheless, the findings from this study only fully supports that of Eisenstein (1980) as cited by Keshavarz, (2004) that it is the learning of a (second) language in childhood that facilitates the easier learning of a new language as an adult. ...
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This study documents the interviews conducted to compare the process of the formal foreign language acquisition of two multilingual Nigerian adults. It investigates the differences between a respondent who started acquiring a foreign language in a formal setting for the first time in his late twenties vis a vis the one who started learning his first foreign language as a teenager. The study treats formal language acquisition as the learning of a language either in a classroom/formal setting or actively learning to speak the language from the scratch through grammar acquisition and not naturally as with native speakers. I treat foreign language as a language that is neither native nor the lingua franca of the respondents’ country of origin.
... The authors use the term multilingual to refer to individuals who use more than one language to communicate. Historically, the terms bilingual and multilingual have been descriptors used to refer to people who use multiple spoken, named languages (e.g., Cenoz, 2013;Kemp, 2009). However, individuals who use a signed language in addition to a written language, for example, are also multilingual. ...
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Purpose The purpose of this framework is to challenge the deficit perspectives toward multimodal communication and to encourage speech therapists and classroom teachers to apply educational justice and equity practices with modally marginalized individuals in education and clinical practice. Method We summarize contemporary challenges in augmentative and alternative communication (AAC) as a practice area and integrate translanguaging and crip linguistics literature to propose a novel framework: Translanguaging in AACtion. Results The authors propose the Translanguaging in AACtion framework to provide a praxis for engaging with and supporting all language users in and beyond the classroom by rethinking service delivery, supporting reciprocal engagement, and letting students language. The Translanguaging in AACtion framework guides speech therapists toward supporting disabled nonspeaking individuals to use their full-bodied semiotics (modes, languages, and dialects) in every setting, with every person, in every situation. Conclusions This work highlights the languaging practices of (dis)abled, nonspeaking language users. Next steps are suggested to support speech therapists and classroom teachers with rethinking their praxis, with a focus on AACtion.
... In the current era of globalization and information, being multilingual is also one of the requirements for being part of a cosmopolitan society (Abduh et al., 2023). The ability to speak multilingually is more readily accepted in a cosmopolitan environment (Cummins, 1981;Edwards, 1995;Kemp, 2009). ...
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Communities that can speak more than one language as a daily habit are not only happening in the present era but have long existed in the pesantren environment. However, multilingualism in pesantren is often only seen as a capacity enhancement of the santri's knowledge. On the other hand, the multilingual ability of the Santri is an asset in forming an attitude of religious moderation. This article then presents the results of qualitative research using the concept of additive multilingualism which focuses on pesantren students in Indonesia. Through observations, interviews, and literature review, this research can describe the reality of multilingualism in pesantren and its impact on the religious attitudes of its santri. It turns out that the religious moderation attitude of the students is closely related to the multilingual learning process in pesantren that takes place with technological restrictions. The application of additive multilingualism is aligned with the pillars of religious moderation in four ways. First, respect for locality is reflected in the Santri's habit of using local languages. Second, multilingualism is an expression of anti-violence, this is reflected in Santri's acceptance of linguistic and ethnic diversity as a brotherhood base. This is what manifests in the Third pillar by making santri a tolerant community as a result of learning from the reality of ethnic and linguistic diversity in their environment. Fourth, the introduction of santri to foreign languages is directed to reaffirm their national commitment through the use of foreign languages in flag ceremonies. The limitation of technology in multilingual learning is also intended to keep students from the bad influence of technology and to maintain the discipline of students in maintaining a pesantren culture that is friendly to locality and sensitive to the times
... As several authors (Kemp 2009;Jessner 2008) point out, defining the term multilingualism is an arduous task, not only because of the complexity of the phenomenon to which it alludes but also because of the paradoxes in this field of study, especially relating to teaching and learning (Coste et al. 2009). Thus, the number of languages involved, the social or individual use to which it refers, and when a person can be called multilingual-conditioned by a monolingual vision of multilingualism and the native speaker model-all impact how different researchers use this term. ...
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In Spain, the learning of foreign languages has become one of the most interesting educational challenges in recent decades. Regulatory changes have been proposed to align with the Council of Europe’s language policy, which aims to promote plurilingualism and pluriculturalism among European Union citizens. Although the development of plurilingual competence in students has become a key goal, there is little evidence regarding the beliefs of current teachers, especially in monolingual contexts, where multilingualism is mainly developed through instruction. This study involved 307 teachers who taught languages or subjects in a foreign language. The results reveal beliefs about the promotion of plurilingualism, the objectives of language learning, the importance of plurilingual competence, and its characterization that at times do not align with the European language policy and its approach to plurilingualism, though there is agreement on other issues. Among the variables analyzed, two variables—academic training and the number of languages known—were found to significantly influence the beliefs revealed.
... Modern definitions of multilingualism recognize that achieving native-like fluency in each language is not necessary. This shift in understanding recognizes that multilingual people use their languages in different contexts and for different purposes, often without achieving the same level of proficiency in all their languages (Kemp, 2009). According to Kang from Columbia University, this nuanced approach takes into account the unique linguistic repertoire of multilinguals, emphasizing the functional distribution and specific uses of their languages rather than equating their skills directly with those of monolingual speakers (Kang, 2013). ...
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This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of multilingual competence for future educators. The key findings highlight the need for reforms in teacher training, starting with teaching in the students’ native language, which promotes deep understanding and active participation in the educational process. Serious problems related to teacher resources and training are discussed, as well as the adaptation of teaching strategies to linguistic diversity. The presented results make a significant contribution to the existing literature, offering solutions to improve the effectiveness of multilingual educational strategies and their implications for future teaching practices. The recommendations of this study suggest areas for future research, including the development of comprehensive teacher training programs that will be adapted to the needs of a multilingual educational environment.
... Multilingualism is seen as involving multiple language acquisition factors, environmental factors, individual factors, developmental factors ', etc. (Brice 2015: 55). While at least three languages are typically required to qualify as 'multilingual' (Kemp 2009,), 'bilingualism' is sometimes an alternative usage that embraces 'multilingualism' (Baker 2006), or 'a specific case of multilingualism, which has no ceiling on the number of languages a speaker may dominate' (Macías 2020). ...
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Multilingualism and multilinguality are conspicuous and sometimes contentious features of the sociolinguistic profile of many African countries. This article looks at the manner in which multilingualism and multilinguality key into marginality and precarity at both societal and individual levels in a representative African community such as Nigeria. Examining the nexus between language, socio-economic status, and government policy, the article suggests that the faulty management of multilingualism in African states produces a precarious multilinguality among citizens across the different social strata. The resultant ‘linguistic precarity’ creates capacity underdevelopment, entrenched poverty and the devaluation of social capital at societal and individual levels. The article draws data from three key sociolinguistic domains in Nigeria – the school, the linguistic landscape of the urban streets, and the political terrain – to illustrate the interesting and theoretically germane ways in which multilinguality, marginality and precarity intersect.
... Moreover, the scarcity of research concerning the teachers' perception of multilingualism was a further stimulus for conducting the research. While an increasing amount of research has been available on multilingualism (Griva and Chostelidou, 2011;Jessner, 2008;Kemp, 2009;McKay, 2008;Pérez-Vidal, Juan-Garau, and Bel, 2008) as well as the learning, use and status of English in a wide range of contexts in continental Europe (Cenoz and Jessner, 2000;Fonzari, 1999;O'Reilly, 1998;Petzold and Berns, 2000), the teachers' perspective seems to have been largely ignored. ...
Conference Paper
The aim of this study was to find whether ELT students of English at METU comprehend English idioms in written language thoroughly. The main data source for this study is the Turkish ELT students at METU, whose ages vary between 18 and 25. The research is planned as quantitative research. Participants filled out two multiple-choice tests first including idioms without context, and second in context. This study showed us that Turkish students who are studying in FLE department at METU comprehend idioms that have Turkish equivalents better than the others which have not Turkish equivalents and Turkish students use their Turkish background knowledge in comprehension of English idioms. It was also found that idioms in context were comprehended better than idioms without context. However, we could not find a correlation between idiom comprehension and the students’ class grades so future researchers can focus on this issue.
... We refer to multilingualism here as knowledge and use of three or more languages at an individual level (e.g. McArthur, 1992, Kemp, 2009. The term L2 is used for English, as this is the first foreign language that the students learned (Hammarberg 2001(Hammarberg , 2016. ...
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The aim of the present study is to examine and describe Swedish upper secondary students’ use of their background languages while translating a text from Italian, a language unknown to them, into either their L2 English or their L3 French or Spanish. The assumption here is that searching for similarities between these languages is a natural feature of language learning and that intercomprehension can lead to at least limited understanding of an unknown language. The written translations were analysed quantitatively by calculating translation accuracy in the different languages and qualitatively by means of a retrospective questionnaire on the translation process. A psychotypology questionnaire was also included to examine the participants’ perceptions of the similarities between the languages involved. The majority of the participants stated that they perceived Spanish to be more similar to Italian than any of the other languages involved in the study. Moreover, the results show that the students in the group that translated into Spanish translated the text more accurately than those who translated into French and English. The comments in the retrospective questionnaire show that the students reflected on similarities between the languages on a lexical level, but also on structural and phonological similarities. Contextual cues were also important for the participants’ inferences and translations.
... In this study, the definition is based on the number of languages participants use. In a detailed account of multilingualism, Kemp (2009) defines multilinguals as individuals "able to use three or more languages either separately or in various degrees of code-mixing" while bilinguals are individuals using two languages (p. 15). ...
Article
Metacognitive awareness of listening strategies has a supporting role in explaining L2 listening comprehension. Although metacognitive awareness is language-independent, language proficiency may determine whether learners can utilize such a cognitive resource during multiple language development. The current study explores the listening strategy awareness in the L2 and L3 through a 21-item questionnaire (i.e., Metacognitive Awareness of Listening Strategies Questionnaire, the MALQ), and its relationship with L3 listening comprehension. Data from 48 high L2 English proficiency students learning L3 Italian in Turkey indicate an overall higher awareness in L2 English. The reported awareness in the L2 and L3 strategies significantly differ in person knowledge and mental translation, but not in problem-solving, planning and evaluation, and directed attention. Beginner and intermediate L3 Italian learners do not differ in their metacognitive awareness in the L3 while only the L3 (but not L2) overall MALQ score significantly predicts L3 listening comprehension beyond L3 proficiency. These differing L2-L3 relationships across the MALQ subcomponents are discussed for language dependency in metacognitive awareness of listening strategies for multilingual language learners.
... Various schools of thought widely agree on the fact that multilingualism can be found everywhere on the globe; recent years have seen a great expansion of research into multilingualism, in not only volume, but also methodology (Blackledge & Creese 2010a;Evans 2018;Otsuji & Pennycook 2010;Stavans & Hoffmann 2015 a.o.). Nevertheless, multilingual speakers and their environments can vary widely, and multiple approaches are needed for various contexts, aiming to enrich each other in order to create a broader understanding of multilingualism (Aronin & Hufeisen 2009;Edwards 2012;Kemp 2009). Although most of the research concentrates on Western(ised) societies and the Global North, recent investigations focus more and more on multilingual, decentralised and (rural) small-scale ecologies, providing detailed insights into lived realities of multilingual repertoire users of the Global South, as it is the case for the present article (see e.g. ...
Article
Senegal is a West African country that is highly diverse and multilingual on a societal and individual level. Multilingualism is used in most interactions of peoples� everyday lives in a translanguaging fashion. Yet, beside some small efforts, the only official language in the institutional sector and education remains French. However, educational systems and language policies do not reflect the reality of the people they are created for since monolingualism often only plays a minor role in their lives. Based on empirical data collected in the Casamance, this article focuses in particular on these issues through displaying multilingualism as an adapting system that moves within the social environments while integrating different languages, intermixed in a way that is appropriate for its speakers in respective situations. On the basis of case examples, concepts are presented for the reinforcement of multilingualism with potential to strengthen local languages and cultures from the inside out.
... In this study, multilingualism is defined as an individual's knowledge and use of three or more languages (Kemp, 2009). Yet, it is also more than just the sum of languages that one knows and uses. ...
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Studies on transnational multilingual families and their language planning have mostly investigated their language ideologies and practices in relation to heritage language maintenance without exploring how such families view their multilingualism and how it might affect their language planning. Most studies have also exclusively focused on the experiences of transnational multilingual families residing in Europe and North America, with those living in other regions receiving comparatively little attention. This article reports on a qualitative study involving four transnational multilingual families located in China. Data were collected via a combination of semi-structured interviews and audio/video recordings. The study investigated the extent to which the participating families’ multilingualism mediated their language planning, as well as how they related to their multilingualism in its totality. The findings revealed that the families had a complex relationship with their multilingualism and saw it as a source of opportunities but also anxiety.
... Individual multilingualism is a complex concept, one that everyone defines somewhat differently (Cenoz, 2013), overwhelmingly based on the number of languages an individual uses and how well they use them. For some, multilingualism starts when an individual learns a second language, whereas others feel that multilingualism only begins at three or more languages, with there being a clear difference between bilingualism and multilingualism (Kemp, 2009). In such instances, using the terms trilingualism or quadrilingualism (and so on) would be just as (if not more) apt since the term multilingualism does not semantically specify an exact number of languages (only a multiplicity, i.e., bilingualism would be considered a form of multilingualism). ...
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The research field of multilingualism in education has grown exponentially over the last two decades, with more and more studies published every year on the need for teachers to validate the whole linguistic repertoire of their students and help them draw on their multilingualism as a resource. What has, conversely, not been accorded sufficient attention by researchers is the multilingualism of the teachers tasked with realising this. This oversight, as it were, raises ethical issues for researchers that go beyond macro ethical considerations like the need to ensure participant anonymity, their protection from harm, and data confidentiality. Education is itself a complex, ethical enterprise, where engagement with teachers and students requires greater faithfulness, exactitude, and respect on the part of researchers. The need for such engagement, from an ethical standpoint, has been magnified as governments globally implement multilingual initiatives in schools and universities that encourage teachers to harness the growing linguistic and cultural diversity that surrounds them (and of which they are a part). Based on a systematic review of 59 published works between 2016 and 2021, this article discusses the importance of adopting a fidelity‐to‐participants approach when researching multilingual language teachers. Such an approach has been missing from most studies, yet it would benefit researchers and their participants, as well as policymakers and educators in several ways.
... Here, we have in mind Gumperz's concept of repertoire (1964), which also gave rise to the notion of a plurilingual repertoire within ECML research, which is summarised as the »totality of linguistic, sociolinguistic, metalinguistic and (socio)cultural knowledge related to several languages (and their varieties and registers), mastered at different degrees and for different use, that is available to an individual in an (exolinguistic) communicative and interactive situation« (Chen & Helot, 2018, p. 170). in the multilingual context, and the role of the number of languages (two or more) in use in society or by the individual (e.g., Cenoz, 2013b;Dewaele, 2016;Kemp, 2009). For example, a social situation is foregrounded in societal multilingualism, which "conveys the ability of societies, institutions, groups, and individuals to have regular use of more than one language in their everyday lives over space and time" (Franceschini, 2011, p. 346). ...
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This monograph offers a starting point for Positive Youth Development research in Slovenia with clear links to the research in international settings. An overview is also provided of the complexities of the various contexts of Europe and Slovenia able to influence positive youth development. Thus, while the research reported in the monograph focuses on the Slovenian context, it is ambitious enough to also reach beyond the country’s borders to include the international research community. In addition to novelty and innovation in a scientific context, the presented research is socially relevant, especially for its inclusion of immigrants and other young people at risk in the school and wider social contexts.
... Here, we have in mind Gumperz's concept of repertoire (1964), which also gave rise to the notion of a plurilingual repertoire within ECML research, which is summarised as the »totality of linguistic, sociolinguistic, metalinguistic and (socio)cultural knowledge related to several languages (and their varieties and registers), mastered at different degrees and for different use, that is available to an individual in an (exolinguistic) communicative and interactive situation« (Chen & Helot, 2018, p. 170). in the multilingual context, and the role of the number of languages (two or more) in use in society or by the individual (e.g., Cenoz, 2013b;Dewaele, 2016;Kemp, 2009). For example, a social situation is foregrounded in societal multilingualism, which "conveys the ability of societies, institutions, groups, and individuals to have regular use of more than one language in their everyday lives over space and time" (Franceschini, 2011, p. 346). ...
Chapter
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In the article, we present contemporary notions of multilingualism that underpin relevant EU recommendations to integrate multilingual approaches in education. We also search for points of intersection that could establish possibilities for conceptualising the language context of PYD with theories of multilingualism and its various dimensions in the school environment (especially those of the language of schooling, first language, foreign languages) with emphasis on students with an immigrant background.
... The fact that the people or communities could have many such institutions inspired the counting convention. The practice of counting languages led to the coining of terminology such as "bilingualism," "trilingualism," "plurilingualism," and, of course, "multilingualism" [4,5,30]. In light of the aforesaid, Edwards [2] defines "multilingualism" in terms of individual knowledge and use of language (individual multilingualism). ...
Chapter
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Experts know that multilingualism is not the so-called minority phenomenon as many people think it to be. Although it is difficult to provide the exact statistical data on the multilingual speakers and distribution of multilingualism in the world, sociolinguists and linguists estimate that there are roughly around 6000 languages in the world. The focus of this book chapter is to succinctly present the sociolinguistic aspects of language choice and use of multilingual speakers in various domains. Besides, concepts such as bilingualism and multilingualism and their dynamics in the field of sociolinguistics have been critically been reviewed and presented from the theoretical and empirical perspectives. Further, some of the relevant issues related to language choice and use in multilingual speech communities in different parts of the globe are reviewed and included. Furthermore, factors inducing multilingualism among different speech communities and individuals have been reviewed and finally, recent developments and dynamics toward the spread of multilingualism in various parts of the world are also presented in the chapter.
... Herdina and Jessner (2000: 93) refer to this capacity as 'the multilingual art of balancing communicative requirements with language resources'. This wider ability has also been argued to distinguish multilinguals in qualitative terms, for example when simultaneous multilingual children recognize the constituents of their linguistic repertoire (Stavans, 1992) or when multilingual learners' learning strategies differ from those of monolingual students learning their first foreign language (Kemp, 2009). ...
... contemporary linguistics because it has been around for more than at least a decade. The conceptual spectrum of translanguaging is derived from the controversy of the existence of discrete languages (Blommaert, 2010;Davidson, 1986;Harris, 1981;Heller, 2007;Heller & Duchene, 2007;Kemp, 2009;Kravchenko, 2007;Makoni & Makoni, 2010;Makoni & Pennycook, 2007;Pennycook, 2006). Garcia and Otheguy (2019) believe that the practice of translanguaging is related to the disruption of the concept of named languages and the power hierarchies. ...
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The purpose of this study is to examine the translanguaging practice of buyers and sellers in a traditional market in Palopo, South Sulawesi, Indonesia. Translanguaging is a relatively new term in contemporary linguistics. By using the qualitative method, this study current study presents an alternative perspective to describe the existence of discrete languages and multilingualism by combining different language features and offers a critical assessment of the theory of bilingualism proposed by Waring (2013) and Garcia and Otheguy (2014) by drawing upon empirical data at our disposal. This study indicates some insightful characteristics of translanguaging practice performed by buyers and sellers. It consists of types, forms, functions, and factors. Firstly, the types of translanguage practices are internal, foreign words, and hybrid aspects. Secondly, this study managed to categorize the practice of translanguage in buyers’ and sellers’ interactions in three features, namely basic word insertions, invented word insertions, loan word insertions, phrase insertions, reduplications, and regional language particle insertions. This study is not intended to challenge or reject code-switching analyses previously reported by other scholars. However, it challenges the way those scholars’ view this real sociolinguistic language phenomenon through the theory of translanguaging. In summary, a multilingual community such as a traditional market in Palopo, South Sulawesi, represents the emergence of an awareness of language users to entertain social, cultural, and political entities in the practice of communication. Such awareness is reflected in people’s translanguaging structural utterances in their exchanges.
... Language proficiency may vary according to several factors such as the educational level, register, exposure, occupation, the context and it may fluctuate over time (Herdina & Jessner, 2002). Kemp (2009), therefore, argued that "[r]esearchers need to decide on the degree of proficiency and functional capability multilingual are required to have for a language to count in their study (…). Researchers should specify what they mean by 'multilingual" (p. ...
Article
Multilingualism has established itself as a separate area of research in linguistic studies for the two last decades. Therefore, the present study aims at examining Algerian Multilingual students’ perceptions of linguistic distance i.e., psychotypology, between their first Language Arabic and Second language French and third language English. It focuses on the role of psychotypology as a constraining factor of cross-linguistic influence in third language acquisition that may lead to the activation of the background languages in the production of L3 English. Therefore, the researcher used a mixed research method to explore which typological or psychotypological languages L1 Arabic or L2 French would be the source of language transfer in L3 production. Forty students participated in this study, and data was gathered through a psychotypological questionnaire. The results of a qualitative and quantitative analysis showed students perceive French as a closed language to English in most the language aspects and they used it to fill a linguistic gap in their English production. It also showed that psychotypology is a complex concept that would affect students’ language choice in L3 production as well as a crucial factor in determining the source language of transfer. The findings indicated that further investigations of Psychotypology in L3 production are necessary.
... Bilinguals who are often defined as persons using two languages (e.g. Grosjean 1997, Kemp 2009) ascribe certain values and functions to each language, or sometimes combine them for immediate purposes and needs, rather than stick to any pre-determined language choice. This paper acknowledges the direction of Bonny Norton's (2013) research on identity and language learning. ...
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The article focuses on identity in bilingual couples by investigating their attitudes to language and culture. The research question asks how they make sense of their linguistic and cultural duality. Based on the data from in-depth interviews, I concentrate on the notion of identity in bilingual couplehood. I analyze excerpts of interviews produced by 24 couples of Poles with their foreign partners who reside in Poland. I investigate these couples’ talk with regard to their interpretations of identities resulting from their individual life histories and private ideologies about language and culture. My data suggest that attitudes to language and culture relate to the mutual understanding in the couple. I found evidence for differences and similarities as subjectively assessed by partners, higher metalinguistic awareness, an altered perception of one’s self and redefined national stereotypes. The results reveal that the couples’ attitudes are geared to jointly create and negotiate identities in interaction. The article views identity from a new perspective by giving voice to bilingual couples. The novelty relies on the less studied Polish context and, in general, the explicit evaluation of one’s own socialization to a different language and culture. The qualitative lens of the presented study contributes to our understanding of how individuals in intercultural couples use language to convey dual identity and accomplish social goals.
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This study explores the dynamics of language maintenance and shift among teenage members of Arabic and Persian migrant communities in Australia. Using interviews with five participants, the research examines their language proficiency, usage across different domains, and attitudes towards their first and second languages. The findings highlight the influence of push and pull factors such as social interaction, institutional support, and personal attitudes on language practices. While English is predominantly used in social and institutional settings, the participants demonstrate varying degrees of proficiency and engagement with their native languages at home. Results show that factors such as early exposure to English, community interaction, and individual attitudes significantly affect language retention and shift. Despite challenges like linguistic adaptation and accent-based stigmatization, some participants express pride in their heritage languages, signaling their role in cultural identity. This study underscores the complexity of multilingualism in migrant contexts and its implications for linguistic and cultural preservation.
Article
In the face of transnational mobility and migration, globally networked communities and super-diverse social environments, traditional research practices of speaker categorization such as the distinction between native and non-native speakers, first, second, and third language users and mono-, bi-, and pluri-/multilinguals, which rest on the assumption of categorical differences between types of speakers and the general stability of speaker categories as biographical fact, are increasingly called into question. Critical voices point out that in real life, differences between language users turn out to be fuzzy, gradient, and continuous, and that conventional speaker categorizations are conceptualized from a monolingual perspective, providing grounds for discriminatory practices. Based on a longitudinal study design, the paper aims to offer an alternative quantitative approach for researchers who are dissatisfied with common practices of speaker categorization and wish to shift perspective to a more comprehensive way of studying language development within communities. The analysis draws on the results of c-tests for German, Italian, and English that were specifically designed for the study and administered to the same students (n = 170) in their first and final year at lower secondary school.
Chapter
Bilingualism and the study of speech sounds are two of the largest areas of inquiry in linguistics. This Handbook sits at the intersection of these fields, providing a comprehensive overview of the most recent, cutting-edge work on the sound systems of adult and child bilinguals. Bringing together contributions from an international team of world-leading experts, it covers all aspects of the speech perception, production and processing of bilingual individuals, as well as surveying cross-linguistic influences on the phonetics and phonology of bilingualism. The thirty-five chapters are divided into thematic areas covering the theoretical foundations and methodological approaches employed to investigate bilingual speech, overviews of major findings and developments in child and adult bilingual phonology and phonetics, descriptions of the major areas of research within the speech perception, production and processing of the bilingual individual, and examinations of various predictors of cross-linguistic influence and variables affecting the outcomes of bilingual speech.
Article
Multilingualism refers to a phenomenon where individuals routinely use three or more languages. Spatial processes, such as mobility, may shape the outcome of multilingual linguistic behaviors but are considerably under‐explored. We evaluate the effect of mobility on language use in the framework of dual spatialization in a small‐scale multilingual society. We use a footpath network to characterize mobility in absolute space, and a language network to characterize language use in relational space; we then assess the correspondence between the two networks. Redundancy analysis and the k ‐means method are used to support the research goal. We found a high correspondence between mobility and language use. The results identify the absence of regional “centers of gravity” as a distinctive feature in language use, as mobility has fostered local clusters of language use. Conceptually, this study showcases the power of dual spatialization in understanding the mechanisms underlying the space–language connection.
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This paper discusses the ways polyglots study ancient languages. Understanding their methods helps to expand the inventory of effective linguo-didactic strategies. The relevance of this study is corroborated by the growing number of recent foreign publications devoted to the study of ancient languages by multilinguals. The introductory part of the article focuses on terminological differences between the concepts “polyglot” and “multilingual”. This issue is essential for selecting respondents participating in the study. Definitions of basic concepts are compared based on quantitative, value, ontological, teleological and behavioral criteria. The paper starts with the analysis of the interview with Maria Flaxman, a researcher of ancient Germanic languages. The discussion centers on how her experience of self-studying modern languages shaped her strategy for learning ancient languages. In the second part of the article the identified strategies are compared with the strategies of three other polyglots learning ancient languages. Altogether four polyglots (three men and one woman), who speak, in addition to many modern languages, several ancient languages (two to four languages), took part in the study. A comparison of their responses to a questionnaire, which included 21 points on quantitative and qualitative (age, period, value, behavioral and other) aspects, helped to reveal a number of general patterns, such as: ■ strong internal motivation; ■ the indispensable learning of Latin, regardless of the varying set of other ancient languages; ■ effectiveness of parallel study of modern and ancient languages; ■ the favorite ancient language for all respondents was the one in which they applied their individual strategies; ■ all respondents noted a reduction in the time it took to study their last ancient language compared to the first, as well as ■ the regularity of practicing these languages in the reading mode. The study, thus, makes a contribution to methods of acquiring ancient languages both within the framework of a university curriculum and in the process of self-study.
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This paper aims at shedding light on two under-researched study fields: polyglotism and language maintenance in multilinguals from a psycholinguistic perspective. The theoretic lens for the latter is the holistic and Complex Dynamic System Theory perspective of the Dynamic Model of Multilingualism by Herdina & Jessner (2002). The issue of terminology around the terms multilingual, polyglot, and hyperpolyglot is outlined and a new definition for the term polyglot is offered. Terms like language lover and language enthusiast are also considered. A selection of the findings of the author’s doctoral thesis (2020) is presented. Data was gathered from participants in two international polyglot events in 2016 and 2017 with the help of a questionnaire and a semi-structured expert interview. Eighteen polyglots were questioned. Among them were renowned polyglots like Richard Simcott, Alexander Argüelles, Helen Abadzi, Luca Lampariello, and Elisa Polese. Voice is given to the participants of this study in the form of excerpts from the interviews. Ample proof that considerable language maintenance effort is necessary to counteract the phenomenon of language attrition if not enough time and energy are invested in the multilingual psycholinguistic system was found. The perceived importance that polyglots attach to language maintenance is described. An emergent property, namely smart strategy orchestration of language acquisition, language maintenance, and language management strategies, was identified in experienced language learners such as polyglots. For the first time, language maintenance strategies were classified. These are the strategies that aim to maximize language use and to minimize the language maintenance effort. Affective, metacognitive, and psychological factors were found to play a significant role in language maintenance. The focus was laid on the love for languages and on motivation as the most impactful factors.
Article
Speakers of multiple languages must store the respective lexical items efficiently to enable correct access. Importantly, all items must be linked to semantic information and world knowledge. One prominent model of the mental lexicon of late bilinguals is the Revised Hierarchical Model ( Kroll & Stewart, 1994 ), which postulates bidirectional but asymmetrical connections between separate stores for L1 (native language) and L2 (second/foreign language), and a shared conceptual store. Using German native speakers with advanced English proficiency, Experiment 1 largely confirmed model predictions regarding different preferred mental routes and processing times depending on translation direction. Moreover, the original design was extended by including abstract stimuli and picture naming in L2. A series of additional measures, such as proficiency and age of acquisition, served to specify the language experience of the participants and made it possible to compare the results with a group of non-native speakers of German (Experiment 2). Interestingly, the results suggest that the model also applies to two or more non-native languages, potentially influenced by the experimental and environmental language context.
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Da die Gesellschaft heutzutage mehrsprachiger wird, wird in der Forschung auch mehr Aufmerksamkeit Mehrsprachigkeit und Interaktionen zwischen Sprachen geschenkt. Je mehr Sprachen eine Person in ihrem Sprachrepertoire hat, desto mehr Möglichkeiten für sprachübergreifende Einflüsse gibt es. Eine Forschung mit drei Gruppen von Studierenden wurde durchgeführt, um ihre Wahrnehmung der Mehrsprachigkeit und Interaktionen zwischen Sprachen zu untersuchen. Die Ergebnisse der Forschung zeigen, dass je mehr Kontakt man mit den Sprachen hat und je mehr Sprachen man erwirbt, desto höhere Sprachbewusstheit erreicht man und desto mehr Nutzen aus den schon erworbenen Sprachen kann man ziehen. Die Ergebnisse öffnen auch einen breiten Raum im Rahmen der Didaktik, weil es eine große Chance ist, den Schülerinnen und Schülern schon in der Schule zu zeigen, Ähnlichkeiten und Unterschiede zwischen Sprachen zu bemerken und von dem vorherigen Wissen zu profitieren.
Chapter
In our increasingly multilingual modern world, understanding how languages beyond the first are acquired and processed at a brain level is essential to design evidence-based teaching, clinical interventions and language policy. Written by a team of world-leading experts in a wide range of disciplines within cognitive science, this Handbook provides a comprehensive overview of the study of third (and more) language acquisition and processing. It features 30 approachable chapters covering topics such as multilingual language acquisition, education, language maintenance and language loss, multilingual code-switching, ageing in the multilingual brain, and many more. Each chapter provides an accessible overview of the state of the art in its topic, while offering comprehensive access to the specialized literature, through carefully curated citations. It also serves as a methodological resource for researchers in the field, offering chapters on methods such as case studies, corpora, artificial language systems or statistical modelling of multilingual data.
Chapter
In our increasingly multilingual modern world, understanding how languages beyond the first are acquired and processed at a brain level is essential to design evidence-based teaching, clinical interventions and language policy. Written by a team of world-leading experts in a wide range of disciplines within cognitive science, this Handbook provides a comprehensive overview of the study of third (and more) language acquisition and processing. It features 30 approachable chapters covering topics such as multilingual language acquisition, education, language maintenance and language loss, multilingual code-switching, ageing in the multilingual brain, and many more. Each chapter provides an accessible overview of the state of the art in its topic, while offering comprehensive access to the specialized literature, through carefully curated citations. It also serves as a methodological resource for researchers in the field, offering chapters on methods such as case studies, corpora, artificial language systems or statistical modelling of multilingual data.
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Introduction: The issue of learning effectiveness and the role of the learner in the whole process is still an interesting field of research. Among the competences of the future, the report Future of Skills. Employment in 2030 mentions the active acquisition of knowledge and its meaningful use including the use of learning strategies. Research Aim: The aim of this text was to compare the language learning strategies used by multilingual and bilingual learners. Method: Sixty individuals participated in our study. The adapted Language Learning Strategies Inventory (SILL) translated by E. Olejarczuk and the Cattell’s Culture Neutral Test of Fluid Intelligence (CFT-20-R) were used to control the intellectual level. Results: The obtained results prove that there are statistically significant differences between bilingual and multilingual groups in the use of language learning strategies. The level of fluid intelligence does not differentiate the groups. Conclusion: The research problem presented in this text can provide heuristics for further research in the area related to language learning and its psychological determinants.
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Multilingualism and Transcultural Learning in the Curriculum of the Interdisciplinary Cross-Border Studies Master's Program 1 The paper addresses one question: What makes the Cross-Border Studies (CBS) MA a multilingual study program? The first part presents the CBS MA curriculum, developed on the basis of current research literature on multilingualism and transcultural learning. The multilingual essence of the trans-and interdisciplinary CBS MA program is visible among others in the German-and English-language tracks. Besides these languages of instruction, the MA program encompasses at least two target languages, one of which is mandatorily Slavic (BCMS, Russian or Slovene). The intended objective of the CBS MA is to educate future experts who will actively operate between languages and cultures. Therefore, the program's focus is not on acquiring language skills only, but also skills in the intercultural, i.e., interpersonal, sociolinguistic, and social areas. These are covered in the inter-and transdisciplinary compulsory and guided electives (Gebundene Wahlfächer). In the second part of the paper, the CBS MA is discussed in the context of multilingual and multicultural universities. We argue that it is possible to introduce English as a language of instruction and keep a multilingual setting, which includes preserving the local languages. Numerous strategies used within the program both in and outside the classroom to reinforce multilingualism and language diversity are presented. Keywords: multilingualism, Cross-Border Studies Master’s degree program, Slavic, Germanic, and Romance languages, University of Klagenfurt Prispevek odgovarja na vprašanje, zakaj je mastrski študijski program Cross-Border-Studies (CBS MA) večjezični študijski program. V prvem delu prispevka predstavljamo kurikul mastrskega študija CBS, ki je bil razvit na podlagi aktualne strokovne strokovne literature s področja večjezičnosti ter transkulturnega učenja. Večjezičnost znotraj trans-in interdisciplinarnega mastrskega študijskega programa se med drugim kaže tudi pri možnosti študija (izbiri učnega jezika) v nemškem ali angleškem jeziku. Poleg omenjenih učnih jezikov obsega mastrski program vsaj dva ciljna jezika, od katerih je eden obvezno slovanski (BHMS ali ruščina ali slovenščina). Cilj CBS MA je izobraziti bodoče strokovnjake, ki bodo aktivno delovali med jeziki in kulturami. Program se torej ne osredotoča samo na pridobivanje jezikovnih veščin, ampak tudi medkulturnih, zlasti na medosebnem, sociolingvističnem in socialnem področju. Te so zajete v inter-in transdisciplinarnih obveznih in izbirnih predmetih (nem. Gebundene Wahlfächer). V drugem delu prispevka je mastrski študij CBS obravnavan v kontekstu večjezičnih in večkulturnih univerz. Prispevek trdi, da je mogoče uvesti angleščino kot učni jezik in ohraniti večjezičnost, kar vključuje ohranjanje lokalnih jezikov. Predstavljene so številne strategije, ki se uporabljajo v programu tako v učilnici kot zunaj nje za krepitev večjezičnosti in jezikovne raznolikosti. Ključne besede: večjezičnost, magistrski program Cross-Border Studies, slovanski, germanski in romanski jeziki, Univerza v Celovcu
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The analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored – situatedness, identity practices, and investment – and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors' consideration of 'multilingualism-as-resource' challenges the conception of 'multilingualism-as-problem', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valued, and introduce the policy implications of their findings for education and wider social issues.
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For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.
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The present article focuses on semantic-pragmatic and sociolinguistic factors explaining the use of non-French words and constructions in the exolingual communicative context of French exams. On the basis of an oral and written exam corpus, this article looks into different types of cross-linguistic interactions to question the boundaries of codeswitching (CS) and propose a prototypical approach. Special attention is given to the correlations between the embedded languages (in this case, English or Dutch) and the type of influence these languages have on the participants’ French discourse. By taking into account the distribution of cross-linguistic interactions in the discourse of different groups of participants divided according to the levels of the European Framework of Reference for Languages ( CEFR 2001 ), this study shows that, even if lower level participants resort to other languages to compensate for lexical deficiencies in French, they also choose to resort to non-French lexemes due to semantic and sociolinguistic factors, as is the case for advanced level speakers. From the perspective of language assessment, the notion of lexical error is central. Based on a typology of embedded units, this study aims at identifying the factors of acceptability of different types of transcodic marks.
Conference Paper
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In our country, activities are carried out under the title of zoning studies in order to make an area suitable for holistic living standards. There is a hierarchy in the formation of zoning plans from the upper scale of the country development plans to the lower scale, which are the implementation zoning plans. With this hierarchy, in the 1/1000 zoning plans, residence + trade islands are determined within the zoning boundaries determined to meet the housing and trade needs of the people living in a region. Housing + commercial zoning blocks may have different building regulations, precedent or building heights. There are possible building regulations within the zoning boundaries, where there may be different types of sitting areas, such as split, block and adjacent basis. The process of granting construction permits to the existing zoning parcels in the zoning islands, whose identities are determined by these building regulations, is the zoning scale. Zoning diameters, planned areas are given within the framework of type zoning regulations and plan notes. The zoning diameter is given according to the precedent, height and building order of the island. Distance method, on the other hand, is the process of creating the right residential area with the drawing rules of convex shapes, such as square or rectangular, according to the geometric condition of the parcel, in order to be able to give construction permits to the clean zoning parcels in the relevant zoning islands. In our study, it has been tried to show how the settlement areas on the floor can be given, which building order, which precedent and how to apply the process to the convex parcels with the distance approach.
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This study aims to explore how university students of English as a foreign language perceive themselves as multilingual agents, how they practice their languages, and how this affects their identity. The study is based on Kramsch’s notion of third place (1993) which considers foreign language learning as an opportunity for the construction of interculturality, thus causing learners to redefine themselves as they hybridise their cultural identity. Data is gathered through an interview and a focus group discussion with 32 English language learning students at a public university in Morocco. The data is thematically analyzed and discussed. Findings indicate that multilingual learners think positively of multilingualism and avail themselves of their languages, using all of them but in different contexts. They also claim they experience identity shift, thus sustaining and developing multiple identities flexibly thanks to the languages they use. Such findings indicate that multilingual students are defining and redefining their cultural identities as modern, global, open and intercultural citizens under the impact of multilingualism. In light of the results obtained, some implications are discussed.
Book
This book offers several insights into cross-cultural and multilingual learning, drawing upon recent research within two main areas: Language Studies and Multilingual Language Learning/Teaching. It places particular emphasis on the Polish learning environment and Poles abroad. Today’s world is an increasingly complex network of cross-cultural and multilingual influences, forcing us to redefine our Selves to include a much broader perspective than ever before. The first part of the book explores attitudes toward multiculturalism in British political speeches, joking behaviour in multicultural working settings, culture-dependent aspects of taboos and swearing, and expressive language of the imprisoned, adding a diachronic perspective by means of a linguistic study of The Canterbury Tales. In turn, the studies in the second part focus on visible shifts in contemporary multilingualism research, learners’ attitudes towards multiple languages they acquire, teachers’ perspectives on the changing requirements related to multiculturalism, and immigrant brokers’ professional experience in the UK.
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Literacy is a broad term that includes reading and writing abilities, as well as cognitive skills that are socially and culturally constructed. Thus, it is essential to take the family context and home literacy environment (HLE) into consideration when discussing literacy. HLE affects reading and writing development via (in)formal literacy experiences focused on the development of oral language and code skills via exposure, child-centered and instructed activities. In this study, we investigated the effect of the family type (intermarriage/exogamous and co-ethnic/endogamous) and HLE on the development of literacy in bi-/multilingual children in Cyprus. The results of the study, which was based on qualitative methodology (questionnaires, interviews and observations), showed that there was a close relationship between the family type, family language policy (FLP), the HLE and the development of children’s language and literacy skills which, in addition, depended on their socioeconomic status (SES), the level of the parents’ education, life trajectories and experience, linguistic and cultural identities, status in the society, future plans for residency, and the education and careers of their children. Overall, Russian-speaking parents in immigrant contexts realized the importance of (early) child literacy experiences at home, as well as of multiliteracy and multimodality, and attempted to enhance these experiences both in Russian and in the majority language(s), mainly via formal, didactic activities focused on code skills.
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