刊讯｜SSCI 期刊《国际多语主义杂志》2021第4期

INTERNATIONAL JOURNAL OF MULTILINGUALISM

 Volume 18，February 2021

INTERNATIONAL JOURNAL OF MULTILINGUALISM（SSCI一区，2020 IF：2.714）2021年第18卷第4期共发文7篇，其中1篇为介绍性引言，6篇研究性论文。研究论文涉及多语、幼儿教育、语言态度、职业教师、语言社会化、教师教育、行动主义等。

目录

EDITORIAL

■INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action, by Elizabeth J. Erling, Emilee Moore, Pages: 523-533.

ARTICLES

■ Multilingual education in early years in Luxembourg: a paradigm shift?, by Claudine Kirsch, Gabrijela Aleksić, Pages: 534-550.

■‘Who really speaks like that?’– Children’s implicit and explicit attitudes towards multilingual speakers of Dutch, by S. V. Dekker, J. Duarte, H. Loerts, Pages: 551-569

■ Differences in English teachers’beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap? by Elizabeth J. Erling, Anouschka Foltz & Melanie Wiener, Pages: 570-585.

■ Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students, by Marilisa Birello, Júlia Llompart-Esbert, Emilee Moore, Pages: 586-600.

■Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education, by Sílvia Melo-Pfeifer, Pages: 601-618.

■ Multilingual socialisation in education (M-SOC): educator engagement and potential for collective action, by 

Gabriela Meier, Anita Wood, Pages: 619-633.

摘要

INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action

Elizabeth J. Erling, a Department of English and American Studies, University of Vienna, Vienna, Austria;b Institute for Multilingualism/English, Karlsruhe University of Education, Karlsruhe, Germany 

Emilee Moore, a Department of English and American Studies, University of Vienna, Vienna, Austria;b Institute for Multilingualism/English, Karlsruhe University of Education, Karlsruhe, Germany

Abstract The articles in this special issue explore approaches to research and action in language education that have the potential to transform subjectivities and practices in relation to linguistic diversity. They seek ways within education and teacher education to overcome what Gogolin ([1994]. Der monolinguale ‘habitus’ der multilingualen Schule. Waxmann Verlag) called the ‘mononlingual habitus’, i.e. the deep-seated habit of assuming monolingualism as the norm for all individuals and thus for schooling. In doing so, the contributors aim to (re)inscribe multi/plurilingual education in Europe as a socially engaged pedagogical approach and field of research grounded in ideals of social justice. In this introduction, we provide a brief overview of multi/plurilingual education in Europe, linking to current critical work on neoliberalism, language, education and social justice. We then introduce and discuss some of the key theoretical concepts used by the different authors for studying subjectivities (e.g. attitudes, beliefs, ideologies, mind-sets) as well as the methodological approaches employed in the articles. We close with an overview of the different articles that make up the special issue and by highlighting some of the enduring issues in the field of multi/plurilingual education.

Key words Multilingualism, social, justice, activism, attitudes, ideologies, beliefs

Multilingual education in early years in Luxembourg: a paradigm shift?

Claudine Kirsch, University of Luxembourg, Esch-sur-Alzette, Luxembourg

Gabrijela Aleksić, University of Luxembourg, Esch-sur-Alzette, Luxembourg

Abstract There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the language used in daily communication and literacy activities of educators and parents in day-care centres, as reported by educators in two online-questionnaires. The findings show that the educators and parents use multiple languages when communicating, singing and reading with children in the centres. In addition to French and Luxembourgish which dominate, they use five other languages. Their reported multilingual practice reflects their beliefs that speaking and reading in several languages promotes language learning. However, while the programme is multilingual, a range of home languages are marginalised. The educators produce a language hierarchy in the centres in which the parents reproduce. While collaboration with parents can be effective in bringing home languages into day-care centres, educators need to be aware of language hierarchies and ideologies.

Key words Multilingualism, Luxembourg, early childhood education, non-formal education, literacy, parent-school collaboration

‘Who really speaks like that?’– Children’s implicit and explicit attitudes towards multilingual speakers of Dutch

S. V.a Dekker, a NHL Stenden University of Applied Sciences, Nieuwegein, The Netherlands; b University of Groningen, Groningen, The Netherlands

J. Duarte, a NHL Stenden University of Applied Sciences, Nieuwegein, The Netherlands; b University of Groningen, Groningen, The Netherlands

Abstract This study investigates children’s explicit and implicit language attitudes in a highly diverse primary education. Set in the bilingual province of Fryslân, the Netherlands, the current research was carried out in the scope of the 3M-project (‘More opportunities with multilingualism’: Duarte & Günther-van der Meij, 2018a. A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43. https://doi.org/10.21283/2376905X.9.153), wherein pupils’ home languages are used as a resource to promote multilingualism and thereby facilitate learning. We examined socially significant language attitudes and children’s stereotypes towards prevalent minority and migrant languages. Participants consisted of 93 pupils (aged 7–12). They completed questionnaires to assess their explicit attitudes towards majority, migrant and minority languages. Additionally, 137 pupils performed an Implicit Association Test (IAT) to measure the relative attitudes of standard Dutch versus (1) the regional minority language (Frisian) and versus (2) a salient migrant language (Moroccan Arabic). Questionnaire results show significantly lower ratings for Moroccan Arabic and ‘other languages’ compared to Dutch, English and Frisian. Implicit results revealed a larger and significant preference for Dutch over Moroccan-Dutch accents and a smaller, non-significant, preference for Dutch over Frisian accents. Our results suggest a need for primary schools to explicitly address issues related to children’s attitudes towards different languages and accents.

Key words Language attitudes,  Implicit Association Test(AT), multilingualism,  educational linguistics

Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

Elizabeth J. Erling, a Department of English and American Studies, University of Vienna, Vienna, Austria

Anouschka Foltz, b Institute of English Studies, University of Graz, Graz, Austria

Melanie Wiener, b Institute of English Studies, University of Graz, Graz, Austria

Abstract Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school types about their beliefs and classroom practices. Teachers in academic secondary schools indicate higher achievement levels for English amongst their students compared to teachers in middle schools. Descriptive and inferential analyses reveal higher perceived levels of motivation amongst academic secondary school compared to middle school students, and students’ perceived level of motivation influenced English language outcomes in both school types. Moreover, there were significant differences aligning with school type in teachers’ reported language use in the classroom and their perceptions of students’ access to English outside of school. These findings suggest factors that contribute to gaps in achievement in English language education according to school type. The article closes by considering how plurilingual pedagogies might be employed to transform beliefs, alleviate disadvantage and support equity in English language education in Austria and beyond.

Key words Equity, tracking, English language education, Bocioeconomic status, plurilingual pedagogies, Austria

Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students

Marilisa Birello, a Department of Language and Literature Teaching, Universitat Autònoma de Barcelona, Bellaterra, Spain

Júlia Llompart-Esbert, a Department of Language and Literature Teaching, Universitat Autònoma de Barcelona, Bellaterra, Spain;b Faculty of Education Sciences, UAB, Spain

Emilee Moore, a Department of Language and Literature Teaching, Universitat Autònoma de Barcelona, Bellaterra, Spain;b Faculty of Education Sciences, UAB, Spain

Abstract The beliefs of pre-service teachers in initial teacher education (ITE) in Catalonia about plurilingualism and teaching in diverse classrooms are analysed and tensions in their discourse are observed. Following the analysis of discourse in interaction (e.g. Heller [2005]. Discourse and interaction. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 250–264). Blackwell Publishers Ltd), we analyse data from an individual reflection task and subsequent focus group discussion in which pre-service teachers discuss their ideas about linguistically sensitive teaching. Our findings suggest that pre-service teachers have very positive ideas regarding being plurilingual speakers. However, when positioning themselves as teachers, the feelings they express about linguistic diversity in schools become negative. These ideas are linked to ideological constructions that circulate, for example, in European institutional discourses about multi/plurilingualism and in neoliberal conceptions of languages and learning. We suggest that more spaces for discussion and reflection are needed in ITE in order to promote linguistically sensitive teaching among future practitioners.

Key words pre-service teachers, initial teacher education, plurilingualism, beliefs,ideologies, linguistically sensitive teaching

Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education

Sílvia Melo-Pfeifer, Fakultät für Erziehungswissenschaft, Universität Hamburg, Hamburg, Germany

Abstract This article takes the plurilingual repertoires of foreign language teachers – and thus the teachers’ linguistic diversity – as a starting point for exploratory research into the potential of visual methods in teacher education for changing mind-sets. Describing and reflecting on the ubiquitous manifestation of a monolingual habitus in foreign language (teacher) education, we consider ways to offer linguistically responsive foreign language teacher education aiming at challenging that ethos. Reporting on a project based on the production of drawings, we present and compare the linguistic biographies of future French and Spanish teachers, using multimodal analysis. The analysis seeks to uncover whether target language (French and Spanish) and migrant background influence the visual representation of the plurilingual repertoire and of the process of becoming plurilingual. As no significant differences are observed, demonstrating the pervasiveness of the monolingual mind-set in foreign language learning and teacher education, I propose some ways forward in response to the identified language learning ideologies.

Key words Linguistic biography,teacher education, arts-based approaches, drawings, plurilingualism

Multilingual socialisation in education (M-SOC): educator engagement and potential for collective action

Gabriela Meier, Graduate School of Education, University of Exeter - Saint Lukes Campus, Exeter, UK

Abstract The linguistic choices teachers and educators make in their spheres of influence depend on their own language experiences and how these have shaped their thinking. In this article, we draw on teacher beliefs, social activism and language socialisation perspectives to demonstrate the potential impact of the Multilingual Socialisation (M-SOC) tool. This theory-informed tool was designed to: (1) make visible multilingual practices where they exist; (2) establish a link between biographical experiences, actions and beliefs related to multilingual practices in education; and (3) expose educators less familiar with multilingualism in education to practical ideas, thus enabling reflection and inspiration. This is part of a potentially wider collective action project that has the aim of generating greater acceptance of multilingual practices in education. Here, we present and evaluate the first stage of the M-SOC project and a follow-on consultation phase and draw conclusions for future research. The quantitative and qualitative analyses of the first results (n = 81) from our ongoing data collection indicate that the M-SOC tool has a role to play as an effective theory-informed teacher development tool that is able to identify, inform and change teachers’ thinking and intentions regarding their classroom practices.

Key words Language socialisation, teacher reflection, teacher beliefs, monolingual norms, collective action

期刊简介

The aim of the International Journal of Multilingualism (IJM) is to foster, present and spread research focused on psycholinguistic, sociolinguistic and educational aspects of multilingual acquisition and multilingualism. The journal is interdisciplinary and seeks to go beyond bilingualism and second language acquisition by developing the understanding of the specific characteristics of acquiring, processing and using more than two languages.

《国际多语主义杂志》(International Journal of multilinguism)旨在促进、介绍和传播多语言习得和多语言学的心理语言学、社会语言学和教育学方面的研究。本刊是跨学科的，旨在超越双语和第二语言习得，通过发展对获得、处理和使用两种以上语言的具体特征的理解。

The International Journal of Multilingualism (IJM)  provides a forum wherein academics, researchers and practitioners may read and publish high-quality, original and state-of-the-art papers describing theoretical and empirical aspects that can contribute to advance our understanding of multilingualism. Topics of interest to IJM include, but are not limited to the following: early trilingualism, multilingual competence, foreign language learning within bilingual education, multilingual literacy, multilingual identity, metalinguistic awareness in multilinguals, multilingual representations in the mind or language use in multilingual communities. 

本刊是提供了一个平台，让学者、研究人员和从业人员可以阅读和发表高质量、原创和最先进的论文，阐述理论和实证方面的问题，从而有助于加深我们对多语制的理解。本刊涉及的主题包括但不限于: 早期三语，多语言能力，外语学习在双语教育，多语识字，多语认同，元语言意识在多语言，多语言社区的多语言表述或语言使用。

官网地址：

https://www.tandfonline.com/journals/rmjm20

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