刊讯｜SSCI 期刊《国际多语主义杂志》2022第3-4期

INTERNATIONAL JOURNAL OF  MULTILINGUALISM

Volume 19, Issue 3-4, June 2022

INTERNATIONAL JOURNAL OF MULTILINGUALISM（SSCI一区，2021 IF: 2.26）2022年第3-4期共刊文22篇。其中，2022年第3期共发文12篇，其中研究性论文9篇，书评2篇，文章评论1篇；2022年第4期共发研究性论文10篇。主题包括跨语言、语码转换、语言政策、多语主义、语言管理等。欢迎转发扩散！（2022年已更完）

往期推荐：

目录

ISSUE 3

ARTICLE

■ ‘This is so skrrrrr’ – creative translanguaging by Chinese micro-blogging users, by Yi Zhang, Wei Ren, Pages 289-304.

■ Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns, by Laura Gurney, Eugenia Demuro, Pages 305-324.

■ Examining the parameters of translanguaging in the context of Chinese bilinguals’ discourse practices, by Yue Fei, Robert Weekly, Pages 325-345.

■ Beyond ‘two-solitudes’ assumption and monolingual idealism: generating spaces for multilingual turn in Pakistan, by Syed Abdul Manan, Khadija Tul-Kubra, Pages 346-367.

■ Exploring the challenges of information and communication technology localization in South African higher education: a language management approach, by Hloniphani Ndebele, Pages 368-382.

■ Production of inflectional morphology in intercomprehension-based language teaching: the case of Slavic languages, by Jacopo Saturno, Pages 383-401.

■ Language exposure in early bilingual and trilingual acquisition, by Katja F. Cantone, Pages 402-417.

■ Talking Saivism in a Tamil migrant faith classroom, by Nirukshi Perera, Pages 418-434.

■ Metaliteracy and writing among 4th grade multilingual students in South Africa, by M. R. Coady, L. Makalela, M. P. S. Lopez, Pages 435-455.

BOOK REVIEW

■ Multilingualism and politics. Revisiting multilingual citizenship, by Oliver Delto, Pages 456-462.

■ Envisioning TESOL through a translanguaging lens: global perspectives, by Xin Li, Pages 462-465.

ARTICLE COMMENTARY

■ Family language policy and school language policy: can the twain meet?, by Xiao Lan Curdt-Christiansen, Pages 466-475.

ISSUE 4

ARTICLE

■ Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture, by Angelica Galante, Pages 477-498.

■ Multimodal linguistic biographies of prospective foreign language teachers in Germany: reconstructing beliefs about languages and multilingual language learning in initial teacher education, by Sílvia Melo-Pfeifer, Alice Chik, Pages 499-522.

■ Measuring the impact of translanguaging in TESOL: a plurilingual approach to ESP, by Àngels Llanes, Josep M. Cots, Pages 523-538.

■ Multilingualism in urban Vellore, Sneha Mishra, Pages 539-552.

■ Language barriers in multilingual Saudi hospitals: causes, consequences, and solutions, by Munassir Alhamami, Pages 553-565.

■ Learning an L2 and L3 at the same time: help or hinder?, by Ting Huang, Rasmus Steinkrauss, Marjolijn Verspoor, Pages 566-582.

■ ‘Your pronunciation is really good’: the construction of linguistic identities in ELF interactions among multilingual speakers, by Yujong Park, Pages 583-604.

■ Linguistic landscape in a city of migrants: a study of Souk Naif area in Dubai, by Magdalena Karolak, Pages 605-629.

■ Jawi, an endangered orthography in the Malaysian linguistic landscape, by Paolo Coluzzi, Pages 630-646.

■ Lived languages: ordinary collections and multilingual repertoires, by Cristina Ros i Solé, Pages 647-663.

摘要

‘This is so skrrrrr’ – creative translanguaging by Chinese micro-blogging users

Yi Zhang, Department of English, Xi’an Jiaotong-Liverpool University, Suzhou, People’s Republic of China

Wei Ren, School of Foreign Languages, Beihang University, Beijing, People’s Republic of China; School of Foreign Studies, Xi’an Jiaotong University, Xi’an, People’s Republic of China

Abstract This study investigates the use of a popular online expression ‘skr’ by Chinese micro-blogging users on Weibo. Used originally as a hip-hop term for the sound of cars drifting tires, ‘skr’ was exploited by Chinese micro-blogging users for other meanings and functions. Data were collected from Weibo users’ postings over a month. Using the Search function, we examined micro-blogs with ‘skr’ embedded in the text of the Weibo postings. A total of 1,861 instances of ‘skr’ were collected. Based on linguistic and communicative functions, the analysis identified eight types of literacy practices of ‘skr’. In the decreasing order of frequency, these eight types include phonetic substitution of Chinese, affective exclamation, adjective as appreciation, hip-hop element, intensification device, searchable hashtag, metonymy, and onomatopoeia. The results of the present study suggest that the relocalisation of ‘skr’ demonstrates Chinese online users’ creative and discursive literacy practices, and how the meaning and functions of an American hip-hop oriented term may shift when the expression enters a different lingua-culture.

Key words Skr, translanguaging, digital communication, micro-blogging

Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns

Laura Gurney, Te Kura Toi Tangata School of Education, University of Waikato, Hamilton, New Zealand

Eugenia Demuro, School of Humanities and Social Sciences, Deakin University, Burwood, Australia

Abstract This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what language is and how it is understood. The argument maps salient features of the multilingual turn which have extended the fields of applied and socio-linguistics beyond a preoccupation with separable languages embedded within a code-based depiction of linguistic behaviour. Within this body of research, we highlight the influential theoretical frames of (trans)languaging and metrolingualism, which position language as a dynamic process – and practice – rather than a product. We then begin to think through language/languaging as assemblage, a process which heralds an ontological shift. In so doing, we consider the ontological turn within and beyond linguistics to extend the potential of critical language studies, breaking with hegemonic language ideology via a radical reconsideration of the temporality, complexity and materiality of language.

Key words Multilingualism, languaging, translanguaging, metrolingualism, assemblages, ontology, Deleuze and Guattari

Examining the parameters of translanguaging in the context of Chinese bilinguals’ discourse practices

Yue Fei, University of Leicester, Leicester, United Kingdom of Great Britain and Northern Ireland

Robert Weekly, School of Education and English, Nottingham Ningbo University, Ningbo, China

Abstract This paper addresses the complexity of the linguistic situation in China by examining the language policy and language categorisation in the People’s Republic of China (PRC), which has implications for how multilingual speakers conceptualise and practice ‘language’. In addition, this paper examines the conceptual framework of translanguaging and its applicability to the context of an interview between speakers of Putonghua Chinese and Wu Chinese. Translanguaging has predominantly been applied to English and another language, and mainly within an educational context, therefore this paper aims to assess the extent to which the parameters of translanguaging can be extended to non-English bilingual speakers in a different context. In order to test the parameters, we consider it necessary to analyse the data using both a translanguaging framework, and a more traditional codeswitching (CS) one. While translanguaging offers the most developed theoretical understanding of multilingual discourse, there has been a tendency to elevate translanguaging into a practice which is ‘new’, ‘creative’ and ‘beyond language’. We find that the discourse practices of the bilingual speakers in this study are more representative of translanguaging than CS, and provide support for the theoretical assertions attributed to translanguaging.

Key words  Translanguaging, multilingualism, codeswitching, language policy, Chinese languages

Beyond ‘two-solitudes’ assumption and monolingual idealism: generating spaces for multilingual turn in Pakistan

Syed Abdul Manan, Graduate School of Education(GSE), Nazarbayev University, Nur-Sultan (Astana), Kazakhstan

Khadija Tul-Kubra, Department of English, BUITEMS, Quetta, Pakistan

Abstract This study problematises the folk theories of ELT practitioners, and critically views the limits of their monolingual idealism and guilty multilingualism in the context of Pakistan. Drawing on interviews of 18 English teachers and classroom observations in a provincial capital of Pakistan, the study analyses their ‘two solitudes’ assumptions, in which they essentialize English-only teaching without any recourse to L1/native/local languages. Results show that practitioners’ current theoretical positioning is underpinned by the TESOL orthodoxy, which means that they treat English learning as a hermetic process, and emphasise on rigid separation of L1s from the target language. The study finds that narrow theoretical base and orthodox orientations towards TESOL/SLA holds teachers from liberal use of multiple languages. Inferiority syndrome about the value of native/indigenous languages also causes their lack of confidence in bi/multilingual TESOL. The study proposes that to negotiate meaningful spaces for multilingual turn, there is a need to soften teachers’ hard-core orthodox beliefs about English learning, and foster theoretical/conceptual transition from their fractional view to understanding bi/multilingualism as a dynamic cognitive system. The study concludes that scholarly activism could act as a catalyst for transforming teachers’ orthodox beliefs, and help generate ideological and implementational spaces for multilingual/ TESOL/SLA.

Key words Multilingual turn, two-solitudes assumption, whole linguistic repertoire, TESOL/TEFL orthodoxy

Exploring the challenges of information and communication technology localization in South African higher education: a language management approach

Hloniphani Ndebele, Teaching and Learning Development Centre, Mangosuthu University of Technology, UMlazi, Durban

Abstract Over the past decades, the language management discourse in South Africa has focused on the development and intellectualization of the functional status of indigenous African languages in high-status domains. African languages are marginalized despite the existence of various empowering and restorative legislative provisions and policies of the new democratic dispensation. Of particular interest in this paper are the challenges that affect the localization of information and communication technologies in the higher education domain. The reliance mostly on former colonial languages for the transmission of knowledge in education has had a negative impact on the development and intellectualization of these languages. It has been argued that Information and Communication Technology (ICT) localization has the potential of improving information access in indigenous languages which can further facilitate the maximum utilization and development of these languages. The promotion of African languages and their use in scientific domains is critical in addressing historical linguistic inequalities and injustices in the South African higher education sector. In this paper, I argue that the dynamics associated with the connection between macro and micro level language management, and some socio-linguistic and socio-cultural factors affect the ultimate goal of achieving language management goals associated with ICT localization.

Key words African languages, ICT localization, language management

Production of inflectional morphology in intercomprehension-based language teaching: the case of Slavic languages

Jacopo Saturno, Università di Bergamo, Bergamo, Italy

Abstract The present paper investigates the acquisition of L3 Polish by L1 Italian university students of L2 Russian. The participants had never studied the L3 prior to the experiment, but took a meta-linguistically explicit course in Slavic Linguistics focussing on Polish/Russian contrastive grammar. The main research question is whether or not the similarity of the target structure in the two languages allows learners to transfer the L2 processing mechanisms to the L3. The conflicting predictions of the FT/FA hypothesis and of the DMTH are compared. The results show that alongside typical developmental errors, clear instances of L2 transfer can be identified. Although transfer does not always produce target-like results, it arguably constitutes evidence of the processing of a target structure which is not normally accessible in the early stages of acquisition.

Key words Intercomprehension, L2 transfer, L3 acquisition, Slavic, Polish, Russian, Morphosyntax, Processability theory, FT/FA

Language exposure in early bilingual and trilingual acquisition

Katja F. Cantone, Faculty of Humanities, Institut for German as Second and Foreign Language, University of Duisburg-Essen, Essen, Germany

Abstract The present study contributes to the field of bilingual and trilingual language acquisition by analysing four multilingual families. In each family, at least one parent is bilingual. Following research questions will be addressed: (A) How relevant are the (amount of) input and the (kind of) parental language strategies for language maintenance? (B) Which language choice can we observe in bilingual parents? (C) Is there a uniform definition for multilingual acquisition of immigrant languages? (D) Which language-external factors are possibly relevant for language transmission? The results reveal that exposure in some languages is lower than 20%, a level regarded as possibly crucial for becoming a productive multilingual speaker (Quay [2008]. Dinner conversations with a trilingual two-year-old: Language socialisation in a multilingual context. First Language, 28(1), 5–33). Some bilingual parents use the minority, others the majority language. Independently of the acquisition context, we claim it is unnecessary to label second- and third-generation children heritage language speakers. Taking the family language policy approach, we believe language practices in families with at least one bilingual parent are largely understudied and should be analysed more carefully.

Key words Multilingual acquisition, bilingual parents, language exposure, amount of input, extra-linguistic factors

Talking Saivism in a Tamil migrant faith classroom

Nirukshi Perera, Prehospital, Resuscitation and Emergency Care Research Unit, Curtin University, Perth, Australia

Abstract This study is located in a lesser-known educational context and investigates aspects of migration, religion and multilingualism. Focusing on the discourse of second-generation adolescent migrants in a Tamil Hindu temple school in urban Australia, I discuss how flexible language practices manifest in this migrant faith setting. I argue that the use of the heritage language is not always at the forefront, despite a monolingual Tamil language policy, because religious transmission is given priority over language transmission. At the same time, there are certain motivations that influence the use of Tamil: to index the close relationship between language and religious culture and to index one’s membership of the ethnoreligious community. This paper draws on ethnographic data to provide both a macro and micro view of these motivations – what drives adolescents to use their heritage language, how it is deployed from their linguistic repertoires, and how it contrasts with the use of the students’ dominant language, English. The analysis takes a whole of conversation approach to understanding the relationship between religion and heritage language use for second-generation migrant students.

Key words religion, Tamil, Hindu temple, translanguaging, second-generation migrant, Sri Lanka

Metaliteracy and writing among 4th grade multilingual students in South Africa

M. R. Coady, School of Teaching and Learning, University of Florida, Gainesville, FL, USA

L. Makalela, Wits School of Education, University of Witwatersrand, Johannesburg, South Africa

M. P. S. Lopez, School of Teaching and Learning, University of Florida, Gainesville, FL, USA

Abstract Literacy in the twenty-first century global environment is increasingly essential to participation in society. Literacy skills include not only the ability to read, write, and interact with text, but also the capacity to use semiotic (sign) systems, numeracy, multiple modalities, and to link oracy to text using computerised devices. Despite this array of literacies, writing remains one of the least understood – yet increasingly important – skills through which evidence of learning is assessed in schools, on the one hand, and through which epistemic opportunities and identity positions of students are formed and expressed, on the other hand. This study examined the biliteracy development in writing across ten emergent multilingual students in a primary school in South Africa. We use a lens of multiliteracy knowledge, which frames how multilinguals engage in writing. Findings demonstrate how language and culture intersect in students’ writing to reveal their knowledges and identities, two aspects of writing that are both overlooked and undervalued among multilingual students. We offer implications for teachers and teacher educators.

Key words Writing, multilingualism, metalinguistic abilities, acquisition of English, crosslinguistic influence

Family language policy and school language policy: can the twain meet?

Xiao Lan Curdt-Christiansen, Department of Education, University of Bath, Claverton Down, UK

Abstract This commentary outlines the key conceptualisations and core questions related to multilingual children’s language and literacy development across different migration contexts. Addressing various language and educational ideologies held by parents and teachers, it highlights the interactions between families, schools and the wider society. In order to better understand how and why heritage languages are difficult to maintain and develop in migration contexts. The commentary sets the group of papers in this special issue in the disciplinary contexts of family language policy and school language policy. It emphasises how families, as private domains, are situated in dynamic social systems, and how migrant children’s language development, including their heritage language development, is influenced by many factors such as society’s attitude towards minority languages, the educational system, language programmes and linguistic input from both home and school. The commentary highlights the key claims put forward by the contributors and concludes that home and school can work together for the educational and social wellbeing of multilingual and migrant children.

Key words Family language policy, migrant children, language programme, linguistic input, literacy development

Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture

Angelica Galante, Department of Integrated Studies in Education, McGill University, Montréal, Canada

Abstract As multi/plurilingual research advances understandings of plurilingual speakers’ fluid language use, particularly in multilingual settings, new research methods and pedagogical orientations that address this complex phenomenon are needed. The present study considered the development, reliability, and validity of the Plurilingual and Pluricultural Competence (PPC) scale. Informed by sociolinguistics theories in educational linguistics, including plurilingualism and translanguaging, the PPC scale had its content validated by researchers, language teachers and learners. It was then implemented with 379 plurilingual speakers in two multilingual cities in Canada: 129 in Toronto and 250 in Montréal. Exploratory factor analysis examined the factors in the scale and whether PPC referred to language and culture as separate dimensions or, as theoretically suggested, a unidimensional construct. Results reveal PPC as one construct, suggesting that language and culture are interrelated. With 22 items on a 4-point Likert scale, the PPC scale is a new instrument that can be used in future multi/plurilingual research and pedagogy. Its significance lies in that the scale can gather overall trends among plurilinguals’ PPC levels, which can have implications for language education, curriculum and policy. Recommendations for future use are discussed.

Key words plurilingual and pluricultural competence, plurilingualism, multilingualism, translanguaging, intercultural competence, cross-cultural competence

Multimodal linguistic biographies of prospective foreign language teachers in Germany: reconstructing beliefs about languages and multilingual language learning in initial teacher education

Sílvia Melo-Pfeifer, Faculty of Education, University of Hamburg, Hamburg, Germany

Alice Chik, Macquarie University, Sydney, Australia

Abstract Linguistic biographies have been increasingly used in language and teacher education, even if mainly in a written form. In this study we analyse 33 visual linguistic biographies, using drawings to examine the (re)constructions of the multilingual self. The visual linguistic biographies were produced by prospective Spanish language teachers at the University of Hamburg (Winter Semester 2017). We looked at the visual composition of the linguistic biographies and the elements which student teachers combine to trace the representation and the evolution of the multilingual self. We conclude that temporal and geographic metaphors are the most commonly represented, displaying beliefs about language learning and becoming multilingual in a succession of different languages, generally in a schooling pathway. Additionally, student teachers perceive living and studying abroad as important experiences leading to linguistic proficiency. The study suggests that students developed a multilingual imagery made up of languages acquired chronologically, these being associated with specific nation-states and kept separate from each other in individuals’ repertoires. We propose that these beliefs should become a starting point for discussing complexity in trajectories of multilingual becoming and heterogeneity of multilingual repertoires.

Key words Linguistic biographies, visual methods, teacher education, multimodal translanguaging

Measuring the impact of translanguaging in TESOL: a plurilingual approach to ESP

Àngels Llanes, English and Linguistics, Universitat de Lleida, Lleida, Spain

Josep M. Cots, English and Linguistics, Universitat de Lleida, Lleida, Spain

Abstract This study compares the language proficiency gains of two groups of students taking a business English course module in a bilingual university in Catalonia (Spain). Whereas one of these groups followed a ‘translanguaging’ or ‘plurilingual’ pedagogy, the other followed a strictly monolingual approach. Participants were 54 mostly Catalan/Spanish bilingual university students of Business (n = 35 translanguaging and n = 19 monolingual). Whereas the teacher in the ‘translanguaging group’ used and fostered the use of Catalan and Spanish besides English, the teacher in the ‘monolingual group’ only used English and allowed only English in class. Participants were administered a placement test, and performed a written composition and an oral sales pitch the first and last week of the semester. Participants were also administered a questionnaire before and after the treatment. The EFL development of the participants was measured in terms of fluency, lexical complexity, grammatical complexity and accuracy, but it was also assessed by an expert examiner, who based her ratings on a rubric including four scales: language, communicative achievement, content, and organisation. Results show that both groups experienced comparable gains, but the few significant differences favoured the translanguaging group.

Key words Acquisition of English, third language use, second language teaching, plurilingualism, multilingualism

Multilingualism in urban Vellore

Sneha Mishra, School of Social Sciences and Languages, Vellore Institute of Technology, Vellore, India

Abstract The present paper describes and analyses multilingualism and language use in urban Vellore. In the situation of urban Vellore, together with multilingual immigrants, multilingualism is stimulated with the business motive, to earn livelihood and for social integration. Interviews are conducted with 31 respondents who are skilled in employing at least three distinct languages in their regular communication. The study highlights the presence of different languages in Vellore’s verbal repertoire. There is also a discussion of the participants’ perspective on multilingualism which is mostly positive. The phenomenon of multilingualism in Vellore sometimes also stems as a survival strategy of people in their new surroundings.

Key words Multilingualism, urban Vellore, communication accommodation theory, verbal repertoire, dual-lingualism

Language barriers in multilingual Saudi hospitals: causes, consequences, and solutions

Munassir Alhamami, English Department, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia

Abstract Although a multilingual and multicultural work environment increases the diversity and exchange of experiences, it can also create and increase language barriers. This qualitative study explored language barriers in a multilingual Saudi hospital through 37 interviews of physicians, nurses, other healthcare workers, and patients. The resulting analysis revealed several causes of, consequences of, and solutions to overcome language barriers in the hospital workplace. The results are presented in three main sections. The first section presents the causes of language barriers due to multilingualism and discusses barriers related to patients, healthcare workers, and hospital policy in turn. The second section presents the negative consequences of language barriers for patients and healthcare workers. The last section discusses solutions and strategies the interviewees have used in the hospital to overcome language barriers, and solutions related to language, accent and dialect, or cultural barriers in turn.

Key words Language barriers, hospital communication, diverse workplace, language in the workplace, multilingual communication

Learning an L2 and L3 at the same time: help or hinder?

Ting Huang, Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, The Netherlands

Rasmus Steinkrauss, Center for Language and Cognition Groningen (CLCG), University of Groningen, Groningen, The Netherlands

Marjolijn Verspoor, University of Groningen and University of Pannonia

Abstract There is quite a bit of evidence showing that the experience of learning an L2 will help in learning an L3, but as far as we know, very little research has investigated the possible impact of L3 learning on the already existing and still developing L2 system within the learner. According to Complex Dynamic Systems Theory (CDST), language development depends on limited resources. In simultaneous L2 and L3 (L2 + L3) learners, these resources have to be used for learning two languages, reducing the resources available for L2 learning. This might lead, firstly, to a slower L2 development in L2 + L3 learners than in L2 only learners, and secondly, to more variability in the L2 during the learning process. In the current study, we traced the L2 English writing proficiency scores (both in terms of gains and variability) of two groups of L1 Chinese learners within one academic year. One group learnt English only (L2) and the other group learnt English and Russian simultaneously. Results show that the L2 + L3 learners did not develop their L2 to a lesser extent than the L2 learners did, but they showed more variability over time in one sub-area (fluency) of L2 writing proficiency. The implications are discussed.

Key words Adult L2 and L3 learning, L2 writing development, complex dynamic systems theory

Your pronunciation is really good’: the construction of linguistic identities in ELF interactions among multilingual speakers

Yujong Park, English Language & Literature Department, SungKyunKwan University, Seoul, Korea

Abstract Studies on the linguistic identity of multilingual speakers engaged in English as a Lingua Franca (ELF) interactions have continued to grow in the past 20 years. This paper was aimed at contributing to this line of research by studying interactional data to investigate the construction and negotiation of linguistic identities among multilingual speakers of English. Data was collected from 38 ELF interactions in a university classroom located in South Korea. The analysis shows that the students’ linguistic identity in relation to English was made relevant consequent to the interactional exploitation of the two interrelated social constructs of phonology and nationality (i.e. being foreign). The findings suggest that these multilingual students negotiate and build one's linguistic identity by evaluating different ways of speaking English which in turn influence their own linguistic use. The study helps us understand how normative expectations or beliefs are expressed at the level of interaction and underscores the need for ELF awareness and development of related pedagogical tools for empowering these group of students.

Key words Linguistic identity, multilingual speakers, ELF interaction, South Korea, phonology, language ideology

Linguistic landscape in a city of migrants: a study of Souk Naif area in Dubai

Magdalena Karolak, College of Humanities and Social Sciences, Department of Social Sciences, Zayed University, Dubai, UAE

Abstract This paper presents the first in-depth analysis of linguistic landscape (LL) of a migrant area in Dubai. While Arabic is the official language of the country, few foreigners learn it and English has become the lingua franca that allows migrant communities to communicate. Nonetheless, English and Arabic are mother tongues to a minority of resident population. A multitude of other languages are spoken among expatriates. Despite that variety, the visibility and salience of particular languages in LL is a reflection of, most often, their differing social standing. As such, this research shows how multilingualism, language contact, social hierarchy as well as official policies with regards to language use in UAE, have led to the minimisation of third languages use in LL. Through a multilingual analysis of signs in Souk Naif area, this research provides important insights on the meaning of linguistic landscapes in cosmopolitan cities in the Arabian Gulf, specifically, how bottom-up sign makers negotiate the public space, why English is the primary language used, and finally, why high levels of multiculturalism lead to deterritorialisation and commodification of languages in LL.

Key words Dubai, UAE, languages, linguistic landscape, public space, Souk Naif

Jawi, an endangered orthography in the Malaysian linguistic landscape

Paolo Coluzzi, Department of Asian and European Languages, University of Malaya, Kuala Lumpur, Malaysia; University of Malaya, Kuala Lumpur, Malaysia

Abstract Jawi is the orthography in which Malay has been written since the Middle Ages, when it was adapted from the Arabic script. Introduced by Muslim traders, it was adapted to Malay phonology using diacritics that modified six letters. It was used until the Roman script (Rumi) brought in by European traders and colonisers began to supplant it in the nineteenth century. In spite of that, Jawi still appears in the linguistic landscape of Malaysia, Brunei, Indonesia and Pattani (Thailand). For this article snapshots have been taken of different shop signs using Jawi in Kuala Lumpur, Malacca and Kota Bharu (Malaysia). After an introduction to the structure and use of Jawi and the multilingual and ‘multiscriptal’ linguistic landscape in Malaysia, the significance of Jawi in the Malay Archipelago and its mainly symbolic use in the linguistic landscape are discussed. To complement the analysis, a quantitative survey carried out among a sample of Malaysian undergraduate students and a qualitative one among a small sample of teachers and lecturers in one Malaysian university on their attitudes towards the use of Jawi are also discussed. The article closes with some considerations and suggestions for the possible revival of Jawi.

Key words Arabic script, Jawi, linguistic landscape, Malay

Lived languages: ordinary collections and multilingual repertoires

Cristina Ros i Solé, School of Educational Studies, Goldsmiths, University of London, London, UK

Abstract Until recently, the role of material culture in language has been little studied or seen as the context where language use is situated (Aronin et al., 2018). This article looks at the materiality of language in a new light by arguing that everyday objects such as kitchen utensils and wardrobes can be seen as deliberate and conscious collections that are entangled with speakers’ multilingual repertoires, subjectivities and embodied agencies. Clothes stored away in one’s wardrobe, or ordinary kitchen utensils reveal themselves as the site where multilinguals’ complex biographies and ‘jigsaw repertoires’ (Blommaert & Backus, 2013) can be traced and made sense of. Such a view of language sees the construction of subjectivities as both situated and relational. Situated because subjectivities are firmly anchored in embodied chronotopic continuums (Busch, 2017), relational because they align to a post-human approach to subjectivity (Pennycook, 2018) that conceives it as the confederation of different types of human and post-human agencies. Drawing on a study of 6 personal collections of ordinary objects, this paper investigates to what extent personal collections can be read as a ‘laboratory’ for multilingual practices, where multilingual agencies are played out in relation to time–space coordinates and the materiality of the self.

Key words New materialism, subjectivity, lived, multilingualism, post-humanism, repertoires

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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