刊讯｜SSCI 期刊《多元语言和多元文化发展》2022年第43卷
JOURNAL OF MULTILINGUAL AND
MULTICULTURAL DEVELOPMENT
Volume 43（2022）
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT（SSCI一区，2020 IF：2.814）2022年第43卷共发文15篇，其中介绍性文章1篇，研究性论文14篇。主要内容涉及语言安全空间、巴斯克语、语言选择、英语媒介教学、语言与跨文化、美国人对外国口音的态度等多个方面的研究。
目录
INTRODUCTION
Activating new speakers: research among Spain's historic linguistic minorities,by Jacqueline Urla & Fernando Ramallo,Pages: 1-7
ARTICLES
To die with dignity or to be supplanted by the standard’. Empowerment and inclusive practices of urban new speakers of Aragonese,by Chabier Gimeno-Monterde & Natxo Sorolla,Pages: 8-20
Linguistic safe spaces and stepping stones: rethinking mudes to Catalan through the lens of space,by Maite Puigdevall, Joan Pujolar & Alba Colombo,Pages: 21-31
Communities of practice and adolescent speakers in the Basque Country. Research and transformation face-to-face,by Jone Miren Hernández & Jaime Altuna Ramírez,Pages: 32-42
Bertso eskola, youth identities and new speakers,by Miren Artetxe Sarasola,Pages: 43-54
Participatory action research to promote linguistic mudas among new speakers of Basque: design and benefits,by Ane Ortega, Jone Goirigolzarri & Estibaliz Amorrortu,Pages: 55-67
Rethinking the neofalante framework; a critical approach from the Galician case,by Martín Vázquez-Fernández,Pages: 68-80
Resisting English medium instruction through digital grassroots activism,by Ali Fuad Selvi,Pages: 81-97
Examining the relationship between language and cross-cultural encounters: avenues for promoting intercultural interaction,by Art Tsang,Pages: 98-110
Shifting attitudes towards native speaker and local English teachers: an elaborative replication,by Richard Watson Todd & Punjaporn Pojanapunya,Pages: 111-121
A Bourdieusian analysis of the multilingualism in a poverty-stricken ethnic minority area: can linguistic capital be transferred to economic capital? by Jian Li, Ming Xu & Jiayi Chen,Pages: 122-139
Pre-service teachers’ narratives about their lived experience of language,by Jonas Yassin Iversen,Pages: 140-153
Internationalisation of higher education in Malaysia and the Philippines: a comparative analysis of mission and vision statements of selected universities,by Francisco P. Dumanig & Lorraine Pe Symaco,Pages: 154-166
Americans’ attitudes toward foreign accents: evaluative hierarchies and underlying processes,by Marko Dragojevic & Sean Goatley-Soan,Pages: 167-181
Bilingual youth’s language choices and attitudes towards Nahuatl in Santiago Tlaxco, Mexico,by Grace A. Gomashie,Pages: 182-193
摘要
To die with dignity or to be supplanted by the standard’. Empowerment and inclusive practices of urban new speakers of Aragonese
Chabier Gimeno-Monterde
Department of Sociology and Psichology, University of Zaragoza, Zaragoza, Spain
Natxo Sorolla
Department of Business Management, Universitat Rovira i Virgili, Xarxa CRUSCAT-IEC, Tarragona, Spain
Abstract Aragonese is a threatened Romance language immersed in a historical process of substitution by Spanish, the official language. The number of speakers who maintained its transmission to younger generations, mainly in rural areas, has extremely declined over the last century. In the meantime, revitalisation efforts have incorporated new speakers, especially in urban areas. Due to a weak and conflicting standardisation and institutionalisation of the language, as in other threatened languages, the new speakers are located between three poles: the supremacist position of the official language; the authenticity position highlighting the native varieties; or the legitimisation of supralocal varieties in a context with a hierarchical and conflicted management of revitalisation. The analysis of the interviews allows us to categorise the discourses and establish profiles of new speakers, according to their ideologies and declared practices. The results show a polarisation of the urban new speakers’discourses, with disputes about the legitimacy of supralocal varieties, the contact with native speakers, or the forms of acquisition of the language. All these questions converge in the central academic debate about the Aragonese as a threatened language, and the new speakers and the proactivity not only as the future of the language, but also as its present.
Linguistic safe spaces and stepping stones: rethinking mudes to Catalan through the lens of space
Maite Puigdevall，Joan Pujolar&Alba Colombo
Department of Arts & Humanities, Universitat Oberta de Catalunya – UOC, Barcelona, Spain
Abstract Previous studies of linguistic mudes in minority language contexts, this is, biographical junctures where speakers enact changes in their linguistic repertoire, have contributed to our understanding of how linguistic codes are appropriated across the lifespan using a largely temporal frame of reference. However, our research in Catalan contexts also points to a spatial dimension to these linguistic appropriations. Life history narratives often include reference to particular social contexts in which the pressure for linguistic correctness is relaxed and where individuals can try out new forms of self-presentation. In this article, we want to develop and apply the concepts of ‘safe spaces' and ‘bridge places' used in critical feminism to sociolinguistic processes based on data gathered through ethnographic fieldwork in two spaces: Voluntariat per la llengua (Volunteering for the language - VxL) and Colles de Diables (Devil's Groups, traditional Catalan culture groups). We found that the sites we studied are spaces that act both as catalysts of mudes and spaces where usual speakers of Catalan can also feel safe to subvert the prevalent linguistic accommodation norm of not addressing non-natives in Catalan. Furthermore, they act as ‘stepping stones’ to new socialisations and give rise to alternative discourses and practices.
Communities of practice and adolescent speakers in the Basque Country. Research and transformation face-to-face
Jone Miren Hernández
Universidad del Pais Vasco, Philosophy of values and social anthropology, Bilbao, Spain
Jaime Altuna Ramírez
University of the Basque Country, Philosophy of values and social anthropology, Bilbao, Spain
Abstract In recent years, the relevant data has revealed continuous growth in knowledge of Basque. Formal education has played a significant role in this advance, in which young speakers have been front and centre. Yet the levels of Basque-use, especially in regard to informal and relationship contexts, have not mirrored this increase. Expanding our understanding of this phenomenon is an urgent priority at present. But not the only one. One such concern focuses not only on accessing data and describing the situation, but also on creating understanding from within, by means of young people themselves. Specifically, this paper attempts to go more deeply into the topic via such approaches and reflect on the possibilities that the concept of ‘community of practice’ (CofP) offers in this regard. An idea that, as demonstrated in the ‘D ereduko kirola’ project, allows for a research model along the lines of what J.K. Gibson-Graham (2008) terms a ‘performative ontological project’. The present work seeks to document the process that led us from analyzing different CofPs to conceiving them as safe spaces in which young people could try out modifications in their linguistic practices at different levels.
Bertso eskola, youth identities and new speakers
Miren Artetxe Sarasola
NOR Reseach Group, Bilbao, Biscaye, Spain;b Department of Didactics of Language and Literature, University of the Basque Country, Donostia, Gipuzkoa, Spain
Abstract This paper explores the experience and impact of participation in afterschool oral improvisation workshops – bertso workshops – for young Basque speakers. Drawing on participant observation and in-depth interviews among young people in the Northern Basque Country, the researcher, a practicing improviser, bertsolari, herself, argues that the bertso workshop is best understood as a community of practice wherein they create relationships of trust and empathy, take the floor in front of their peers and debate and think together, where individual’s identities are constructed in mutual influence, and where linguistic identity is built in conjunction with youth identities. Hence, for these young people, the community of practice at the bertso workshop is a place in which to develop their youth identities in Basque and their Basque-speaker identities within youth culture. This case study also explores tensions that arise between the egalitarian ethos of the bertso workshop on the one hand, where all speakers are equal, and the entrenched language ideologies that, on the other, attribute greater authenticity to improvisers from Basque-speaking families.
Participatory action research to promote linguistic mudas among new speakers of Basque: design and benefits
Ane Ortega
Department of Language and Literature Education, Begoñako Andra Mari Teacher Training University College, Bilbao, Spain
Jone Goirigolzarri & Estibaliz Amorrortu
Department of Social and Human Sciences, University of Deusto, Bilbao, Spain
Abstract This article discusses the effectiveness of Participatory Action Research-PAR to foster linguistic mudas, transformative processes among young new speakers of Basque leading to linguistic mudas (Pujolar and Gonzàlez. 2013. “Linguistic Mudes and the Deethnicization of Language Choice in Catalonia.” International Journal of Bilingual Education and Bilingualism 16 (2): 138–152) in favour of the minority language. Taking into account the three principles of PAR –research, participation, and action–, and using an ethnographic action-based approach, participants in the research project were agents of their own linguistic change by becoming co-researchers, who observed their own behaviour and set themselves personal challenges for increasing their everyday use of Basque. We describe how participants engaged in a process of self-awareness and reflective thinking in which teamwork, cooperative discussion of ideas and experiences, and relations of accompaniment (Bucholtz, Casillas, and Lee. 2016. “Beyond Empowerment: Accompaniment and Sociolinguistic Justice in a Youth Research Program.” In Sociolinguistic Research: Application and Impact, edited by R. Lawson, and D. Sayers. Routledge) proved crucial to find strategies for increasing new speakers’ control and agency (Ahearn 2001. “Language and Agency”. Annual Review of Anthropology 30: 109–137.), in order to enact the changes they desired. The article shows PAR methodology to be effective to bring about a change in participants’ subjectivities and linguistic practices, as well as to understand the complexities of muda processes among Basque new speakers in dominantly Spanish-speaking sociolinguistic contexts.
Rethinking the neofalante framework; a critical approach from the Galician case
Martín Vázquez-Fernández
Department of Social and Human Sciences, University of Deusto, Bilbao, Spain
Abstract A critical approach to neofalante, newspeakers of Galician and their theoretical framework, is presented. In order to do so, we take as a case study some of its documented cases as a popular notion, its transformations, and its mobilisation in the planning discourse, along with its construction and evolution as an analytical category in the Galician academic and research fields. We then pay special attention to the latest proposals on the conceptualisation of this subject that place linguistic conversion as a fundamental element of neofalantismo. Lastly, we propose a rethinking of the object neofalante in order to more broadly investigate the processes of linguistic revitalisation through neofalantes’ agency, taking the notion of majority language displacement as an operational concept to do that.
Resisting English medium instruction through digital grassroots activism
Ali Fuad Selvi
Middle East Technical University Northern Cyprus Campus, Güzelyurt, Turkey
Abstract Recently, we have been witnessing the emergence of digital grassroots activism in social networking sites (e.g. Facebook) – affording discursive tools and spaces to engage in normative approaches to preserve Turkish(ness) and raise ideological oppositions against English medium instruction (EMI). By linking Critical Discourse Analysis (Fairclough, N. 2013. Critical Discourse Analysis: The Critical Study of Language. London, UK: Routledge.) with the principles of visual semiotics (Kress, G., and T. van Leeuwen. 2006. Reading Images. London: Routledge.), the current study explores the discursive acts of language policing (Blommaert, J., H. Kelly-Holmes, P. Lane, S. Leppanen, M. Moriarty, S. Pietikainen, and A. Piirainen Marsh . 2009.“Media, Multilingualism and Language Policing: An Introduction.” Language Policy 8 (3): 203–207.) manifested by means of textual descriptions and visual artefacts in four Facebook groups which have been established around the idea(l)s of maintaining the linguistic order and Turkish(ness). It is found that these groups maintain linguistic order as guardians of monoglot ideology, and by recontextualizing the EMI debate within the broader discourses of nationalism and national identity with the help of symbols (e.g. flags), strategies (e.g. quotes) and actors (e.g. Mustafa Kemal Atatürk) evident in the collective psyche of the Turkish nation.
Examining the relationship between language and cross-cultural encounters: avenues for promoting intercultural interaction
Art Tsang
Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong
Abstract In the context of the exponential growth of multicultural campuses worldwide and the consequent need for students to engage in intercultural interaction, this article reports on parts of the findings of a study examining the relationships between learners’ backgrounds (language and intercultural experiences) and their intercultural views and behaviour. 155 students studying in a multicultural tertiary-level setting were administered a questionnaire. Based on the quantitative and qualitative analyses, two key findings were identified: (1) the importance of perceived spoken English competence and prior intercultural experiences on campus (as opposed to experiences in class or outside campus) as the most important predictors of intercultural behaviour and views and (2) evidence of multilinguals showing significantly more intercultural behaviour and positive views than bilinguals. This article ends with a discussion of the findings, their implications, and directions for further studies. Theoretically, the findings add to our understanding of the relationships between language, intercultural views and behaviour; practically, the findings shed light on promising directions educators can take to promote greater intercultural interaction among students.
Shifting attitudes towards native speaker and local English teachers: an elaborative replication
Richard Watson Todd & Punjaporn Pojanapunya
School of Liberal Arts, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand
Abstract Students’ attitudes towards native English speaking teachers (NESTs) and local English teachers has been a fertile area of research for many years, but the commonly used surveys focusing on students’ explicit attitudes have been criticised because of the influence of prejudice. An alternative is to use social psychology instruments such as the Implicit Association Test (IAT) to investigate both explicit and implicit attitudes as in Watson Todd and Pojanapunya (2009. “Implicit Attitudes Towards Native and Non-native Speaker Teachers.”System37: 23–33. doi:10.1016/j.system.2008.08.002). This article is a direct replication of Watson Todd and Pojanapunya (2009), but, because the sociolinguistic context in Thailand has changed with greater use of English as a lingua franca (ELF) since the original study, we aim to look for differences between the findings of the original study and those of the current study rather than confirm the original, a process we term elaborative replication. Using an IAT with 439 Thai university students, the results show that, in contrast to our expectations, students’ implicit and explicit attitudes towards NESTs have become more positive in the ten years since the original study, a finding that casts doubt on the wider social impact of the ELF movement.
A Bourdieusian analysis of the multilingualism in a poverty-stricken ethnic minority area: can linguistic capital be transferred to economic capital?
Jian Li
School of Foreign Studies, Shanghai University of Finance and Economics, Shanghai, People’s Republic of China
Ming Xu & Jiayi Chen
School of Finance, Shanghai University of Finance and Economics, Shanghai, People’s Republic of China
Abstract Indigenous languages in poverty-stricken areas are often threatened by competition from the majority languages driving economic progress. Within the framework of the economics of linguistic exchanges, this paper discusses the possibility of transferring linguistic capital into economic capital, and the revaluation of minority languages to promote multilingualism in underdeveloped regions. A mixed-method approach (questionnaires, focused interviews, ethnographic observations) was adopted to investigate the linguistic use of and attitudes towards Hani, Mandarin and English among 142 Hani participants in Yuanyang County, China, and the dispositions of 1,395 participants outside Yuanyang towards four types of objectified linguistic products used in two submarkets. The qualitative and quantitative data from Yuanyang show that with a conservative monolingual attitude, young Hani are shifting from Hani to the national lingua franca, Mandarin, for socioeconomic reasons. However, outsiders favour the utilisation of multilingual resources in the submarkets of local tourism and sales of regionally specific products. The findings demonstrate that there is room for the revaluation of indigenous language in these submarkets, implying that minority and majority languages may coexist and develop in harmony if the local Hani and poverty alleviation workers can begin to transfer multilingual resources into economic capital in the submarkets.
Pre-service teachers’ narratives about their lived experience of language
Jonas Yassin Iversen
Department of Social and Educational Sciences, Inland Norway University of Applied Sciences, Hamar, Elverum, Norway
Abstract Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and ‘the multilingual’ across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants’ linguistic autobiographies (n = 6). A narrative analysis across the two events demonstrated how the six PSTs used indexical cues to discursively position themselves as monolingual speakers of Norwegian in contrast with ‘multilinguals’ as speakers of ‘other languages’. Based on these findings, the article argues that the PSTs do not have an adequate understanding or vocabulary to discuss multilingualism in education, leading them to present ‘the multilingual’ as someone radically different from themselves. However, teacher educators can take PSTs’ lived experience of language as a point of departure for discussing multilingualism in education and challenging the traditional understandings of multilingualism.
Internationalisation of higher education in Malaysia and the Philippines: a comparative analysis of mission and vision statements of selected universities
Francisco P. Dumanig
English Department, University of Hawaii at Hilo, Hilo, HI, USA
Lorraine Pe Symaco
College of Education, Zhejiang University, Hangzhou, People’s Republic of China
Abstract This paper examines how internationalisation of higher education institutions is reflected through their mission and vision statements by comparatively analysing the mission and vision statements of selected universities in Malaysia and the Philippines. To carry out the study, twenty (20) mission and vision statements of public and private universities in Malaysia and the Philippines were collected and analysed, underlined by the importance of textual agency in policy orientations. The framework used in analysing the mission and vision statements includes the analysis of textual practice and discourse practice. The micro-level analysis of the discourse focused on the textual practice, such as vocabulary, grammar, and text structure. Moreover, the genre and style of text were also analysed. The findings of the study reveal that the mission and vision statements of universities in Malaysia and the Philippines align with respective country policies, and have something in common as far as the concept of internationalisation in higher education is concerned. It is also evident that universities in both countries emphasise the importance of producing global and competent graduates, and obtaining international recognition and world-class education.
Americans’ attitudes toward foreign accents: evaluative hierarchies and underlying processes
Marko Dragojevic & Sean Goatley-Soan
Department of Communication, University of Kentucky, Lexington, KY, USA
Abstract This study examined Americans’ attitudes toward standard American English (SAE) and nine, non-Anglo foreign accents: Arabic, Farsi, French, German, Hindi, Hispanic, Mandarin, Russian, and Vietnamese. Compared to SAE speakers, all foreign-accented speakers were rated as harder to understand, more likely to be categorised as foreign (rather than American), and attributed less status and solidarity. However, not all foreign accents were equally denigrated on status and solidarity traits. Instead, an evaluative hierarchy emerged, with speakers of some varieties (e.g. French, German) consistently rated more favourably than speakers of others (e.g. Arabic, Farsi, Vietnamese). This variation in language attitudes was associated with variation in social categorisation – i.e. the higher the percentage of nonstigmatized foreign categorizations (i.e. Anglosphere, Western Europe) for a given foreign variety, the more favourably speakers of that variety were rated – and listeners’ processing fluency – i.e. the easier speakers of a given foreign variety were to understand, the more favourably they were rated.
Bilingual youth’s language choices and attitudes towards Nahuatl in Santiago Tlaxco, Mexico
Grace A. Gomashie
Department of Languages and Cultures, Faculty of Arts and Humanities, University of Western Ontario, London, ON, Canada
Abstract The younger generations are considered one of the principal agents in the maintenance or shift of any language. In the cycle of the language maintenance, children learn their mother tongue, and pass it on to the future generations. The cycle is broken when they no longer speak the mother tongue. The language choices they make are particularly interesting in bi-/multilingual contact situations. This paper explores the language choices and attitudes of bilingual youth in the Nahuatl-speaking community of Tlaxco in Mexico. Bilingual participants, aged 12–17, completed a language questionnaire on their language use with 21 interlocutors and attitudes towards Nahuatl and Spanish. Results showed that the youth used Nahuatl predominately with only one interlocutor, their grandparents, although they expressed favourable opinions about Nahuatl. With other interlocutors, the language use was evenly distributed between only Spanish and both languages. These results indicate a need to expand the domains in which Nahuatl is used, starting with the parents in the home front. This study is the first to assess language use and attitudes of bilingual youth in Tlaxco.
期刊简介
The Journal of Multilingual and Multicultural Development is a cross-disciplinary journal for researchers from diverse scholarly and geographical backgrounds. It is concerned with macro-level coverage of topics in the sociology and social psychology of language, and in language and cultural politics, policy, planning and practice.
The journal welcomes submissions on the many ramifications of these broad themes:
《多元语言和多元文化发展》是一本面向来自不同学术和区域背景的研究人员的跨学科期刊。 我们关注语言社会学、社会心理学，以及语言和文化政治、政策、规划和实践等主题的宏观层面研究。本刊主要研究方向为：
Language planning and policy
Ethnicity and nationalism
Identity politics (with its linguistic, religious and other markers)
Languages and cultures in contact
Intertwinings among language, culture and religion
Language learning
Bilingual and multilingual accommodations
Programmes and policies of multiculturalism and pluralism
Language rights (group and individual)
Reading and literacy
Collective identity and its “markers”
Minority-group dynamics
Educational provisions for languages and cultures
Endangered languages
Emotions in Multilinguals
Multilingual learner emotions
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