刊讯｜SSCI 期刊《多语与多元文化发展》2023年第1-4期

JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT

Volume 44, Issue 1-4, June 2023

JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT（SSCI一区，2022 IF：2.3，排名：42/194）2023年第1-4期共刊文29篇。其中，2023年第1期共发文7篇，其中研究性论文5篇，书评2篇。第2期共发文7篇，其中研究性论文5篇，书评2篇。第3期共发文8篇，其中研究性论文6篇，书评2篇。第4期共发文7篇，其中研究性论文5篇，书评2篇。研究论文涉及跨语言迁移、语言政策、语言教育、多语现象、语言态度、语言生态、表征意义、二语能力、社会语言学、多语研究、二语习得研究等方面。欢迎转发扩散！

往期推荐：

目录

ISSUE 1

ARTICLES

■Language transfer theory and its policy implications: exploring interdependence between Luganda, Runyankole-Rukiga, and English in Uganda, by Pierre G. de Galbert, Pages 1–19.

■ Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools, by Pramod K. Sah , Jeevan Karki, Pages 20–34.

■ Reflexivity in multilingual and intercultural education: Chinese international secondary school students’ critical thinking, by Xi Wu, Pages 35–49.

■ Research priorities in the field of multilingualism and language education: a cross-national examination, by Joana Duarte, Eduardo García-Jimenez, Sarah McMonagle, Antje Hansen, Barbara Gross, Nikolett Szelei, Ana Sofia Pinho, Pages 50–64.

■ ‘I have been dreaming about Chinese becoming the number one language in the world’: Chinese language educators’ language ideologies in Myanmar, by Kaiyang Lou, Tao Xiong, Yue Peng, Pages 65–77.

BOOK REVIEWS

■ Language perceptions and practices in multilingual universities, by Julia Hüttner, Pages 78–80.

■ Offensive Language: Taboo, Offence and Social Control, by Timothy B. Jay, Pages 80–82.

ISSUE 2

ARTICLES

■Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment, by Mohsen Rezazadeh, Nourollah Zarrinabadi, Pages 83–85.

■ The interrelationship among Cypriot Greek, Standard Modern Greek, and masculinity: doing straight (-acting) masculinity on Grindr, by Dimitris Evripidou, Pages 96–108.

■ How Chinese is The Hague’s Chinatown, by Ingrid Tieken-Boon van Ostade, Suze Geuke, Lorenzo Oechies, Pages 109–128.

■ The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety, by Li Zhou, Yiheng Xi, Katja Lochtman, Pages 129–143.

■ Àlles wàs glanzt ìch nìt umbadingt Guld: reference accents, inner circle Englishes and language attitudes in Alsace, by Erin McInerney, Pages 144–164.

BOOK REVIEWS 

■ Contested languages: the hidden multilingualism of Europe, by James Hawkey, Pages 165–167.

■ Language ideology and order in rising China, by Hongyuan Dong, Pages 167–169.

ISSUE 3

ARTICLE

■ Sending children to the interior cities and enabling them a promising future – a qualitative study of Tibetan parents’ educational decisions, by Miaoyan Yang, Jiayong Zezhen, Zhenjie Yuan, Dan YueErin McInerney, Pages 171–184.

■ Motivation as ethical self-formation in learning te reo Māori as a second language, by Arianna Berardi-Wiltshire, María Celina Bortolotto, Hone Morris, Pages 185–196.

■‘It is natural for everyone to speak their language’. Lingua receptiva in the Polish-Czech borderland – a sociolinguistic approach, by Piotr Nieporowski, Magdalena Steciąg, Lukáš Zábranský, Pages 197–213.

■ Implicit language attitudes in Catalonia (Spain): investigating preferences for Catalan or Spanish using the Implicit Association Test, by Maria Adelina Ianos, Andrei Rusu, Àngel Huguet, Cecilio Lapresta-Rey, Pages214–229.

■ Entering into the weak version of translanguaging: teachers’ English use in children’s Tamil language classes in Singapore, by Poorani Vijayakumar, Rasmus Steinkrauss, He Sun, Pages 230–247.

■ Modelling Chinese as a pluricentric language, by Sandra Kaltenegger, Pages 248–259.

BOOK REVIEWS

■ Choosing a Mother Tongue: The Politics of Language and Identity in Ukraine, by Olenka Bilash, Pages 260–261.

■ A sociolinguistic history of Scotland, by Dauvit Broun, Pages 262–263.

ISSUE 4

ARTICLE

■ It’s easier to kill a baby to save oneself than a fat man to save other people: the effect of moral dilemma and age on Russian-English bilinguals’ moral reasoning, by Shantel Mills，Pages 265–274.

■ Primary-level English-medium instruction in a minority language community: any space for the local language, by Danik Widiawati ,Kristof Savski, Pages 275–287.

■ Insight into plurilingual and pluricultural identity in multigenerational homes: a case study of three young adults,  by Elissa Corsi, Pages288–308.

■ Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong, by Michelle Mingyue Gu, John Chi-Kin Lee, Chun Lai, Pages 309–323.

■ Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value, by Bin Shen, Barry Bai, Moonyoung Park, Pages 324–338.

■ EMI Teachers in a ‘caught-between’ situation? Insights from a case study of an internationalised Chinese university, by Qi Chen, Ying Li, Yifang Xu, Zihao Guo, Pages 339–354.

BOOK REVIEWS

■ Yiddish: biography of a language, by Dovid Katz, Pages 355–357.

■ Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches, by Chaoqun Lu, Wentao Li, Pages 357–358.

摘要

Language transfer theory and its policy implications: exploring interdependence between Luganda, Runyankole-Rukiga, and English in Uganda

Pierre G. de Galbert, Education Department, Brown University, Providence, RI, USA 

AbstractThe aim of the current study is to expand our understanding of cross-linguistic transfer (CLT) to new languages and settings under-represented in the research literature. Empirical evidence of CLT is almost exclusively demonstrated in studies examining European and Asian languages in high-income countries. Literacy data were collected from 3561 second-grade students in one of two languages in Uganda – Luganda and Runyankole-Rukiga – and English. Structural equation modelling was used to test a latent construct of alphabetical knowledge and a path model of bilingual reading comprehension. Findings suggest that second-grade students transfer decoding and reading comprehension skills from their first to second language, and initial evidence that the interdependence varies according to the language used in the classroom. Implications for language-in-education policies are discussed.

Key words Biliteracy, cross-linguistic transfer, Uganda, Bantu,  language policy

Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools

Pramod K. Sah, Department of Language and Literacy Education, The University of British Columbia, Vancouver, BC, Canada

Jeevan Karki, Room to Read, Kathmandu, Nepal

AbstractThis study reports on an investigation into the perspectives of different stakeholders (e.g. administrators, teachers, students, and parents) towards motivations for introducing English as a medium of instruction (EMI) policy in low-resourced public schools, serving minoritized students, and language ideologies that form its practices. Framed within the notions of neoliberalism and elite bi/multilingualism, this study provides a nuanced understanding of ideological and implementational discourses of the EMI policy in the K-121 context, which contributes to the emerging field of EMI. As the analysis of interviews and focus groups with the above stakeholders from five different schools in Mt. Everest region and the Kathmandu Valley of Nepal reveals, the key motivations for EMI were to help students gain social and material (economic) capital as EMI was perceived as a means to achieve English skills and quality education. However, such desires, guided by neoliberal logics, have put the minoritized students under delusion because the insufficiency of English proficiency among both teachers and students and the lack of rudiments to effectively implement EMI have created a ‘comprehension crisis’ and ‘epistemic inequalities’ for minoritized students. The findings also illustrate how neoliberal ideologies have led to the practice of elite bilingualism in EMI classrooms, also influencing the local language ecology. 

Key words English medium instruction, elite bi/multilingualism, neoliberal dispositions, medium of instruction policy, epistemic inequalities, Nepal

Reflexivity in multilingual and intercultural education: Chinese international secondary school students’ critical thinking

Xi Wu, School of Education, Soochow University, Suzhou, Jiangsu, People’s Republic of China;b Faculty of Education, Western University, London, Canada

AbstractIn recent years, a large amount of Chinese international students, from middle or upper-middle class families, began their international education in Canadian secondary schools, where critical thinking is the main educational goal and often determines students’ achievements. Guided by reflexivity in multilingual and intercultural education, this ethnographic study explores potential ways to foster Chinese international secondary school students’ critical thinking in a second language, and the host country’s socio-cultural contexts. Following 11 students’ academic learning experiences in two English language and literacy courses in a Canadian international secondary school, this paper examines how language, social, and cultural factors affect learning and thinking processes. The findings challenged the stereotypical view that Chinese international students lack critical thinking skills. Insufficient English language competence and a lack of Western socio-cultural knowledge determined students’ responses to learning content, the challenges they met in engaging with learning materials, and their critical and reflective judgements. This study underscores educators’ and Chinese international students’ reflexivity in their linguistic repertoires, and the socio-cultural effects on multilingual and intercultural education. Based on these results, teachers and students should employ a dialogic pedagogy to constructively negotiate learning and thinking.

Key words Critical thinking, multilingual and intercultural education, reflexivity, Chinese international students, secondary school, dialogic pedagogy

Research priorities in the field of multilingualism and language education: a cross-national examination

Joana Duarte, Faculty of Arts, Minorities & Multilingualism, University of Groningen, Groningen, The Netherlands

Eduardo García-Jimenez, Facultad de Ciencias de la Educación, University of Seville, Seville, Spain

Sarah McMonagle, Faculty of Education, Institute for Intercultural and International Comparative Education, University of Hamburg, Hamburg, Germany

Antje Hansen, Faculty of Education, Institute for Intercultural and International Comparative Education, University of Hamburg, Hamburg, Germany

Barbara Gross, Faculty of Education, Free University of Bolzano, Brixen-Bressanone, Italy

Nikolett Szelei, UIDEF, Instituto de Educação Universidade de Lisboa, Alameda da Universidade, Lisboa, Portugal

Ana Sofia Pinho, UIDEF, Instituto de Educação Universidade de Lisboa, Alameda da Universidade, Lisboa, Portugal

Abstract  Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that foster skills in different languages. This paper aims at identifying and explaining research priorities in the field of multilingualism and language education in a cross-national perspective. It draws on data from a survey with 298 expert participants in five European countries (Germany, Italy, the Netherlands, Portugal, Spain) who ranked pre-identified research topics in relation to their perceived urgency. Results show that experts identified ‘effectiveness of multilingual support in regular lessons’, ‘features of multilingual didactics’ and ‘effectiveness of literacy support in home languages on the development of academic language skills in the majority language’ as having the highest research priority overall. However, these results vary across national settings investigated. While the German, Dutch and Portuguese respondents attributed urgency to research on academic language skills, other issues were rated higher in the Spanish and Italian research contexts. The advantages and limitations of conducting cross-national research are also addressed. 

Key words Cross-national research, Europe, expert survey, language education, multilingualism

‘I have been dreaming about Chinese becoming the number one language in the world’: Chinese language educators’ language ideologies in Myanmar

Kaiyang Lou, Minzu University of China, College of International Education, Beijing, People’s Republic of China

Tao Xiong, Guangdong University of Foreign Studies, Center for Linguistics and Applied Linguistics, Guangzhou, People’s Republic of China

Yue Peng, Shanghai University of Finance and Economics, School of Foreign Studies, Shanghai, People’s Republic of China

Abstract Along with China’s economic development and expanding cultural influence, the Chinese language has attracted an increasing number of learners in Myanmar, a culturally and linguistically diverse country. However, little is known about local Chinese teachers’ language ideologies toward the Chinese language and Chinese language education against the societal, economic, and cultural backdrop in and beyond Myanmar, which constitutes what this study is intended to investigate. Data were collected from semi-structured interviews with 12 Chinese educators in Myanmar, followed by an inductive analysis process. Three themes were identified representing the educators' positive attitude toward viewing Chinese and Chinese language education as a resource for claiming cultural identity, accessing social capital, and enhancing regional relationships and development. The study yields implications relating to Myanmar’s language and language education policy, the expansion of Chinese language education, and Chinese language educators’ professional development.

Key words Language ideology, Chinese language education, Myanmar, language policy

Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment

Mohsen Rezazadeh, Department of English, University of Isfahan, Isfahan, Iran

Nourollah Zarrinabadi, Department of English, University of Isfahan, Isfahan, Iran

AbstractThis study investigated the relationship between need for closure and need for cognition and foreign language anxiety and enjoyment. The participants of the study were 232 EFL learners at a university in Iran. Self-report questionnaires on need for closure, need for cognition, foreign language classroom anxiety and foreign language enjoyment were administered. The results of path analysis indicated that different aspects of need for closure and need for cognition predicted foreign language anxiety and enjoyment both directly and indirectly. The findings of the study highlight that the ways in which language learners’ approach or avoid language knowledge and information play an important role in their emotions toward foreign language learning.

Key words Need for closure, need for cognition, foreign language classroom anxiety, foreign language enjoyment

The interrelationship among Cypriot Greek, Standard Modern Greek, and masculinity: doing straight (-acting) masculinity on Grindr

Dimitris Evripidou, Language Centre, University of Cyprus, Nicosia, Cyprus;b English Language and Literature, European University Cyprus, Nicosia, Cyprus

AbstractThe current study examines the language Greek Cypriot men report they use on Grindr, a mobile dating application for gay, bisexual, or curious men in relation to masculinity. Given the diglossic context of Cyprus, semi-structured interviews with 19 Greek Cypriot MSM Grindr users were carried out in an attempt to identify their linguistic choices and language attitudes in relation to local hegemonic masculinity. Cypriot Greek and its more basilectal register levels have been identified as the ones preferred on Grindr. Τhey are believed to be both, a tool for identifying and projecting masculinity. Interestingly, Cypriot Greek has also become indexical of a straight-acting homosocial homosexuality while its users, who seem to be governed by anti-effeminate attitudes and pro-masculinity, are pictured to be more heteronormatively masculine than MSM who use other linguistic varieties or register levels. 

Key words MSM, language attitudes, hegemonic masculinity, Cypriot Greek, indexical meaning

How Chinese is The Hague’s Chinatown?

Ingrid Tieken-Boon van Ostade, Leiden University Centre for Linguistics, Leiden, The Netherlands

Suze Geuke, Leiden University Centre for Linguistics, Leiden, The Netherlands

Lorenzo Oechies, Leiden University Centre for Linguistics, Leiden, The Netherlands

AbstractTiny though it is, The Hague’s Chinatown is clearly presented as such, with Chinese lanterns, municipal street signage in Chinese characters, and sayings in Classical Chinese lining the streets. Doing fieldwork in the area, however, has shown that it proves to be less Chinese than its visual representation suggests. Few Chinese still inhabit the area, which used to flourish after it had ceased to be a Jewish neighbourhood. Now, only about forty per cent of the establishments – primarily restaurants, nail parlours and food shops – are of Chinese origin. Despite municipal attempts to present Chinatown as a tourist attraction, the area has become more generally Asian in character than Chinese, while it also includes establishments that represent The Hague’s other major ethnic communities (Moroccan, Turkish and Surinamese). Though the Chinese language is clearly visible throughout the area, the script predominantly used proves to be informational rather than having a symbolic function, in contrast to what is found in Chinatowns elsewhere. The answer to the question in the title of this paper therefore proved to be negative, while the ongoing changes are typically characteristic of superdiverse cities elsewhere in the world. 

Key words Chinatown, The Hague, linguistic landscaping, superdiversity

The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety

Li Zhou, Department of Linguistics and Literary Studies, Vrije Universiteit Brussel, Brussel, Belgium

Yiheng Xi, School of Labor and Human Resources, Renmin University of China, Beijing, People’s Republic of China

Katja Lochtman, Department of Linguistics and Literary Studies, Vrije Universiteit Brussel, Brussel, Belgium

AbstractThe present study aimed to explore the potential moderating effect of foreign language anxiety (FLA) on the relationship between second language (L2) competence and willingness to communicate (WTC) in 129 Chinese study-abroad English learners in Belgium. Descriptive analyses revealed fairly low levels of FLA and high levels of WTC of the participants. Furthermore, correlation analyses confirmed strong links between L2 competence (including overall competence and listening, speaking, reading, and writing competence) and WTC of Chinese study-abroad learners beyond the classroom context. More importantly, hierarchical regression analyses confirmed that FLA moderated the relationships between overall competence and WTC, between reading competence and WTC, and between writing competence and WTC, whereas it did not moderate the relationships between listening competence and WTC, and between speaking competence and WTC.

Key words L2 competence, willingness to communicate, foreign language anxiety, moderating effect, moderator

Àlles wàs glanzt ìch nìt umbadingt Guld: reference accents, inner circle Englishes and language attitudes in Alsace

Erin McInerney, Faculty of Languages, Department of Foreign Languages (Lansad), University of Strasbourg, Strasbourg, France

Abstract The many permutations of spoken English have called for an interrogation into the notions of ‘standard English’ and ‘native accents’. Despite their problematic nature, these terms remain commonly used, and familiarity with ‘standard’, inner-circle varieties of English is typical among L2 English speakers, differences in education and language policy notwithstanding. This paper inquires into student language attitudes in Alsace, a region with a long and complex language tradition. A mixed-methods model was used to gather seven students’ reactions towards four inner-circle Englishes (Received Pronunciation, Standard American English, Glaswegian English, African American English). Findings revealed student preference for the two American speakers as well as preferential ratings linked to comprehensibility of speakers and a range of past experiences. Other findings favour those of previous language attitude studies in which RP and SAE outperform other samples in areas of education and prestige. GE and AAE samples were associated with both positive human characteristics and a lack of education. Overall, results indicate the need for future empirical research of this population as well as the necessity for linguists, researchers and teachers to make room for the spectrum of speakers and Englishes that lie outside of traditional reference accents.

Key words Sociolinguistics, language attitudes, Alsace, EFL, verbal guise

Sending children to the interior cities and enabling them a promising future – a qualitative study of Tibetan parents’ educational decisions

Miaoyan Yang, School of Sociology and Anthropology, Xiamen University, Fujian, People’s Republic of China

Jiayong Zezhen, School of Sociology and Anthropology, Xiamen University, Fujian, People’s Republic of China

Zhenjie Yuan, Center for Human Geography and Urban Development, School of Geography and Remote Sensing, Guangzhou University, Guangzhou, People’s Republic of China;c Guangdong Provincial Center for Urban and Migration Studies, Guangzhou, People’s Republic of China;d Southern Marine Science and Engineering Guangdong Laboratory (Zhuhai), Zhuhai, People’s Republic of China

Dan Yue, School of Sociology and Anthropology, Xiamen University, Fujian, People’s Republic of China

Abstract This paper explores the complexities behind the educational decisions of Tibetan parents on sending their children to the interior cities for dislocated secondary education. Drawing on qualitative data through multiple methods, we find that their educational decisions are driven both by a rational calculation of the benefits and costs and by a moralised ideology of good parenting. Educational opportunities are prioritised over ethnic cultural learning in parents’ decisions. However, parents hope their children will make up for this loss at a later life stage, at college and work. Parents’ temporary compromises reflect their positioning of priorities at different life stages. This study offers a new lens to understand the politics of dislocated schooling in China from ethnic minority parents’ perspective.

Key words Interior Tibet Class, educational decisions, parent, future, morality

Motivation as ethical self-formation in learning te reo Māori as a second language

Arianna Berardi-Wiltshire, School of Humanities, Massey University, Palmerston North, New Zealand

María Celina Bortolotto, School of Humanities, Massey University, Palmerston North, New Zealand

Hone Morris, Te Pūtahi-a-Toi (School of Māori Knowledge), Massey University, Palmerston North, New Zealand

Abstract This article explores the motivation of non-Māori learners of te reo Māori as an L2. Inspired by calls for contextualised investigations of the L2 motivation of learners of LOTEs, our study utilises an ethical self-formation framework [Hennig, B. B. 2010a. “Language Learning and the Self: Exploring Hong Kong Students’ Motivation for Learning German as a Third Language from a Foucauldian Ethical Perspective.” Doctoral diss., University of Hong Kong. https://bibliography.lib.eduhk.hk/tc/bibs/fdb173c8] to analyse data from semi-structured interviews with 10 learners enrolled in a voluntary course of Māori language for staff at a New Zealand university. Through a discussion of findings associated with three of the framework’s axes (ethical substance, mode of subjection and telos), we offer an interpretation of the learners’ L2 motivation as linked to a self-directed process aimed at achieving an improved version of themselves, and of this process of self-formation as rooted in personal belief systems about the value of te reo Māori in their personal and professional lives and for New Zealand as a whole. Overall, the ethical self-formation framework emerges as a useful lens for highlighting the links between the learners’ L2 motivation, their personal connections with te reo Māori and their sense of membership in an ideal collective New Zealand identity, and for exploring dimensions of the convergence of the personal and the societal in L2 motivation.

Key words L2 motivation, ethical self-formation, second language acquisition, New Zealand, te reo Māori

‘It is natural for everyone to speak their language’. Lingua receptiva in the Polish-Czech borderland – a sociolinguistic approach

Piotr Nieporowski, Uniwersytet Zielonogórski, Zielona Góra, Poland

Magdalena Steciąg, Uniwersytet Zielonogórski, Zielona Góra, Poland

Lukáš Zábranský, Univerzita Hradec Králové, Hradec Králové, Czech Republic

AbstractThe following article attempts to characterise the current changes in the communication of people living in the area of Polish-Czech borderland based on the results of the study conducted in 2018 and 2019. The aim is to determine the dominant mode of supranational communication, as well as the reason behind its prevalence by analysing the language skills of the interviewed Poles and Czechs, along with their language preferences and selected personal experiences. The multilingual modes known as English as a lingua franca and lingua receptiva as well as their combination, constitute a platform of reference. The analysis proves that in more peripheral areas of the globalised world where different languages and cultures cross, postmonolingual practices have been developed. They maintain the leading position of the first language but they also adapt other multilingual modes. It is suggested that these practices should not be treated as a transitional phase on the way to rich multilingualism but rather as a specific glocalisation effect. 

Key words Borderland, communication, quantitative sociolinguistics, lingua receptive, lingua franca

Implicit language attitudes in Catalonia (Spain): investigating preferences for Catalan or Spanish using the Implicit Association Test

Maria Adelina Ianos, Department of Psychology, University of Lleida, Lleida, Spain

Andrei Rusu, Department of Psychology, West University of Timisoara, Timisoara, Romania

Àngel Huguet, Department of Psychology, University of Lleida, Lleida, Spain

Cecilio Lapresta-Rey, Department of Geography and Sociology, University of Lleida, Lleida, Spain

AbstractIn line with the increased interest in studying implicit language attitudes, this study aims to explore implicit attitudes towards Catalan and Spanish in the multicultural and multilingual context of Catalonia (Spain) using the Implicit Association Test (IAT). A sample of 113 adolescents completed the IAT and a set of explicit measures of attitudinal and motivational variables. Results show a general preference for Catalan over Spanish. However, differences appear when home language is taken into consideration, as participants tend to prefer their home language. The paper discusses the relationship between implicit and explicit attitudes, highlighting the importance of incorporating implicit measures in language attitudes research in Catalonia.

Key words Implicit attitudes, implicit Association Test, language attitudes, Catalonia, multilingualism

Entering into the weak version of translanguaging: teachers’ English use in children’s Tamil language classes in Singapore

Poorani Vijayakumar, National Institute of Education, Nanyang Technological University

Rasmus Steinkrauss, Faculty of Arts, University of Groningen

He Sun, National Institute of Education, Nanyang Technological University

AbstractThe current study investigates the impact of the teachers’ societal dominant language use within a weak version of translanguaging in early heritage language education. We explored five preschool teachers’ use of English, the dominant majority language, in Tamil heritage language classes in Singapore and examined its impact on 33 children’s immediate language production in class and in their Tamil language storytelling at the end of the academic year. Our findings demonstrate that while the conventional thinking of protecting the heritage language’s pureness is still dominant, the Tamil language teachers did employ English in their Tamil instruction, and their English use had a substantial variation in frequency. The teachers mostly switched to English due to habituation but not with explicit instructional purposes. When English use aided language instruction, it facilitated children’s comprehension and elicited more child talk. Results also indicated that children model their teacher’s English usage in their immediate responses. When teachers increased their English use in daily practice, children also incorporated increased English use in their Tamil storytelling task at the end of the academic year. Regardless of English use, however, children’s output remained predominantly in Tamil. The implication of using translanguaging in early heritage language education is discussed. 

Key words Early childhood Education, Bilingualism, bilingual Education, translanguaging, young language learners, heritage language

Modelling Chinese as a pluricentric language

Sandra Kaltenegger, Department of Linguistics, University of Vienna, Vienna, Austria

Abstract Chinese is a highly complex language with internal variation unprecedented in most other languages. Yet, that does not mean Chinese is unique in the sense that it cannot be compared to other languages and new concepts need to be introduced for the description of it. This paper is dedicated to the question of how to apply the notion of pluricentricity to the Chinese language whilst at the same time keeping Chinese comparable to other pluricentric languages. Attempts have been made to see Chinese through a pluricentric lens, yet they have not incorporated the entirety of Chinese with its various Fāngyán or have introduced concepts that distort the discussion on Chinese from its linguistic reality. To ensure comparability across pluricentric languages, this paper acknowledges that the term Chinese is an umbrella term that does not refer to any single Fāngyán but that encompasses all of them. Hence, instead of Chinese, Fāngyán are used as a point of departure for the application of pluricentricity. This paper proposes an inclusive framework of Chinese pluricentricity comprising 15 standard varieties: two Cantonese, three Hokkien and five Mandarin varieties as well as two varieties of the Chinese script and three varieties of Mandarin phonetisation systems.

Key words Chinese, Mandarin, Cantonese, Hokkien, Fāngyán, pluricentricity, standard language variation

It’s easier to kill a baby to save oneself than a fat man to save other people: the effect of moral dilemma and age on Russian-English bilinguals’ moral reasoning

Shantel Mills, Department of Psychology, University of Alberta, Edmonton, Canada

Elena Nicoladis, Department of Psychology, University of Alberta, Edmonton, Canada

AbstractPrevious research has shown that bilinguals respond differently to moral dilemmas posed in each of their languages, tending to make deontologically-based decisions (based on right or wrong) in their first language and utilitarian decisions (bringing about the most good) in their second language. In the present study, we tested several predictors of bilinguals’ moral reasoning: language (L1 Russian or L2 English), gender, proficiency, age, and dilemma. We included two different personal moral dilemmas: one involving saving the lives of others (by killing a fat man) and one involving saving one’s own life (by killing a baby). Russian-English bilinguals responded to one of these dilemmas in Russian and the other in English. The results showed only two significant predictors of responses: dilemma and age. The bilinguals made more deontological decisions for the dilemma about saving others and more utilitarian decisions for the dilemma involving saving their own lives. The participants who gave deontological responses were slightly older than those who gave utilitarian responses. We argue that factors other than language may be more important in bilinguals’ moral reasoning. 

Key words Foreign language effect, moral reasoning, bilingualism, moral dilemma

Primary-level English-medium instruction in a minority language community: any space for the local language?

Danik Widiawati, Faculty of Liberal Arts, Prince of Songkla University, Songkla, Thailand

Kristof Savski, Faculty of Liberal Arts, Prince of Songkla University, Songkla, Thailand

AbstractOne of the features of the growing prominence of English across the globe is the proliferation of English-medium instruction (EMI) programmes at all levels of education, driven by a neoliberal agenda which places a disproportionate value on English over other languages. While this spread has primarily affected more developed, urban contexts, EMI has also started to spread beyond the borders of large cities and into peripheral, rural areas, including those where minority languages are used. There is at present, however, a sparsity of research on how the introduction of EMI impacts the often delicate language ecology in such contexts. This paper presents the results of a study of how EMI policy was implemented at a primary school in the Deep South of Thailand, a region where the majority of the population speak Malay as their L1. The findings of this research, drawn on the basis of interviews, focus groups and classroom observations, highlighted the existence of a hierarchical linguistic ecology in which English and Thai, the international and national language, were privileged over the local language, owing both to their dominant position in official language policy and the attitudes of local policy arbiters. 

Key words English-medium instruction, minority languages, language policy, Thailand

Insight into plurilingual and pluricultural identity in multigenerational homes: a case study of three young adults

Elissa Corsi, Department of Italian Studies, University of Toronto, Toronto, Canada

AbstractThis qualitative study explored the lived experiences that contribute to plurilingualism and pluricultural identity for three young adults. The research focused on the shared stories of the participants in regard to their language, culture, and identity. The timeline for the study was over various segments of the primary participant's life. As a young adult, she explored her plurilingual and pluricultural identity through semistructured interviews and stimulated recall (SR). Data for the other two participants were collected over a three-month period through semistructured interviews. At the conclusion of the interviews, data were analysed through the use of thematic analysis. The themes explored were: family; language; and identity. The study found that positive relationships with family and extended family present in the home was a significant factor in the development of plurilingual and cultural identity for all three participants. Greater linguistic ability did not necessarily lead to greater language confidence, nor greater plurilingual self-identification. While the study allowed for a detailed view into which experiences impacted on the development of plurilingual and pluricultural identification, more attention to plurilingualism is needed in order to further develop the research concerning the topic. 

Key words Plurilingualism, Pluriculturalism, language identity, multigenerational homes

Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong

Michelle Mingyue Gu, Department of English Language Education, Faculty of Humanities, The Education University of Hong Kong, Tai Po, Hong Kong

John Chi-Kin Lee, Curriculum and Instruction, Education University of Hong Kong, Tai Po, Hong Kong

Chun Lai, Faculty of Education, The University of Hong Kong, Tai Po, Hong Kong

AbstractThis article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education on these teachers’ professional development, their negotiation with the current examination-oriented educational policy, and the overall neoliberal discourse in education. The teachers were found to be ambivalent in their contradictory positions regarding whether to encourage or prohibit the use of heritage languages in English learning, whether to conform to the curriculum or develop new materials and try out new ways, and how to unravel social responsibility for ethnic minority groups’ development. This study has implications for the importance of awareness of the impact of macro-level neoliberalism on micro-level educational practices among teachers, principals, and policy makers, and for the necessity of developing teacher education programmes to prepare teachers with a particular concern about the well-being of children (especially those in underprivileged communities), and enable them to think critically about scripted curriculum packages and to work within more diverse and challenging contexts.

Key words Neoliberalism, ESL teachers, ethnic minority students, professional development, heritage language and culture

Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value

Bin Shen, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong, People’s Republic of China

Barry Bai, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong, People’s Republic of China

Moonyoung Park, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong, People’s Republic of China

Abstract As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall picture of Hong Kong primary students’ English writing motivation level and the sophisticated interplay between two important motivational variables (i.e. self-efficacy and task value). Four hundred and thirty-three 4th–6th graders participated in the study. The findings revealed a medium level of writing motivation for the students. MANOVA results found significant differences in the levels of self-efficacy and task value (i.e. interest, and importance and usefulness) across the grades. The 5th graders’ motivation level was significantly lower than the 4th and the 6th graders’. Additionally, Structural Equation Modelling (SEM) suggested an intricate relationship between task value and self-efficacy. Specifically, interest predicted all the aspects of self-efficacy in English writing (i.e. self-efficacy in language, organisation, content, grammar, and process), whereas importance and usefulness predicted only self-efficacy in grammar and process. Important implications are discussed.

Key words L2 writing motivation, self-efficacy, task value, Hong Kong primary students, grade level

EMI Teachers in a ‘caught-between’ situation? Insights from a case study of an internationalised Chinese university

Qi Chen, School of International Studies, Hangzhou Normal University, Hangzhou, People’s Republic of China

Ying Li, School of International Studies, Hangzhou Normal University, Hangzhou, People’s Republic of China

Yifang Xu, Institute for Education, Teaching and Leadership, Moray House School of Education, The University of Edinburgh, Edinburgh, UK

Zihao Guo, School of International Studies, Hangzhou Normal University, Hangzhou, People’s Republic of China

Abstract In view of the rapid growth of English-medium instruction (EMI) in higher education institutions (HEIs), we observe the need to account for the educational and linguistic consequences of HEIs’ decision to ‘Englishise’ their curricula. Especially, EMI in Asian countries (e.g. China) are fuelled by state-level initiatives to internationalise the higher education sector and implemented top-down in local universities. Although empirical studies report on the (mis)alignments between policymaking and implementation of EMI, little is known about how the interplay between EMI and internationalisation of HEIs is contextualised and negotiated in local contexts. Using the ROAD-MAPPING framework [Dafouz, E., and U. Smit. 2016. ‘Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings.’ Applied Linguistics 37 (3): 397–415], we present a case study of an internationally-oriented Chinese university with five distinctive types of EMI. Triangulated documentary and interview data reveal: (1) contextualised policymaking of EMI, which takes into account the bi-directional internationalisation and the needs of the target student cohort, is crucial at the practitioner-level; (2) norms of language use are shaped both top-down and bottom-up, and the teacher-practitioners exercise their agency in enabling bi/multilingual language use and awareness toward Global Englishes from the bottom-up. We also shed new light on how the integration of language and content in EMI is negotiated and/or realised by presenting three special cases.

Key words English-medium instruction, internationalisation of higher education, English as a lingua franca, language policy, integration of content and language

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.

《多语与多元文化发展》是一本跨学科期刊，面向来自不同学术和地理背景的研究人员。它涉及语言社会学和社会心理学，以及语言和文化政治、政策、规划和实践的宏观层面的主题。

官网地址：

https://www.tandfonline.com/journals/rmmm20

本文来源：JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT官网

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