刊讯｜SSCI 期刊 《国际多语主义杂志》2023年第1-4期

INTERNATIONAL JOURNAL

 OF MULTILINGUALISM

Volume 20, Issue 1-4, June 2023

INTERNATIONAL JOURNAL OF MULTILINGUALISM（SSCI一区，2022 IF：2.30，排名：46/194）2023年第1-4期共发文83篇，第1期共刊文6篇，其中介绍性引言1篇、评论性文章1篇、研究性论文4篇。研究论文涉及多语研究、教师对使用多语的态度与信念等方面。第2期共刊文36篇，其中书评6篇、研究性论文30篇，研究论文涉及多语学习者的适应、不同城市的语言景观、二语习得、三语习得、教师语言、语言政策与规划、跨语言、教育语言、多语传播等方面。第3期共刊文32篇，其中书评2篇、研究性论文30篇，研究论文涉及三语习得与跨语言的关系、不同学校的语言景观、教师对多语言的态度、学生使用多语的动机、东南亚的语言和语言政策、对使用多语学生的调查等方面。第4期共刊文9篇，其中介绍性引言1篇、评论性文章1篇、研究性论文7篇，研究论文涉及幼儿教育中的语言政策与实践、不同国家托儿所的语言生态和语言景观、移民社会与家庭中的多语研究等方面。欢迎转发扩散！（2023年已更完）

往期推荐：

目录

ISSUE 1

ARTICLES

■ TeaTeachers’ beliefs about multilingualism: novel findings and methodological advancements: introduction to special issue, by Adrian Lundberg, Hanne Brandt, Pages 1–10.

■ A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism, by Tobias Schroedler, Hannah Rosner-Blumenthal, Caroline Böning, Pages 11–30.

■ Investigating team beliefs on multilingualism and language education in early childhood education and care, by Drorit Lengyel, Tanja Salem, Pages 31–49.

■ Translanguaging stance of preschool teachers working with multilingual children in Luxembourg, by Gabrijela Aleksić, Džoen Bebić-Crestany, Pages 50–67.

■ Attitudes and beliefs on multilingualism in education: voices from Sweden, by BethAnne Paulsrud, Päivi Juvonen, Andrea C. Schalley, Pages 68–85.

■ Discussion of the special issue. Beliefs about multilingualism: is a methodological and epistemological change necessary? by Alice Chik, Sílvia Melo-Pfeifer, Pages 86–96.

ISSUE 2

ARTILES

■ Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context, by Alastair Henry, Pages 97–114.

■ An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language, by Saeed Nourzadeh, Jalil Fathi , Hossein Davari, Pages 115–129.

■Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self, by Tianyi Wang, Linda Fisher, Pages 130–152.

■ The differentiated role of language knowledge and linguistic acculturation strategies in the configuration of occupational aspirations: the case of the descendants of migrants in Western Catalonia, by Cecilio Lapresta-Rey, Judit Janés, Amado Alarcón, Pages 153–168.

■ Linguistic landscape in Liangshan Yi Autonomous Prefecture: the Case of an ethnic minority region in China, by Jiazhou Yao, Xiaojing Yan, Shuting Liu, Pages 169–188.

■Navigating COVID-19 linguistic landscapes in Vancouver’s North Shore: official signs, grassroots literacy artefacts, monolingualism, and discursive convergence, by Steve Marshall, Pages 189–213.

■ Metrolingualism in online linguistic landscapes, by Xiaofang Yao, Pages 214–230.

■Mapping the linguistic landscape from a multi-factor perspective: the case of a multi-ethnolinguistic city in China, by Peng Nie, Jiazhou Yao, Namgyal Tashi, Pages 231–249.

■‘Open’, ‘connected’, ‘distinctive’, ‘pioneering’, and ‘committed’: semioscaping Shanghai as a global city, by Songqing Li, Hongli Yang, Pages 250–269.

■ Arabinglish in multilingual advertising: novel creative and innovative Arabic-English mixing practices in the Jordanian linguistic landscape, by Omar Ibrahim Salameh Alomoush, Pages 270–289.

■ Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia, by Zulfa Sakhiyya, Nelly Martin-Anatias, Pages 290–307.

■ Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement, by Małgorzata Foryś-Nogala, Olga Broniś, Marcin Opacki,  Agnieszka Otwinowska, Pages 308–328.

■ Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers, by Tim Diaubalick, Lukas Eibensteiner, M. Rafael Salaberry, Pages 329–346.

■ The links between grammar learning strategies and language mindsets among L2 and L3 learners: examining the role of gender, by Nourollah Zarrinabadi, Mohsen Rezazadeh, Abdollah Chehrazi, Pages 347–364.

■ Age of onset, language dominance and dialectal variation: Catalan copula selection in locative contexts with (non-)eventive subjects, by Laia Arnaus Gil, Pages 365–387.

■ The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners, by Hsueh Chu Chen, Qian Wen Han, Pages 388–407.

■ Differences in phonological awareness of young L3 learners: an accent mimicry study, by Romana Kopečková, Magdalena Wrembel, Ulrike Gut, Anna Balas, Pages 408–424.

■ Genericity in L2 French and L3 English: a pragmatic deficit with a semantic consequence, by Abdelkader Hermas, Pages 425–451.

■ Measurement of expressive vocabulary in multilingual children using the dual-Focus approach method for test development, by Rama Kanj, Karma El-Hassan, Pages 452–468.

■A holistic measure of contextual and individual linguistic diversity, by Mandy Wigdorowitz, Ana I. Pérez, Ianthi M. Tsimpli, Pages 469–487.

■ Examining authenticity in the native-speakerist context of EFL in Iran: a turn towards bi/multilingualism, by Akram Ramezanzadeh, Mahmood Reza Moradian, Abdolhossein Joodaki, Pages 488–503.

■ Language learning in a partially English-taught teacher education programme: language gains and student perceptions, by Elvira Barrios, Aurora López-Gutiérrez, Pages 504–521.

■ Language planning and policy, and the medium of instruction in the multilingual Pakistan: a void to be filled, by Shagufta Jabeen, Pages 522–539.

■ Implementing translanguaging pedagogies in an English medium instruction course, by Beñat Muguruza, Jasone Cenoz, Durk Gorter, Pages 540–555.

■ Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan, by Laura Karabassova, Xabier San Isidro, Pages 556–575.

■ Translanguaging for intercultural communication in international higher education: transcending English as a lingua franca, by Wanyu Amy Ou, Mingyue Michelle Gu, Francis M. Hult, Pages 576–594.

■ Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints, by Shakina Rajendram, Pages 595–622.

■ Defending borders and crossing boundaries: ideologies of polylanguaging in interviews with bilingual Ukrainian youth, by Debra A. Friedman, Pages 623–639.

■Multilingual sources used for research dissemination: positioning of Vietnamese researchers, by Cuong Huu Hoang, Duc Chinh Nguyen, Pages 640–655.

■ Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university, by Julio Gimenez, Pages 656–671.

■Language policy in superdiverse Indonesia, 1st ed., by Huiyu Zhang, Yao Ke, Pages 672–676.

■ Ideological manipulation of children’s literature through translation and rewriting: travelling across times and places, by Weiping Wu, Gaosheng Zhan, Pages 676–679.

■ Storytelling in multilingual interaction: a conversation analysis perspective, by Saeed Nourzadeh, Majid Soltani Moghaddam, Pages 679–682.

■ Decolonising multilingualism in Africa: Recentering silenced voices from the Global South, by Clarah Dhokotera, Pages 682–687.

■Advances in interdisciplinary language policy, by Zhihong Wang, Pages 687–691.

■Language policy and planning for the modern Olympic games, by Wenchun Li, Yongyan Zheng, Pages 691–696.

ISSUE 3

■Cross-linguistic influence in the acquisition of adpositions in L3, by Sakine Çabuk-Ballı, Pages 697–716.

■Crosslinguistic influence in L3 acquisition across linguistic modules, by Isabel Nadine Jensen, Natalia Mitrofanova, Merete Anderssen, Yulia Rodina, Roumyana Slabakova, Marit Westergaard, Pages 717–734.

■The role of L1 and L2 in the acquisition of null subjects by Chinese learners of L3 Italian, by Alessia Cherici, Pages 735–752.

■ Perceived foreign accent in L3 English: the effects of heritage language use, by Anika Lloyd-Smith, Pages 753–767.

■Unidirectional multilingual convergence: typological and social factors, by Kofi Yakpo, Pages 768–785.

■Language preference in citations: a quantitative analysis of MA theses at a French-speaking university, by Natacha Buntinx, Pages 786–800.

■Multilingual publication practices in the social sciences and humanities at a Polish university: choices and pressures, by Krystyna Warchał, Paweł Zakrajewski, Pages 801–824.

■Linguistic schoolscapes of an ethnic minority region in the PRC: a university case study, by Ying Wu, Rita Elaine Silver,  Hui Zhang, Pages 825–849.

■Linguistic landscape of Finnish school textbooks, by Salla-Maaria Suuriniemi, Henri Satokangas, Pages 850–868.

■The impact of social media in the sociolinguistic practices of the peripheral post-socialist contexts, by Ana Tankosić, Sender Dovchin, Pages 869–890.

■‘It is okay if you speak another language, but … ’: language hierarchies in mono- and bilingual school teachers’ beliefs, by Galina Putjata, Dietha Koster, Pages 891–911.

■Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms, by Aasne Vikøy, Åsta Haukås, Pages 912–931.

■The motivational dynamics of learning a foreign language of limited ethnolinguistic vitality during a study abroad, by Lefan Wang, Pages 932–949.

■Motivations to learn Catalan outside the Catalan-speaking community: factors and affecting variables, by Ruben Manuel-Oronich, Gemma Repiso-Puigdelliura， Anna Tudela-Isanta, Pages 950–965.

■The language affiliations of mobile students in the international university, by Rosamond Mitchell, Emre Güvendir, Pages 966–983.

■ Anglo-Sino social mobility? English and Chinese language aspirations of international English-medium students in a Chinese-dominant contex, by Trang Thi Thuy Nguyen, John Hajek, Pages 984–1002.

■Three is a crowd? The push and pull of English among young Swedish-speaking Finns in a bilingual society, by Jenny Stenberg-Sirén, László Vincze, Anna Henning-Lindblom, Pages 1003–1015.

■Translanguaging as a rhizomatic multiplicity, by János Imre Heltai, Pages 1016–1030.

■Recovering translingualism in precolonial Philippines, by JJulius C. Martinez, Pages 1031–1051.

■A review of existing transliteration approaches and methods, by Sabina Mammadzada, Pages 1052–1066.

■Dominant Language Constellations: towards online computer-assisted modelling, by Larissa Aronin, Laurent Moccozet, Pages 1067–1087.

■Determining the pedagogical value of code-switching: functions of teacher code-switching in tertiary level mathematics classrooms, by Karizza P. Bravo-Sotelo, Romylyn A. Metila, Pages 1088–1105.

■Language and education policies in Southeast Asia: reorienting towards multilingualism-as-resource, by Huan Yik Lee, M. Obaidul Hamid, Ian Hardy, Pages 1106–1124.

■Negotiating scale and mobility: transnational Koreans in Shanghai, by Michelle Mingyue Gu, Xiaoyan (Grace) Guo, Yun Lin, Pages 1125–1144.

■Multilingualism and its role in identity construction: a study of English students’ perceptions, by Bouchaib Benzehaf, Pages 1145–1163.

■Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK, by Pearl P. Y. Leung, Jean-Marc Dewaele, Pages 1164–1184.

■Discursive constructions of language variation in a Chinese-German eTandem, by Julia Renner,Sandra Kaltenegger, Pages 1185–1204.

■Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans, by Samantha Harris, Jin Sook Lee, Pages 1205–1233.

■Enacting multilingual entrepreneurship: an ethnography of Myanmar university students learning Chinese as an international language, by Jia Li, Yongyan Zheng, Pages 1234–1249.

■Chronotopes, language practices and language shift: an ethnographic study of the Blang community in China, by Sixuan Wang, Anikó Hatoss, Pages 1250–1267.

■Book Review of Language Ideology and Order in Rising China, by Zichao Wang,Ge Wang, Pages 1268–1272.

■Bilingualism and bilingual education: politics, policies and practices in a globalized society, by Ying Dai, Huiyu Zhang, Pages 1272–1276.

ISSUE 4

■Language policies and practices in early childhood education: perspectives across European migration societies. Introduction to the special issue, by Verena Platzgummer, Nadja Thoma, Pages 1277–1286.

■‘You don’t know how to say cow in Polish’. – Co-creating and navigating language ideological assemblages in a linguistically diverse kindergarten in Germany, by Marie Rickert, Pages 1287–1303.

■Children’s agency in interactions: how children use language(s) and contribute to the language ecology in Swiss bilingual German-English daycare centres, by Alex Knoll,  Anna Becker, Pages 1304–1318.

■‘It’s a bit contradictory’: teachers’ stances to (practiced) language policies in German-language ECEC in Italy, by Nadja Thoma, Verena Platzgummer, Pages 1319–1335.

■Learnings from/about diversity in space and time: discursive constructions in the semiotic landscape of a teacher education building in Norway, by Hilde Sollid, Florian Hiss, Anja Maria Pesch, Pages 1336–1352.

■Forbidding and valuing home languages – divergent practices and policies in a German nursery school, by Evamaria Zettl, Pages 1353–1368.

■Dynamic multilingualism of refugee families meets monolingual language policy in German ECE institutions, by Julie A. Panagiotopoulou, Yasemin Uçan, Pages 1369–1385.

■Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study, by Claudine Kirsch, Lisandre Bergeron-Morin, Pages 1386–1403.

■Commentary on the special issue “Language policies and practices in early childhood education: perspectives across European Migration Societies”. Agency in language policies and practices: a response to multilingual early childhood education and care, by Edina Krompák, Pages 1404–1413.

摘要

Teachers’ beliefs about multilingualism: novel findings and methodological advancements: introduction to special issue

Adrian Lundberg, Department of School Development and Leadership, Malmö University, Malmo, Sweden

Hanne Brandt, Intercultural andInternational Comparative Education, Universität Hamburg, Hamburg, Germany

Abstract This special issue consists of five original research papers from four European countries. By applying different methodologies (qualitative, quantitative, and mixed-methods), the contributions aim to better understand teachers’ beliefs about multilingualism in a time of increasingly globalised societies and intensified migration flows. The studies cover all educational stages and include pre-service as well as in-service teachers, and teacher educators. Both individual and collective beliefs are considered. While two of the studies are cross-sectional, the other three apply a pre-post study design in order to investigate whether teachers’ beliefs can be influenced through adequate learning opportunities. The special issue is wrapped up by a commentary piece that links the findings and issues raised by the individual papers and addresses four pressing matters which should be considered to advance further research on teachers’ beliefs about multilingualism. In this editorial, we briefly introduce the concept of teachers’ beliefs and explain its relevance for teaching and learning in multilingual settings. Based on an ongoing review study, we provide a summary of the most commonly used methodologies in research on teachers’ beliefs about multilingualism. We conclude with a summary of the five original papers as well as the commentary piece in this special issue.

Key words Teachers’beliefs, Europe, migration, globalisation, research methodology, language attitudes

A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism

Tobias Schroedler, Faculty of Humanities, University of Duisburg-Essen, Essen, Germany

Hannah Rosner-Blumenthal, Faculty of Humanities, University of Duisburg-Essen, Essen, Germany

Caroline Böning, Faculty of Humanities, University of Duisburg-Essen, Essen, Germany

Abstract This paper presents findings from a pre–post study on pre-service teachers’ beliefs about multilingualism and language use. A full cohort of pre-service middle school teachers in Germany (n = 259) was surveyed before and after completing a compulsory module on multilingualism using a validated instrument that captures participants’ beliefs about (a) multilingual language use in the home, (b) multilingual language use in the classroom, and (c) teacher responsibility for language support in teaching and learning. While mean average scores of the respondents’ beliefs are not as high as in comparable studies, the results show a significant increase between the pre- and post-test. Multivariate statistics are employed to explore different dimensions of beliefs improvement as well as predictors of positive beliefs. With a critical view about the Likert-scale type items, the quantitative dataset was expanded by structured interviews with five participants. The results of qualitative content analyses of these interviews make it possible to show different facets of the survey’s constructs of beliefs as well as individual backgrounds making them explainable, and thus help to gain a more nuanced picture of the respondents’ beliefs.

Key words teacher beliefs, multilingualism, teacherpreparation, multilinguallearners, affective-motivational competence, mixed-methods

Investigating team beliefs on multilingualism and language education in early childhood education and care

Drorit Lengyel, Faculty of Education, Department EW 1, Universität Hamburg, Hamburg, Germany

Tanja Salem, Faculty of Education, Department EW 1, Universität Hamburg, Hamburg, Germany

Abstract Our paper presents the methodological approach of group discussions and documentary method to investigate team beliefs in Early Childhood Education and Care facilities. The research addresses the question of how team beliefs on multilingualism and language education are shaped. To reconstruct team beliefs, we used group discussions and the sociologically informed documentary method, which is a two-step content and discourse analysis. The data analysis gives insights into the teams’ conflicts, perceptions, and shared beliefs concerning the use of home languages in the facilities. This methodological approach offers a perspective that adds to the investigation of individual beliefs on multilingualism and language education by covering collective orientations in organisations.

Key words Multilingualism, teambeliefs, collective beliefs, documentary method, earlychildhood education and care

Translanguaging stance of preschool teachers working with multilingual children in Luxembourg

Gabrijela Aleksić, University of Luxembourg, Faculty of Humanities, Education and Social Sciences, Esch-sur-Alzette,Luxembourg

Džoen Bebić-Crestany, Universite du Luxembourg Ringgold standard institution, Department of Humanities,Esch-sur-Alzette, Luxembourg

Abstract In today’s linguistically and culturally diverse schools, it is important that teachers use inclusive pedagogies, such as translanguaging. This pedagogy assumes that teachers have positive attitudes towards children’s home languages and cultures (translanguaging stance), which we explored in our study with 40 preschool teachers in Luxembourg. The teachers participated in the professional development course on translanguaging over six months. To identify teachers’ stance before and after the course, they completed questionnaires and participated in focus groups, and after completing the course, teacher–child interactions in the classroom were videotaped and analysed. Empirical findings of the questionnaires demonstrate that teachers’ attitudes towards children’s multilingualism and home languages increased significantly after participating in the course. In the focus groups, the majority of teachers expressed a mild translanguaging stance, meaning that they were afraid that the inclusion of children’s home languages will hinder children’s development of the school language, Luxembourgish. Finally, in the videotaped observations, the foci teachers demonstrated their positive stance in one activity and a negative stance in another. Following the study's multi-method approach, we conclude that teachers’ attitudes were ambivalent and paradoxical, which depicts a rather realistic picture of preschool teachers’ attitudes in Luxembourg.

Key words Translanguaging stance, preschool teachers, Luxembourg, multi-method

Attitudes and beliefs on multilingualism in education: voices from Sweden

BethAnne Paulsrud, School of Language, Literatures and Learning, Dalarna University, Falun, Sweden

Päivi Juvonen, Department of Swedish,Linnæus University, Växjö, Sweden; Sámi University of Applied Sciences, Kautokeino, Norway

Andrea C. Schalley, Departmentof Language, Literature and Intercultural Studies, Karlstad University, Karlstad, Sweden

Abstract Sweden is often commended for the inclusion of home languages in the formal education system: both mother tongue instruction (where a pupil’s home language is taught as an optional school subject) and study guidance (where a pupil is given content support in their home language or prior language of schooling) are offered. Still, while many national educational policies are supportive of multilingualism, their enactment on the ground is often problematic. The attitudes and beliefs of teacher educators, in-service teachers, and pre-service teachers are crucial here, yet few studies have investigated how these key actors in Sweden perceive their encounters with linguistic diversity. Furthermore, an understanding of the similarities and differences in the perspectives across these three cohorts is lacking. We have analysed interviews with five teacher educators, five in-service teachers, and eight pre-service teachers concerning their attitudes and beliefs on multilingualism. These interviews reveal orientations towards language and language use in teacher education and primary schools. Specifically, language is seen both as a problem and as a resource. Our results uncover tensions in the expressed attitudes and beliefs about multilingualism, as well as about multilingual pre-service teachers in teacher education and multilingual pupils in the Swedish school.

Key words Swedish primary school, teacher education, multilingualism, attitudes, beliefs

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Discussion of the special issue. Beliefs about multilingualism: is a methodological and epistemological change necessary?

Alice Chik, School of Education, Macquarie University Ringgold Standard Institution, Sydney, Australia

Sílvia Melo-Pfeifer, Faculty ofEducation, Universitat Hamburg Ringgold Standard Institution, Hamburg, Germany

Abstract In this commentary to the special issue, we will present our personal understanding of how its five papers contribute to advance the research field of beliefs about multilingualism and a critical stance on how multilingualism has been approached in the literature. We will point some ways forward on the research on beliefs about multilingualism claiming that this research area needs to shift from a rather Eurocentric perspective, to embrace less logocentric research methods, and to critically examine its stance on multilingualism, by considering intersectionality on the ways beliefs are studied.

Key words Beliefs, multilingualism, visual methods, arts-basedapproaches,  intersectionality

Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context

Alastair Henry, Department of Social and Behavioural Studies, University West, Trollhättan, Sweden

Abstract Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based study in a Swedish secondary school setting, the ideal multilingual self is explored as ‘a system functioning in context’. Focusing on the ways in which multilingual identities and the social contexts of multilingualism co-evolve, analyses show how the school environment shapes and is shaped by emergent identities. The importance of multi-scalar designs is highlighted, and the contribution of motivation research to sustainable multilingual education is discussed.

Key words deal multilingual self, L2motivation, multilingualism, complex dynamic systems(CDST), complexity thought modelling

An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language

Saeed Nourzadeh, English Department, Damghan University, Damghan, Iran

Jalil Fathi, Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran

Hossein Davari, Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran

Abstract In recent years, interest in learning Korean as an additional language (KAL) has rapidly grown among Iranian youths and women. This study adopted a mixed-methods QUAN → qual design to examine Iranian learners’ motivation for and experience in learning KAL. For this purpose, 174 Iranian learners of Korean were requested to complete a motivation questionnaire, and semi-structured interviews were subsequently conducted with nine of these participants. The results indicated that the participants pursued KAL learning more in terms of the Ideal Self, meaning that they found KAL learning as an opportunity to realise their internalised aspirations and ideals, which were primarily integrative and, to a lesser extent, instrumental. It was also found that the female participants were driven by stronger motivational intensity to learn Korean. The results of the qualitative data analysis corroborated those of the quantitative data analysis regarding the participants’ self-guides in learning KAL. The qualitative results also showed that the interviewees had a positive experience of learning Korean in the classroom, though this positive experience seemed to overshadow concerns over learning priorities and outcomes.

Key words Korean as an additionallanguage, motivation,  IdealSelf, Ought-to Self, experience, motivational, intensity

Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self

Tianyi Wang, Faculty of Education, University of Cambridge, Cambridge, UK

Linda Fisher, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract While interest in multilingualism is growing, in the field of motivation little research has examined the role played by learners’ multilingual selves in constructing their motivation to learn a foreign language other than English (LOTE). Based on a dynamic model of the L2 Motivational Self System, this study explores how Chinese undergraduates’ LOTE motivation is constructed temporally and contextually. In particular, it examines how motivation for being multilingual influences the formation of LOTE motivational trajectories. A longitudinal qualitative research design, which focused on learners’ introspection and behaviours, was adopted to reveal the complexity of LOTE motivation. Interviews, written journals and class observation were employed to collect data at one Chinese university over a course of one academic year. Findings suggest that learners’ motivation was constructed through the interplay between their future language selves and current learning experiences, during which they interacted with their situated contexts and negotiated the value of learning a LOTE. Notably, during this process the development of a multilingual motivation was revealed to be crucial for learners to understand the significance of LOTE learning and strengthen their LOTE motivation. Implications emphasise the importance of language educators helping learners to obtain cross-linguistic experiences and construct ideal multilingual selves.

Key words LOTE motivation, L2Motivational Self System, ideal multilingual self, Chinese undergraduate language learners

The differentiated role of language knowledge and linguistic acculturation strategies in the configuration of occupational aspirations: the case of the descendants of migrants in Western Catalonia

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

Judit Janés, Department ofDevelopmental and Educational Psychology, University of Lleida, Lleida, Spain

Amado Alarcón, Department of BusinessManagement, University Rovira i Virgili, Reus, Spain

Abstract One of the most influential factors in the future access to the labour market of a young descendant of migrants is their occupational aspirations. Sociodemographic, socio-cultural, and socio-professional family elements or knowledge of languages are key in their formation. But in bilingual societies like Catalonia, the symbolism associated with languages is an added complexity.

Thus, this article aims to analyse the influence and predictive power of linguistic knowledge and linguistic acculturation profiles on occupational aspirations, using a questionnaire completed by 205 young people of African, European, and Latin American origin in Lleida.

The findings indicate that better knowledge of Catalan and a profile of linguistic acculturation which emphasises this language predict above-mean occupational aspirations. Knowledge of Spanish has an unclear role and a profile prioritising Spanish is a negative predictor.

We conclude that language knowledge becomes a resource ‘through’ its symbolic value, questioning theories postulating that multilingualism always allows/facilitates access to better occupations.

Key words Linguistic acculturation, language knowledge, occupational aspirations, Catalonia,  descendants of immigrants

Linguistic landscape in Liangshan Yi Autonomous Prefecture: the Case of an ethnic minority region in China

Jiazhou Yao, Faculty of Education, Monash University, Melbourne, Australia

Xiaojing Yan, Faculty of Education, Monash University, Melbourne, Australia

Shuting Liu, Faculty of Arts, Melbourne University, Melbourne, Australia

Abstract This paper focuses on the linguistic landscape (LL) of four towns along the rural-urban line in Liangshan Yi Autonomous Prefecture, which is located in southwest China and is the main residence of the Yi ethnic minority group. In recent years, the status of the Yi language has been challenged by Han (Chinese Mandarin) and English both in the field of education and general society in Liangshan. Recognising this, the local government has issued a range of policies to revitalise the Yi language, including ensuring its use on public signage. The aim of this study is to explore the LL of Liangshan, which has not been looked at before, and the actual implementation of these signage policies. 1497 language signs were analysed, including commercial signs, government signs and public signs in four schools. The findings indicate that the visibility of the Yi language on public signage is closely related to the intensity of policy support. However, in order to make signage policies effective, a holistic approach is in need at both prefectural and regional levels, and in ‘micro spaces’ such as education spheres and workplaces.

Key words Linguistic landscape, ethnicminority language,  China, Yiethnicity

Navigating COVID-19 linguistic landscapes in Vancouver’s North Shore: official signs, grassroots literacy artefacts, monolingualism, and discursive convergence

Steve Marshall, Faculty of Education, Simon Fraser University, Burnaby, Canada

Abstract This article describes the changing linguistic landscape on the North Shore of Vancouver, British Columbia, Canada, during the first three months of the COVID-19 pandemic. I present an account of the visual representation of change along the area’s parks and trails, which remained open for socially-distanced exercise during the province’s lockdown. Following the principles of visual, walking ethnography, I walked through numerous locations, observing and recording the visual representations of the province’s policies and discourses of lockdown and social distancing. Examples of change were most evident in the rapid addition to social space of top-down signs, characterised mainly by multimodality and monolingualism, strategically placed in ways that encouraged local people to abide by social-distancing. However, through this process of observation and exploration, I noticed grassroots semiotic artefacts such as illustrated stones with images and messages that complemented the official signs of the provincial government. As was the case with the official signs and messages, through a process of discursive convergence, these grassroots artefacts performed a role of conveying messages and discourses of social distancing, public pedagogy, and community care.

Key words Linguistic landscape, COVID-19 pandemic,  multimodality, visual ethnography, walking ethnography

Metrolingualism in online linguistic landscapes

Xiaofang Yao, School of Languages and Linguistics, The University of Melbourne, Melbourne, Australia

Abstract The field of linguistic landscape has rarely engaged with the growing number of metrolingual practices brought about by online digital spaces. This paper examines the online linguistic landscape of social media platforms, which presents a spatial repertoire of innovative semiotic affordances. Adopting an online ethnographic approach consisting of screenshots of WeChat Moment posts and semi-structured interviews and drawing on the researcher’s ethnographic knowledge of the participants, the study examines how participants in this online space draw upon a complex array of semiotic resources from spatial repertoires to constantly negotiate their self-presentation and manage the effects of context collapse. The analysis shows that metrolingual practices have contributed to self-policing of content, manipulation of accessibility, and compensation for literacy in the online linguistic landscape. By tuning the analytical focus from offline to online spaces, the study expands the scope of linguistic landscape research and invites further examination of the relationship between language and space.

Key words Linguistic landscape, metrolingualism, contextcollapse,  self-representation, identity, spatial repertoire

Mapping the linguistic landscape from a multi-factor perspective: the case of a multi-ethnolinguistic city in China

Peng Nie, School of Humanities, Jiangxi University of Finance and Economics, Nanchang, People’s Republic of China

Jiazhou Yao, Faculty of Education, Monash University, Melbourne, Australia

Namgyal Tashi, Institute of Ethnology, Tibetan Academy ofSocial Sciences, Lhasa, People’s Republic of China

Abstract This paper explores the linguistic landscape (LL) of a multi-ethnolinguistic city in China, namely Shangri-La City, where Tibetan, Han (Mandarin Chinese), English and several other minority languages are used. As one of the most well-known Chinese tourist cities by Western travellers, a city with rapid socioeconomic development, and a city that issued a signage policy recently, the LL of Shangri-La is affected by multiple factors (e.g. tourism, globalisation, language policy). In light of this, the study purposefully examines the LL of four different functional areas of the city, including a local community, a central administrative street, a tourist spot and a commercial street, to demonstrate different factors and their degree of influence on local LL. Data includes 1,064 signage photos and 53 interviews with government officials and sign-owners. The findings indicate that although the recent signage policy has increased the presence of Tibetan, it has also re-consolidated the existing linguistic hierarchy and further marginalised other minority languages in the region. The findings also reveal the negative views of local residents on the abuse of Tibetan in tourist domains. As such, a critical lens on the commodification of minority languages in tourism is proposed in the study.

Key words Linguistic landscape, ethnicminority languages, China, Tibetan, Shangri-La

‘Open’, ‘connected’, ‘distinctive’, ‘pioneering’, and ‘committed’: semioscaping Shanghai as a global city

Songqing Li, Department of Applied Linguistics, Xi’an Jiaotong-Liverpool University, Suzhou, People’s Republic of China

Hongli Yang, Department of Applied Linguistics, Xi’an Jiaotong-Liverpool University, Suzhou, People’s Republic of China

Abstract The identity of a city matters in a global age. This article explores the discursive construction of the global city’s identity in relation to semiotic landscape, using the construction of Shanghai as a global city as a case study. In this increasingly globalising world, Shanghai authorities have recently demonstrated the desire to establish itself as a global city. Under the assumption of city agency in the semiotic practice of public signage, the signs photographed on site at Pudong International Airport of Shanghai were analysed from a critical perspective of multimodal discourse analysis, focusing on identity building for unique selling propositions. Questions addressed include what the identity of the global city looks like in Shanghai and how Shanghai is semioscaped as a global city and thereby its ethos implicitly represented. The findings suggest both global convergences and local particularities in the semioscaping of Shanghai as a global city. It argues that this way of identity building is attributable to the negotiation and contestation of power subject to the social norms, ideologies of a specific city.

Key words Global city, identity, semioticlandscape, multimodalanalysis, airport, Shangha

Arabinglish in multilingual advertising: novel creative and innovative Arabic-English mixing practices in the Jordanian linguistic landscape

Omar Ibrahim Salameh Alomoush, English Department, Tafila Technical University, Tafila, Jordan

Abstract This article explores linguistic creativity and innovation in multilingual advertising in Jordan through the use of signs displaying Arabinglish with multiple forms in the Jordanian linguistic landscape (LL). Drawing upon notions of nexus analysis [Scollon, R., & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging internet. Routledge.] and principles of geosemiotics [Scollon, R., & Scollon, S. W. (2003). Discourses in place: Language in the material world. Routledge.], this study analyses and discusses novel, creative, and innovative code-mixing practices in the Jordanian LL. A corpus of 88 signs displaying a wide range of interlingual Arabic-English words (i.e. blends, compounds, and affixed words) were collected in order to examine the semiotic construction of the Jordanian LL. To provide some ethnographic context for the data, 12 interviews were also conducted. The results show that different cycles of discourse (i.e. (trans)national, economic, and cultural) emerge from the use of Arabinglish in signage. Being thought of as ‘a semiotic modality’ and as ‘a mainstream resource’ in the LL, Arabinglish code-mixing practices are presumably an index of global identities and one of the mechanisms that contributes to the visual dominance of English in Jordan, despite Jordan being constitutionally a predominantly monolingual country.

Key words Arabic, Arabinglish, codemixing, English, Jordan, linguistic landscape

Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia

Zulfa Sakhiyya, Faculty of Languages and Arts, Universitas Negeri Semarang, Semarang, Indonesia

Nelly Martin-Anatias, School of SocialScience and Public Policy, Auckland University of Technology, Auckland, New Zealand

AbstractIndonesia is one of the most multilingual nations in the world, with approximately 700 spoken local languages. This multilingualism is at risk from the imposition of the national language and the dominance of English as an international language. Adopting a social semiotic approach to linguistic landscape study, this paper explores how languages are being used and manipulated in three big cities in Indonesia, namely Jogjakarta, Semarang and Depok. We look at signage from private enterprise (i.e. shops and restaurants) and compare them to the public signage on government buildings. We examine the tension between the micro-language policy (the personal and individual language choice rights) and the macro-language policy as stated in national/regional language policies. This study reveals different linguistic landscape patterns: public signs – Indonesian language, Javanese language, and English; private signs – Indonesian language, English and other foreign languages (Korean, Japanese, and Mandarin). By building on the linguistic landscape constructs, we argue that the language choice is not arbitrary. Thus, throughout the paper, we argue that linguistic landscape is an effective mechanism to revive the local languages at risk, in this case Javanese.

Key words Linguistic landscape, socialsemiotic,  multilingualism, language policy, public private, Indonesia

Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement

Małgorzata Foryś-Nogala, Faculty of Psychology, University of Economics and Human Sciences in Warsaw, Warsaw, Poland

Olga Broniś, Faculty ofHumanities, Cardinal Stefan Wyszyński University, Warsaw, Poland

Marcin Opacki, Faculty of Modern Languages, Institute ofEnglish Studies, University of Warsaw, Warsaw, Poland

Agnieszka Otwinowska, Faculty of Modern Languages, Institute ofEnglish Studies, University of Warsaw, Warsaw, Poland

Abstract L3 acquisition is influenced by L1-L3 typology, learners’ proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners’ sensitivity to subject placement in L3 Italian. We examined L1-Polish speakers (pro-drop language) with L2-English (non-pro-drop) learning Italian as their L3 (pro-drop). Subject placement patterns are shared by Polish and Italian, but differ from English, which may cause positive CLI from L1 or negative CLI from L2. To verify which is the case, 49 Polish undergraduate students of Italian took part in a computerised acceptability judgment task (AJT), which contained exemplars of felicitous and infelicitous subject placement in Italian. We also measured the participants’ knowledge of English and Italian, their background languages, and their metalinguistic knowledge. The results showed that the participants lacked sensitivity to the overuse of both overt and null subjects. A subsequent regression analysis revealed L3 proficiency as the only significant predictor of AJT performance. Our data point to some negative CLI from L2 English at lower levels of L3-Italian, or general cognitively-grounded problems with null subjects, which are gradually reduced with the growth of L3 proficiency.

Key words Cross-linguistic influence, subject placement,  L3acquisition, acceptability udgment

Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers

Tim Diaubalick, Department of Romance Studies, University of Wuppertal, Wuppertal, Germany

Lukas Eibensteiner, Department of RomanceStudies, University of Jena, Jena, Germany

M. Rafael Salaberry, Department of Classical and Modern Literatures and Cultures,Rice University, Houston, TX, USA

AbstractBuilding up on studies that have revealed L2 transfer of imperfective meaning from one Romance language into another [Salaberry, M. R. (2005). Evidence for transfer of knowledge of aspect from L2 Spanish to L3 Portuguese. In D. Ayoun & R. Salaberry (Eds.), Tense and aspect in romance languages: Theoretical and applied perspectives (pp. 179–210). Benjamins; Foote, R. (2009). Transfer in L3 acquisition: The role of typology. In Y. I. Leung (Ed.), Third language acquisition and universal grammar (pp. 89–114). Multilingual Matters.], we analysed data from 73 German-speaking learners (subdivided into three groups according to their proficiency in another Romance language as L2) and 149 Spanish native speakers using a written completion task. Findings show that learners with a high L2 proficiency tend to match the choices of the native speaker group in prototypical contexts (e.g. Preterite with telic predicates), but not in non-prototypical contexts (telic predicates in the background). This indicates that L2 knowledge is beneficial only for those conditions which do not require high processing costs. In turn, in non-prototypical contexts, speakers must process conflicting features that represent ‘deep’ conceptual components of the language. We conclude that processing of these cases has not been successfully acquired in the L2 and thus cannot transfer to the L3.

Key words Tense and aspect, Spanish l3, German learners,  thirdlanguage acquisition, transfer,  cross-linguistic influence

The links between grammar learning strategies and language mindsets among L2 and L3 learners: examining the role of gender

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

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

Abdollah Chehrazi, Ministry of Education, Flavarjan, Isfahan, Iran

Abstract This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (NL2 = 160, NL3 = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests indicated that there were significant differences between mindsets scores of male and female L2 learners. The results also revealed that L2 learners endorsed more growth mindsets than L3 learners. Finally, path analysis showed that language mindsets significantly predicted grammar learning strategies and grammar scores of both L2 and L3 learners.

Key words Mindsets, grammar learningstrategies,  grammar, language intelligence

Age of onset, language dominance and dialectal variation: Catalan copula selection in locative contexts with (non-)eventive subjects

Laia Arnaus Gil, Romance Linguistics, Bergische Universität Wuppertal, Wuppertal, Germany

Abstract Literature on early language acquisition has observed that age of onset of acquisition (AoA) is relevant for certain grammatical phenomena. Simultaneous bilinguals receive regular and extensive exposure to two languages from birth (Müller, 2009), whereas sequential child learners get in extensive contact to LB once the LA has developed to a certain degree (Meisel, J. M. [2013]. Sensitive phases in successive language acquisition: The Critical Period Hypothesis revisited. In C. Boeckx & K. Grohmann (Eds.), Handbook of biolinguistics (pp. 69–85). Cambridge University Press). Exposure to LB can take place early in childhood (eL2 learners, age 3;0) or starting with elementary school (cL2 learners, age 6;0). In this study, 34 participants were recruited from different Catalan-speaking regions and displayed different AoA-profiles (12 simultaneous, 13 eL2 and 9 cL2 learners) and different degrees of language dominance (17 balanced, 10 Spanish and 7 Catalan dominant). We conducted a Preference Task to examine Catalan copula selection in locative contexts with (non-)eventive subjects, since it may pattern differently in Catalan/Spanish: Both languages select ésserr for eventive subjects, non-eventive subjects take estar in Spanish but show variation in Catalan. Our study examines whether the factors AoA, language dominance or the speaker’s linguistic variety determine copula selection. In a nutshell, all speakers preferred ésser with eventive subjects. For non-eventive subjects, the results show that language dominance and speaker’s linguistic variety predict copula preference. 

Key words Catalan copula verbs, age ofonset, language dominance, dialectal variation, locativePPs, (non-)eventive subjects

The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners

Hsueh Chu Chen, Department of Linguistics and Modern Language Studies, The Education University of Hong Kong, Taipo,Hong Kong

Qian Wen Han，Department of Linguistics and Translation, City University of Hong Kong, Kowloon, Hong Kong

Abstract According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the biliteracy and trilingualism language policy in Hong Kong, L1 Cantonese learners of Mandarin have been committed to learning the third language (L3) Mandarin tones but are struggling with that task. The main purpose of this study is to examine Cantonese learners’ perceptions and production of Mandarin tones, and to investigate learners’ performance in production tasks before and after implementing metaphonological awareness protocols. Twenty-five Cantonese learners studying at a local university were recruited to complete the production, perception and verbal protocol tasks. Based on Wrembel’s [2015. Metaphonologcial awareness in multilinguals: A case of L3 Polish. Language Awareness, 24(1), 60–83. https://doi.org/10.1080/09658416.2014.890209] framework, this study categorised the participants’ statements of metaphonological awareness shown in their self-correction and self-reflection performances in the introspective and retrospective protocols. The error rates and patterns in the production and perception tasks were analysed. Metaphonological awareness training has a significant positive effect on improving learners’ Mandarin tone pronunciation. 

Key words Mandarin tone，metaphonologicalawareness， verbal protocols

Differences in phonological awareness of young L3 learners: an accent mimicry study

Romana Kopečková, English Department, University of Münster, Münster, Germany

Magdalena Wrembel，Faculty of English, Adam MickiewiczUniversity, Poznań, Poland

Ulrike Gut， English Department, University of Münster, Münster, Germany

Anna Balas，Faculty of English, Adam MickiewiczUniversity, Poznań, Poland

Abstract This study aims to investigate the nature of phonological awareness in young L3 learners, and the extent to which it changes over time as L2 and L3 learning progresses. Two groups of 12 closely matched multilinguals (total= 24, aged 12–13), who shared their L2 (English) but their L1/L3 (German/Polish) were mirrored, mimicked L2 and L3 accents in their L1 speech and reflected over their mimicry performance at the beginning and at the end of the first year of L3 instruction. Based on both quantitative and qualitative analyses, the results showed a differentiated range of manifestations of phonological awareness in the two groups of young multilinguals, possibly explicable by the phonological distance of their L2 and L3 in relation to their L1. No significant changes in the learners’ L2/L3 phonological awareness were detected over the school year. In addition, combined group results showed a moderate correlation for the learners’ L2 mimicry and foreign accent ratings at both testing times and for their L3 mimicry and foreign accent ratings at the second testing. Insights gained from individual phonological awareness profiles suggest, however, that this relationship may not hold for all L3 learners. The findings are also discussed from a methodological perspective.

Key words Phonological awareness inmultilinguals， young L3learners， delayed mimicry，foreign accentedness ratings

Genericity in L2 French and L3 English: a pragmatic deficit with a semantic consequence

Abdelkader Hermas, Linguistics Department, Université du Québec À Montréal, Montreal, Canada

Abstract This study investigates the acquisition of genericity in L2 French and L3 English. While some exponents become generic by assembling morphological, syntactic and discursive cues, definite singular nominals additionally require the well-established kind restriction. It is a pragmatic and language-specific constraint. The participants are L1 Arabic adults advanced in L2 French, L1 Arabic-L2 French adults advanced in L3 English, French controls and English controls. An acceptability judgement interpretation task shows that the learners develop nativelike interpretation of well-established kind definite generics that cluster morphological, semantic and discourse cues. However, they interpret non-well-established nominals generically in violation of the pragmatic restriction. Thus, a deficit in pragmatic knowledge leads to the semantic misinterpretation of non-generic nominals in the L2/L3 interlanguage. The study suggests that language-specific pragmatic properties are subject to differential acquisition compared to other properties, even if they all belong to the same external interface. The deficit is due to L1 Arabic transfer. The study claims that pragmatic properties that determine interpretation outcomes are eventually acquirable. Finally, the outcome of L3 acquisition may be another instance of L2 acquisition at the advanced stages. The L2 and L3 ultimate attainment grammar is similar, in terms of knowledge of genericity.

Key words Genericity, well-establishedkind constraint, L2 French, L3 English

Measurement of expressive vocabulary in multilingual children using the dual-Focus approach method for test development

Rama Kanj, Department of Education, American University of Beirut, Beirut, Lebanon; Department of Psychiatry,American University of Beirut, Beirut, Lebanon

Karma El-Hassan, Department of Education, American University of Beirut,Beirut, Lebanon; Office of Institutional Research & Assessment, American University of Beirut, Beirut,Lebanon

Abstract Vocabulary tests administered on multilingual populations should take into account the unique linguistic and cultural makeup of the population by adopting test development methods that allow responses in several languages. Our aims were to develop a picture-naming test for multilingual Lebanese school-age children (L1: Lebanese, L2: French and/or English) using the dual-focus approach for test development in order to obtain test items in several languages simultaneously and examine sources of variability in performance across gender, age, and type of schooling. The test compiled pictures with high cultural familiarity, high name agreement, an age of acquisition between 3 and 9 years, and varying frequency of use based on the ratings of 8 indigenous Lebanese experts on the test content. The test was administered to 74 multilingual Lebanese children aged 3 to 9 years. Results showed that older age, studying at a private school and being female contributed to better test performance, although gender was not a significant variable when inserted in a regression model. Psychometric properties of the test revealed excellent levels of internal reliability, good item parameters and sources of validity. This study delineates a method of test construction that accommodates to multilingual individuals in a resource-limited setting.

Key words Naming, picture-namingtest, test construction,  dual-focused approach multilingualism

A holistic measure of contextual and individual linguistic diversity

Mandy Wigdorowitz, Theoretical and Applied Linguistics, University of Cambridge, Cambridge, United Kingdom; Department ofPsychology, University of Johannesburg, Johannesburg, South Africa

Ana I. Pérez, Department of ExperimentalPsychology, University of Granada, Granada, Spain

Ianthi M. Tsimpli, Theoretical and Applied Linguistics, University of Cambridge, Cambridge, United Kingdom

Abstract The sociolinguistic context of language use contributes to individuals’ linguistic knowledge. However, how it does so has yet to be fully conceptualised or quantitatively investigated within the language sciences. To meet this goal, a psychometrically sound evidence-based measure that captures important aspects of contextually influenced linguistic experience is necessary. In this paper we describe the development and validation of the Contextual and Individual Linguistic Diversity Questionnaire (CILD-Q). Exploratory factor analysis was conducted with data from 353 participants (62.9% South African, 37.1% UK, Mage = 29.3, SD = 10.09). A three-factor solution best describes the structure of the CILD-Q: Multilingualism in Context (contextual use and societal practice of multiple languages within a community), Multilingualism in Practice (direct and indirect linguistic exchanges and conversational interaction), Linguistic Diversity Promotion (societal and governmental endorsement of linguistic variation). Item scores corresponding to these three factors showed sufficient reliability (α’s > 0.80). The CILD-Q provides a novel and holistic manner to measure sociolinguistic diversity and can be used when measuring individuals’ language experience within and across populations from differing sociolinguistic contexts.

Key words Sociolinguistic context, contextual linguisticdiversity, linguisticexperience, language profile CILD-Q, CLiP-Q

Examining authenticity in the native-speakerist context of EFL in Iran: a turn towards bi/multilingualism

Akram Ramezanzadeh, Lorestan University, Khorramabad, Iran

Mahmood Reza Moradian, Lorestan University, Khorramabad, Iran

Abdolhossein Joodaki, Lorestan University, Khorramabad, Iran

Abstract Native-speakerism is the main goal of the monolingual approach to language education. In an attempt to challenge native-speakerism as a dominant ideology in English language education, this study probed into language learners’ experience of authenticity through an existential framework, comprising the two concepts of resoluteness and self-other relations, which was derived from Heidegger's (1962) concept of authenticity in Being and Time. To collect data, a group of English language learners studying at Iranian state universities were investigated by the administration of semi-structured interviews. The analysis of data led to the emergence of three core themes: epistemological and ontological engagement, agency for response-ability, and the process of in-situ knowing. Indeed, the collected data demonstrated a shift of emphasis on authenticity from native-speakerism towards the realities of language learning where the possibility of being rendered capable can be provided, and space is offered for the integration of mainstream epistemology and learners’ ontology through in-situ knowing. More importantly, the existential interpretation of authenticity, proposed in our study, was revealed to be an inclination towards bi/multilingualism.

Key words Authenticity, bi/multilingualism, Englishlanguage education, native-speakerism

Language learning in a partially English-taught teacher education programme: language gains and student perceptions

Elvira Barrios, Facultad de Ciencias de la Educación, University of Málaga, Málaga, Spain

Aurora López-Gutiérrez, Facultad de Ciencias de la Educación, University of Málaga, Málaga, Spain

Abstract This paper reports on a study aimed to investigate students’ development in English proficiency over a four-year partially English-taught programme that did not integrate any explicit language learning goals. Additionally, the study investigated their perceptions concerning language gains and experiences in the programme. Both quantitative and qualitative research methods were employed. Paired-sampled t-tests indicated statistically significant differences from pretest to posttest for listening but not for grammar. Repeated measures ANOVA determined that the least proficient (B1) students obtained the highest language gains over the 4-year period, particularly in listening. In contrast, advanced (C1) students performed worse in the listening and grammar posttests than in the pretests. Further findings indicated that the students perceived a positive impact on their English competence. No significant differences were found across self-rated proficiency groups regarding their perceptions of language improvement as a result of participating in the programme. The study also found that the higher the students’ proficiency in the language, the less satisfied they were with the programme. In the focus group interviews, the students attributed their language improvement to being exposed to English and having to produce output, mainly in oral presentations and written tasks, and demanded English language instruction within the curriculum.

Key words English Medium Instruction(EMI), higher education, bilingual programme, English proficiency, student perceptions

Language planning and policy, and the medium of instruction in the multilingual Pakistan: a void to be filled

Shagufta Jabeen, Social Science and Humanities, Islamabad, Pakistan

Abstract A national language policy reflects how a state looks at the languages used by its people. It assigns certain roles to languages, and addresses the issues of language education and language of education. Pakistan, a multilingual country, has yet no language policy at national level. This absence of policy has caused many issues, including the medium of instruction (MoI). Since the country is currently developing a single national curriculum, its success largely depends on resolving the issue of the medium of instruction. the paper, motivated by the same issue, introduces the problem, then, after discussing some major linguistic challenges faced by the country, it spotlights the difference between the Constitution (1973) and the National Education Policy on the issue of MoI. The paper takes insights from Integrative Framework (Hornberger, 2006) of language planning and policy, and Stage Actor Model (Zhao & Baldauf, 2012), to discuss actor agency and their role in solving the problem. The paper proposes a late-exit transitional bilingual model to address the issue of MoI in the country. It concludes with recommendations for a well-framed national language policy capable to de-stigmatise the national language Urdu, to give due recognition to regional or autochthonous languages, and to provide clear guidelines about the MoI in the formal education system of the country.

Key words Language planning andpolicy, medium ofinstruction, bilingualeducation, multilingualism, language policy in Pakistan

Implementing translanguaging pedagogies in an English medium instruction course

Beñat Muguruza, Faculty of Engineering, Department of Basque Language and Communication, University of the BasqueCountry (UPV/EHU), Portugalete, Spain

Jasone Cenoz, Department of Education Sciences, University of the Basque Country(UPV/EHU), Donostia/San Sebastian, Spain

Durk Gorter, Department of Education Sciences, University of the Basque Country(UPV/EHU), Donostia/San Sebastian, Spain; Ikerbasque-Basque Foundation for Sciences, Bilbao, Spain

Abstract English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque–Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the use of three languages in the class. The aim of this study is to analyse the languages used by the teacher and the students and the students’ reactions towards the use of three languages. The instruments used were a background questionnaire, classroom observations, focus group discussions and students’ journals. The results indicate that there are important differences between the language used by the teacher and the students and also that most students responded positively to the flexible language use.

Key words Translanguaging, Englishmedium instruction (EMI), language policy, receptive multilingualism, L3 English

Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan

Laura Karabassova, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Xabier San Isidro, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Abstract Since its inception in the 1990s Content and Language Integrated Learning (CLIL) has transformed from an initiative to improve communicative competence in foreign languages into a complex language-aware construct in which translanguaging and curriculum integration are identifiable pedagogical practices. This shift of paradigm in its conceptualisation has run parallel to the inclusion of multilingual practices in education, and it has been influenced by the so-called multilingual turn. However, despite the conceptualisation of CLIL becoming more complex, and translanguaging making an interesting case for research in multilingual and CLIL scenarios, there is still a dearth of studies dealing with translingual practices in different contexts. This article reports the results of an exploratory qualitative study investigating CLIL teachers’ perceptions on the pedagogical use of translanguaging and the impact of those perceptions on their teaching practices in different trilingual schools in Kazakhstan. Findings (1) showed that teachers’ stance on translanguaging is rather ambiguous; and (2) led us to identify a set of teaching practices related to how teachers make use of translanguaging: exclusive use of the target language as an ideal (end-goal); translanguaging as a way of scaffolding content; translanguaging as a transitional practice (temporary fix) and code-switching; and translanguaging as a way to counter teachers’ own language proficiency limits.

Key words CLIL, translanguaging, teachers’perceptions, multilingual turn

Translanguaging for intercultural communication in international higher education: transcending English as a lingua franca

Wanyu Amy Ou, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong,Shatin, Hong Kong

Mingyue Michelle Gu，Department of English Language Education, The Education University of Hong Kong,Taipo, Hong Kong

Francis M. Hult，Department of Education, University of Maryland, Baltimore County (UMBC), MD, USA

Abstract This article seeks to explore intercultural communication among a group of students with diverse linguistic and sociocultural backgrounds in an English-medium transnational university in China, focusing on multilingual students’ practices and perceptions of English as a lingua franca (ELF). Informed by an expanded understanding of translanguaging from a spatial perspective, this study explores multilingualism, multimodality, and spatiality in linguistic practices related to ELF in an international education context. Drawing upon multiple data sources including ethnographic observations, interviews facilitated by language portraits, recordings of interactions, and policy documents, findings of the study show that ELF communication was understood and practiced by multilingual students as a translanguaging act based on (partially) shared repertoires and beliefs about language and communication. It is also found that the monolithic and monolingual model of language policy in English-medium higher education ran counter to the students’ daily communicative practices and language development needs. Implications are suggested for how international universities can account for translanguaging in fostering linguistic diversity and preparing students for the practical realities of a multilingual world.

Key words Translanguaging， spatialrepertoire，English as alingua franca，interculturalcommunication，EMI， multilingual students

Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints

Shakina Rajendram, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

Abstract Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners’ unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when translanguaging is welcomed into the classroom, the conflicting attitudes of teachers, students and families pose ideological constraints on translanguaging which restrict learners from selecting and utilising features from their whole translanguaging repertoire. Guided by translanguaging and sociocultural theory, this study examines the tension between the affordances of student-led translanguaging in a Grade 5 Malaysian classroom with an English-only policy, and the constraints to learners’ use of translanguaging. This paper reports on the results of a sociocultural critical discourse analysis of learners’ peer interactions while engaged in collaborative learning, and interviews with 31 learners. The findings indicate that learners used translanguaging agentively to support one another’s language learning, build rapport, resolve conflict, assert their cultural identity, and draw on knowledge across languages. However, learners’ use of translanguaging was constrained to an extent by their teacher’s and peers’ language policies and practices, parental discourses about linguistic capital, and societal discourses on ethnicity, nationality, and marginalisation.

Key words Translanguaging, sociocultural, discourseanalysis, elementary, ESL

Defending borders and crossing boundaries: ideologies of polylanguaging in interviews with bilingual Ukrainian youth

Debra A. Friedman, Department of Second Language Studies, Indiana University, Bloomington, IN, USA

Abstract This paper analyses adolescent Ukrainian-Russian bilinguals’ stances towards polylanguaging as evidenced in their talk about and use of suržyk, a stigmatised polylingual practice that combines features from Ukrainian and Russian. Drawing from group interviews with 39 Ukrainian young people (aged 14–15), it uses Bakhtin’s (The dialogic imagination: Four essays (C. Emerson and M. Holquist, Trans). University of Texas Press; 1984. Problems of Dostoevsky’s poetics (C. Emerson, Ed. and Trans). University of Minnesota Press) concept of voice and Agha’s (Voice, footing, and enregisterment, Journal of Linguistic Anthropology, 15(1), 8–59) work on registers as social voices to explore the alignments that these young people take up vis-a-vis the ideologically-mediated voices that suržyk has traditionally indexed. Through a micro-level discourse analysis of both metadiscourses in which ideologies of linguistic boundary maintenance were explicitly articulated and intervieees’ crossing of these boundaries during the interviews, the analysis shows how these young people appropriated, resisted, or creatively exploited prevailing purist ideologies and considers implications for a possible re-evauation of suržyk as a normative practice.

Key words Polylanguaging, languageideologies, suržyk,  Ukrainian

Multilingual sources used for research dissemination: positioning of Vietnamese researchers

Cuong Huu Hoang, Institute of Research and Development, Duy Tan University, Danang, Vietnam; The Faculty of Education,Monash University, Clayton, Australia

Duc Chinh Nguyen, Chinh Duc Nguyen, College of Foreign Language Studies, Universityof Danang, Danang, Vietnam

Abstract Given the role of languages in disseminating knowledge, this study explored the positioning of Vietnamese researchers in relation to the foreign language they used for research. Data were collected from semi-structured interviews with six participants who were researchers in social sciences. Findings revealed that senior researchers positioned Russian and French as an ebbing tradition while the mid-career researcher considered Chinese providing less access to research. In contrast, early-career academics saw English as bringing great opportunities to their career despite expressing their anxiety about their proficiency in using English for publication. We argue that although disseminating knowledge in English amongst younger generation researchers is important, senior researchers in educational systems influenced by multiple languages should still be encouraged to capitalise on their existing multilingual capacity, using their preferable foreign languages to disseminate knowledge globally. Instead of solely conforming to the hegemony of English, policies and practices of research should consider multilingual sources in policymaking process.

Key words multilingual researchers, research dissemination, academic positioning, Vietnamese social science researchers

Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university

Julio Gimenez, Centre for Education and Teaching Innovation, University of Westminster

Abstract This article reports on a study that examined how a group of plurilingual students use their linguistic repertoires to achieve a number of purposes such as performing identity, learning and socialising, and negotiating with structure in an English-dominant university. In order to capture the dynamic relationship between language-as-resource, academic tasks and agency in this particular context, the article proposes ‘edulingualism’ as a conceptual and analytic lens. To this end, the article examines multiple data sets (narratives, reflective accounts, recorded interactions and texts) that show how, by mobilising their multilingual resources, these students achieve their purposes and take ownership of their learning experiences within a monolingual learning space.

Key words Edulingualism, linguisticrepertoires, identity, learningand socialising, agency

Language policy in superdiverse Indonesia, 1st ed.

Huiyu Zhang, Department of Linguistics and Translation, School of International Studies, Zhejiang University, Hangzhou, China

Yao Ke, Department of Linguistics and Translation, School of International Studies, Zhejiang University, Hangzhou, China

Abstract Language policy involves deliberate choices about language, including consideration of its form and function by specialised agencies with the power to implement and sustain such policies (Kaplan & Baldauf, Citation2003). Recent decades have seen a dramatic increase in language planning and policy (LPP) studies. However, although it is a developing country with a highly diverse linguistic ecology, Indonesia has received limited scholarly attention in the field of LPP. As King and Bigelow (Citation2018, p. 466) argue, ‘the policy development and implementation components of superdiversity have been the least addressed, and are arguably the area of greatest need’. Subhan Zein’s Language Policy in Superdiverse Indonesia makes a valuable addition to the existing knowledge about LPP by drawing on the highly diverse linguistic ecology of Indonesia to examine the diversification of language practices within that ecology, and by employing a superdiverse perspective to investigate not only transitional language (e.g. national languages, indigenous languages) but also other forms of linguistic variety (e.g. dialects, registers) and practices of language mixing performed by people from diverse cultures, religions, and social classes.

Ideological manipulation of children’s literature through translation and rewriting: travelling across times and places

Weiping Wu, School of Foreign Languages, Wuhan University of Technology, Wuhan, People's Republic of China

Gaosheng Zhan, School of Foreign Languages, Wuhan University of Technology, Wuhan, People's Republic of China

Abstract Multilingualism is a modern idea for solving the linguistic problems of multi-ethnic countries, strongly demanded by today’s more globalised and multicultural era (Li, Citation2016, p. 7). Commonly defined as ‘the co-presence of two or more languages (in a society, text or individual)’ (Grutman, Citation2009, p. 182), it is inseparably intertwined with translation, as Denti (Citation2017) puts it that ‘texts involving several languages are closely related to translation’ (p. 525). At the heart of multilingualism, we find translation. Translation is not taking place in between monolingual realities but rather within multilingual realities (Meylaerts, Citation2013, p. 519). The past two decades have witnessed an unprecedented degree of scholarly attention devoted to the ties between multilingualism and translation, with a large number of publications embracing a variety of fields and topics, including literary translation. Given that most literary works are considered to be more or less ‘multilingual’ (Stratford, Citation2008, p. 462), literary translation is therefore fraught with great obstacles. Moreover, being a branch of literary studies, children’s literature has long been regarded as the ‘Outsider’ (Hunt, Citation1990, p. 1) or the ‘Cinderella’ (Shavit, Citation1994, p. 5), although some prestigious scholars, such as Peter Hunt, Zohar Shavit, and Emer O’Sullivan, have produced fruitful outcomes through years of research, the field needs more contributors to stimulate its further development. Based on the connections between multilingualism and translation, the book under review, authored by Vanessa Leonardi, explores the ideological and cultural shifts occurring in the process of translating children’s literature via investigating how the translation of children’s literature is conditioned by cultural, social, political, and historical factors, providing different standpoints that look at children’s literature translation and offering visions into the ideological manipulation of source texts from both intralingual and interlingual perspectives, or in other words, from the viewpoint of multilingualism. As a timely addition to Multilingualism Studies, Children’s Literature Studies as well as Translation Studies, its intended readership is wide-ranging and large-scale, including researchers and students interested in these fields and translators concerned with translation practice.

Storytelling in multilingual interaction: a conversation analysis perspective

Saeed Nourzadeh,  Damghan University, Damghan, Iran

Majid Soltani Moghaddam, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Abstract Stories and storytelling have always been around. We humans are used to telling each other stories to, among others, make meaning, build memories, and teach morals; however, it has not been until half a century ago that stories become the focus of rigorous investigation (Scheglof, Citation1997). Today, researchers examine stories, and how they are told, to study cognition, learning, and behaviour. The volume Storytelling in Multilingual Interaction: A Conversation Analysis Perspective is a collection of papers along with this trend. The collection includes three parts. Part I Overview consists of only one chapter in which Hansun Zhang Waring discusses why stories are significant to understanding multilingual interaction and presents a brief introduction to conversation analysis (CA) as applied to storytelling by reviewing Sack’s (Citation1974, Citation1992) seminal works. According to Sack, a story is completed at three stages; (a) launching the story, (b) telling the story, and (c) responding to the story. The chapter ends with an overview of the coming chapters.

Decolonising multilingualism in Africa: Recentering silenced voices from the Global South

Clarah Dhokotera, University of the Witwatersrand, Johannesburg, South Africa

Abstract The emergence of the twenty-first century has normalised the multilingual realities of the global world paving way to the understanding of the use of many languages. The linguistic complexities of societies have been affirmed as plural and multilingual policies have been adopted in most mainstream education system across the globe. However, there is urgent need to unpack the concept of multilingualism in the mainstream education in the context of the colonised spaces in the Global South (Africa, Latin America, Asian sub-continent, and other colonised worlds). In these spaces, languages have experienced colonial effects of monolingual bias, which is a western way of viewing languages as rigid and inflexible objects (Kiramba, Citation2016). As a result, mainstream multilingualism in the Global South particularly Africa is predominately viewed with distaste. Multilingualism is seen as an enumeration of the named languages and in reality as multiple monolingualism where many languages exist but separated (Kleyn, Citation2019). The colonial lens used to view the multilingualism in Africa creates a blurred vision which does not speak to the realities of African multilingualism. If current misconception of African multilingualism are to be addressed, there is a need to use a Global South lens to reconceptualise multilingualism in Africa. Given such scenario, a localised version of multilingualism in the African context is needed to disrupt the Western notions. The book Decolonising multilingualism in Africa recentering silenced voiced from the Global South explicates the issues of multilingualism using a Global South perspective. The authors use the decolonial lens to unpack the concept of the current mainstream multilingualism and how it is entrapped in colonial notions of language ideologies.

Advances in interdisciplinary language policy

Zhihong Wang, College of Foreign Languages, Ocean University of China, Qingdao, People’s Republic of China

Abstract As Fu (Citation2017) has mentioned, the language policy in Europe is rich but complicated in content. It is usually the result of the tripartite interaction, consultation, and cooperation between the Council of Europe, the European Union, and the member states, which poses a challenge to the effectiveness, efficiency, and adaptability of the European language policy. The Mobility and Inclusion in Multilingual Europe (MIME) project, funded by European Commission’s 7th Framework Programme for Research and Development, ran from 2014 to 2018 seeking to investigate the conflicting goals of mobility and inclusion in a multilingual and globalised Europe. Language plays a significant role in the trade-off between mobility and inclusion. Thus MIME attempted to assess and recommend language policies to foster inclusion and respect for multilingualism, the goal of which is compatible with Canagarajah’s (Citation2005) statement ‘develop diversity as a universal project and encourage an actively negotiated epistemological tradition’. Advances in interdisciplinary language policy is one edited volume of the book series titled‘Studies in World Language Problems’, dealing with language policy and language use in multilingual Europe. Three editors, François Grin, László Marácz, and Nike K. Pokorn bring a range of ideas and findings together in this single volume to complement MIME project research. Targeting ‘mobility’ and ‘inclusion’ as the twin goals in multilingual Europe, the contributors of 25 participating teams from 16 different countries bring to the fore the challenges of multilingualism from the perspective of a dozen of different disciplines. This book, equipped with interdisciplinary content, integrated approach, and atypical combination of specialty and generality, is beneficial to a wide readership of scholars.

Language policy and planning for the modern Olympic games

Wenchun Li, College of Foreign Languages and Literature, Fudan University, Shanghai, People’s Republic of China

Yongyan Zheng, College of Foreign Languages and Literature, Fudan University, Shanghai, People’s Republic of China

Abstract On January 15th, 2022, before the opening of Beijing 2022 Olympic Winter Games, the press conference on the Big Data Report on Language Services of Beijing Olympic Winter Games was held in Beijing Language and Culture University, China. As an unprecedented report attempting to evaluate China’s language services ability, it signifies a milestone of China’s progress in multilingual language services for international sporting events. It also confirms Jie Zhang’s prospect in her book Language Policy and Planning for the Modern Olympic Games published in the April of 2021. Focusing on the period from Beijing’s bidding for the 2008 Olympic Games to its preparation for the 2022 Olympic Winter Games, Jie not only presents a holistic picture of multi-level actors’ efforts in language policy and planning for a major multilingual global event, but also carefully deals with language ideologies in multilingualism and individuals’ actual multilingual practices situated in the Beijing Olympics context.

Cross-linguistic influence in the acquisition of adpositions in L3

Sakine Çabuk-Ballı, Department of Foreign Languages, Middle East Technical University, Üniversiteler Mahallesi, Ankara, Turkey

Abstract This study sets out to investigate possible effects of previously learned languages on the acquisition of English as a third language by examining six prepositions (in, on, at, behind, over, to) when they denote spatial relations. Two picture description tasks were employed to find out which of the two known languages (L1 and/or L2) is the major source of cross-linguistic influence on the acquisition of English (L3) prepositions given the fact that adpositions have different morphosyntactic representations in Turkish, Kurdish and English. Turkish-Kurdish bilinguals learning English as a third language formed the experimental group and Turkish monolinguals learning English as a second language served as a control group in the study. The results revealed that the Turkish-Kurdish bilinguals have better performance in the comprehension and production of the target prepositions than the monolingual Turkish control group, particularly when there are structural overlaps (i.e. prepositions in both Kurdish and English) between the adpositional systems of L1-Kurdish and L3-English. The findings are suggestive of structural similarity and typological proximity as overriding factors in cross-linguistic influence in the acquisition of L3 English.

Key words Cross-linguistic influence, third language acquisition, adpositions, typology

Crosslinguistic influence in L3 acquisition across linguistic modules

Isabel Nadine Jensen, Department of Language and Culture, UiT the Arctic University of Norway, Tromsø, Norway

Natalia Mitrofanova, Department of Language and Culture, UiT the Arctic University of Norway, Tromsø, Norway

Merete Anderssen, Department of Language and Culture, UiT the Arctic University of Norway, Tromsø, Norway

Yulia Rodina, Department of Language and Culture, UiT the Arctic University of Norway, Tromsø, Norway

Roumyana Slabakova, Departmentof Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway; ModernLanguages and Linguistics, University of Southampton, Southampton, UK

Marit Westergaard, Department of Language and Culture, UiT the Arctic University of Norway, Tromsø, Norway; Departmentof Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway

Abstract In this study, we investigated crosslinguistic influence (CLI) at developmental stages of third language (L3) acquisition of English by Russian–Norwegian children (N = 31). We tested seven linguistic properties within three linguistic modules (morphology, syntax and syntax-semantics). We compared the L3 learners to Norwegian (N = 90) and Russian (N = 74) second language (L2) learners of English. We predicted simultaneous facilitative and non-facilitative CLI in the L3 group within all modules, as the previously acquired languages offered conflicting options. Our predictions were partly supported. On one property, the L3 learners were different from both L2 groups, which is in line with cumulative CLI from both previously acquired languages. On four conditions, the L3 learners performed like the more accurate L2 group, indicating facilitative influence. On two conditions, all groups performed alike, showing high rates of accuracy. Taken together, the results indicate that CLI obtains on a property-by-property basis, with none of the L1s being the sole or primary source of CLI. Finally, we found CLI in all linguistic domains, but the developmental slopes for the properties were not equal, which suggests that factors such as complexity and saliency needs to be taken into account when we compare CLI.

Key words L3 English, the LinguisticProximity Model, the ScalpelModel, acquisition of English, third language acquisition, crosslinguistic influence

The role of L1 and L2 in the acquisition of null subjects by Chinese learners of L3 Italian

Alessia Cherici, East Asian Languages and Cultures, Indiana University, Bloomington, IN, USA

Abstract This study investigates the acquisition of null subjects by Mandarin Chinese native speakers (‘Chinese NSs’ hereafter), with different levels of L2 English proficiency, at initial stages of L3 Italian acquisition. The aim is to find out if, when acquiring Italian null subjects, Chinese NSs resort to their L1, which, like the L3, allows null subjects, or to the L2, that does not allow null subjects but may be perceived as typologically closer to the L3, given the shared affiliation to the Indo-European family. For this purpose, four groups of Chinese NSs all at the same stage of L3 acquisition but differing with respect to their L2 English proficiency level, were tested. The results of an acceptability judgement task showed that the lowest L2 proficiency group, in two conditions (i.e. declaratives and wh-questions), was the most accurate in rejecting overt subjects, although in the third condition (i.e. expletives) they did not perform as accurately. However, the overall high acceptance of null subjects suggests that L2 English did not act as the sole source of transfer for learners with a higher proficiency: L1 transfer seems to contribute to shaping L3 acquisition too, possibly combined with learning-environment-related factors.

Key words Null subjects, L3 acquisition, Italian, Chinese,  pro-drop, topic-drop

Perceived foreign accent in L3 English: the effects of heritage language use

Anika Lloyd-Smith, Department of Linguistics, University of Konstanz, Konstanz, Germany

Abstract Bringing to the field of third language (L3) research a new population of speakers, namely heritage speaker (HS) L3 learners, this study investigates the accents of 19 German-Italian HSs in L3 English. In an accent rating experiment, the speech samples of the HSs and three control groups (monolingual speakers of English, Italian, and German) were rated for ‘degree of foreign accent’ and ‘source of accent’. The role of ‘Italian use’ and ‘phonetic-phonological proficiency in Italian’ was also investigated for patterns of cross-linguistic influence (CLI) into English. For ‘degree of foreign accent’, the HSs were rated as moderately accented, on par with German controls, but as weaker accented than Italian controls. For ‘source of accent’, the HSs were perceived as German-sounding in most ratings (66.8%), while an Italian-sounding accent was detected in certain HSs (9.5% of ratings). Regression analyses showed CLI from Italian to be significantly predicted by the amount of ‘Italian use’, measured using a detailed background questionnaire. We conclude that, while accent in L3 English is predominantly affected by German, the typologically closer and majority language, CLI from Italian co-occurs in speakers who used their heritage language frequently.

Key words L3 phonology, perceivedforeign accent, CLI, heritagespeakers, language use

Unidirectional multilingual convergence: typological and social factors

Kofi Yakpo, Linguistics, School of Humanities, The University of Hong Kong, Hong Kong SAR

Abstract Suriname represents an interesting case of unidirectional multilingual convergence in a linguistic area. The multilingual ecology of Suriname is hierarchical. The Germanic language Dutch exerts structural and lexical influence ‘downwards’, but other languages do not do so ‘upwards’ to the same degree. This study analyses the development of word order in the Indo-Aryan language Sarnami and the Afro-Caribbean English-lexifier Creole Sranan, the two largest languages of Suriname besides Dutch. The results show that Sarnami and Sranan have undergone a typological realignment in word order. Sranan has completed a shift from postpositional locative nouns to prepositions through language contact and structural borrowing from Dutch. Sarnami is acquiring SVO (Subject-Verb-Object) as a basic word order next to SOV (Subject-Object-Verb) through structural borrowing from Dutch and Sranan. Conversely, standardisation pressures prevent innovative linguistic practices and structural borrowing from the other languages of Suriname from consolidating themselves in Surinamese Dutch in a similar way. The change that spoken Dutch has undergone in Suriname through influence from Sranan and Sarnami is therefore more modest than the changes Sranan and Sarnami have incurred through Surinamese Dutch influence. This study compares changes in these three languages for the first time and highlights the role of both social and typological factors in driving or impeding areal convergence in multilingual ecologies.

Key words Convergence, linguistic area, word order, SVO, languagecontact, borrowing

Language preference in citations: a quantitative analysis of MA theses at a French-speaking university

Natacha Buntinx, Teaching and Acquiring Multilingualism and Multiliteracies, Institute for Language and Communication,Université catholique de Louvain, Louvain-la-Neuve, Belgium

Abstract Pluriliterate academic practices offer students who are literate in both their L1 and English the possibility of relying on sources in multiple languages. Surprisingly, there is little research on the factors playing a role in students’ choice of sources and whether this choice is related solely or partly to the language of the source. This study examines whether students from a French-speaking Belgian university use pluriliterate strategies when writing their master thesis (n = 240). The objective is to investigate to which extent the selection of sources written in English rather than in other languages depends on the language of writing and on the faculty where the thesis was submitted. This study shows that students writing in English tend to have a more pronounced preference for sources in English in their readings, with estimated proportions above 93.6% across faculties, compared with students writing in French on fairly similar topics, especially in the social sciences. For example, theses in Management have an estimated proportion of sources in English between 90.1% and 96.5% when written in English and between 35% and 61.1% when written in French. These findings highlight the need for investigations on students’ attitudes towards pluriliteracy.

Key words Biliteracy, pluriliteracy, academic writing, citation, multilingualism

Multilingual publication practices in the social sciences and humanities at a Polish university: choices and pressures

Krystyna Warchał, University of Silesia in Katowice, Katowice, Poland

Paweł Zakrajewski, University of Silesia in Katowice, Katowice, Poland

Abstract Sharing research results internationally has become a hallmark of modern science. In many countries, scholars are expected to publish in journals that promise high citation scores, boosting the recognition of the authors and institutions they represent. Since most of such indexed journals are English-medium, these expectations influence the choice of the publication language, a problem particularly relevant in the social sciences and humanities (SSH), where research is often embedded in specific cultural contexts. This paper presents the results of a study on multilingual publication practices among SSH scholars at the University of Silesia in Katowice, Poland. It looks into the present and future language choices, reasons for these decisions, and the role of science policy in shaping the linguistic landscape of the SSH disciplines. The analysis is based on data collected in a survey and retrieved from the university publication reports for the evaluation period 2017–2021. The results demonstrate the dominant position of Polish and a strong and growing position of English, with a small share of publications in other languages. The findings point to the role of evaluation schemes in decisions regarding the publication language and the need for a science policy that fosters multilingual research practices.

Key words multilingual publishing, multilingual researchers, research dissemination, social sciences and humanities, science policy

Linguistic schoolscapes of an ethnic minority region in the PRC: a university case study

Ying Wu, National Institute of Education, Nanyang Technological University, Singapore

Rita Elaine Silver， National Institute of Education, Nanyang Technological University, Singapore

Hui Zhang，National Institute of Education, Nanyang Technological University, Singapore

Abstract Linguistic schoolscapes (LS), according to Brown ([2012]. The linguistic landscape of educational spaces: Language revitalization and schools in southeastern EEstonia. In D. Gorter, H. F. Marten, & L. Van Mensel (Eds.), Minority languages in the linguistic landscape (pp. 281–298). Palgrave-Macmillan., can represent the identity and image of educational institutions in linguistic landscapes as semi-public contexts which emphasise education and learning. In this article, we explore institutional identity as cultural and educational, looking specifically at LS to represent an image of internationalisation while maintaining a Chinese culture and as space for minority language education. We take a geosemiotic perspective (Scollon & Scollon, 2003) which emphasises the social meaning of the schoolscapes examined. The case study explores the LS of three universities in one ethnic minority region of the PRC – Guangxi Zhuang Autonomous Region. The analyses suggest that the universities use LS to present an image of quality education and internationalisation while allowing a smaller, symbolic function to the minority language. Pedagogical opportunities for multilingual education via LS are limited, especially for minority ethnic language education, resulting in a weak environment for Zhuang vitality. As we seek to understand how language is located in the LS of these universities, we also seek to understand the social meanings in the LS and to recommend ways forward in support of the minority language and multilingualism.

Key words Linguistic schoolscape, tertiary education,  People’sRepublic of China,  minority anguage, geosemiotics

Linguistic landscape of Finnish school textbooks

Salla-Maaria Suuriniemi, Department of Education, University of Helsinki, Helsinki, Finland

Henri Satokangas，Department of Education, University of Helsinki, Helsinki, Finland

Abstract This article focuses on the visibility and position of different languages in semiotic space, namely the linguistic landscape provided by textbooks. The aim is to determine to what extent the linguistic landscape of textbooks supports the multilingual emphasis of the Finnish national core curriculum and the multilingualism of Finnish classrooms. The data include 34 textbooks on five of the mandatory subjects and covers the different grades of comprehensive schools in Finland. The presence of different languages was mapped quantitatively by coding all languages that were mentioned or made visible in the textbooks. Further, a qualitative analysis of the most representative parts of the data was carried out. The results of this study show that different contexts and categories are constructed for different languages. Moreover, multilingualism is marginalised and monolingual practices appear as the norm. As a conclusion, this study reveals that the paradigm shift to multilingual approaches and practices in textbooks is under construction, and much is left to be done.

Key words linguistic landscape， Finnishschools， textbooks，multilingualism，minoritylanguages，language policy

The impact of social media in the sociolinguistic practices of the peripheral post-socialist contexts

Ana Tankosić, School of Education, Faculty of Humanities, Curtin University, Bentley, Australia

Sender Dovchin, School of Education, Faculty of Humanities, Curtin University, Bentley, Australia

Abstract This article examines the impact of social media on the linguistic and communicative practices in post-socialist countries, such as Bosnia and Herzegovina, Serbia, and Mongolia – the contexts very much under-represented in the discussion of translingualism. Relocalisation of social media-based linguistic resources in the languages used in these peripheral countries represents linguistically innovative practice, which entails orthographic, morphosyntactic, and phonologic adaptation of Facebook, Instagram, and YouTube labels, as well as their semantic reformulation in Bosnian, Serbian, and Mongolian resources. Social media-oriented linguistic terminologies are being adapted to the Cyrillic alphabet in Serbian and Mongolian and adopt grammatical features of the Bosnian variety. The original forms in social media are manipulated by social media users to serve their own ethos and local sociolinguistic practices. As a result, new forms of languages and linguistic meanings are created.

Key words Relocalisation, social media;peripheral languages,  Bosniaand Herzegovina, Serbia, Mongolia

‘It is okay if you speak another language, but … ’: language hierarchies in mono- and bilingual school teachers’ beliefs

Galina Putjata, Department for Educational Research, University of Frankfurt, Frankfurt, Germany

Dietha Koster, Faculty of Philology,Institute for Dutch Studies, University of Muenster, Münster, Germany

Abstract How do teachers deal with multilingual pupils, and what reasons govern these choices? Whereas most studies on this topic have examined teachers in schools with monolingual policies, this paper includes teachers at bilingual schools. Framed by pedagogical theory, we present a qualitative research study based on interviews with teachers in the German state North Rhine-Westphalia (NRW). This area constitutes an interesting research site since 30-50% of the children are multilingual, but language policies in schools differ: Whereas most schools have a monolingual orientation, bilingual schools aim to purposely integrate languages beyond German in regular classes. Our results show that despite the differences in school language policies, despite different professional biographies and independent of knowledge on multilingual upbringings, teachers in mono- as well as bilingual schools reproduce the unquestioned perception of a monolingual norm. Furthermore, teachers at bilingual schools focusing on European languages deem migration-induced multilingualism as even less important than do teachers at regular schools. Finally, the results underline the importance of institutional policies and allow for insights into individual logic. On a larger horizon, the study contributes to issues of language-responsible teaching, equal opportunities, educational equality and social cohesion.

Key words Teacher training, multilingual education;language beliefs, migration-induced multilingualism, language diversity, translanguaging

Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms

Aasne Vikøy, Faculty of Education, Arts & Sports, Western University of Applied Sciences, Bergen, Norway

Åsta Haukås, Department of Foreign Languages, University of Bergen, Bergen, Norway

Abstract The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students’ multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students’ multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently, L1 teachers’ beliefs about multilingualism are central to understanding how and to what extent they implement a multilingual pedagogy. Whereas previous research in the Norwegian context has mainly explored foreign language teachers’ beliefs on multilingualism, this study investigated L1 Norwegian teachers’ beliefs on how the subject can be taught in an increasingly diverse language classroom. Ten upper secondary school teachers discussed these topics in focus groups. Most of the teachers had a language-as-problem orientation to their students’ multilingualism. In particular, they found it challenging to improve minority students’ Norwegian skills. Moreover, they rarely encouraged the use of minority students’ multilingualism as a resource in the classroom. They also reported little guidance from textbooks. The findings suggest a strong need for supporting L1 subject teachers in developing a multilingual mindset and for creating suitable teaching materials.

Key words Teachers’beliefs, multilingualism, multilingualpedagogy, teaching materials, curriculum

The motivational dynamics of learning a foreign language of limited ethnolinguistic vitality during a study abroad

Lefan Wang, School of Education and English, University of Nottingham Ningbo China, Ningbo, People’s Republic ofChina; School of English, University of Nottingham, UK

Abstract This study investigated the L2 motivation of five Chinese undergraduates learning Bulgarian as their major and studying in Bulgaria in a one-academic-year exchange programme. The focus of the study concerned a rarely explored L2 learning situation, namely when the L2 is associated with a host community of limited ethnolinguistic vitality. Based on the theoretical foundations of the L2 Motivational Self System and the ideal multilingual self, and drawing on the principles of retrodictive qualitative modelling, this study identified three distinct motivational patterns emerging during the one-year study abroad in Bulgaria: decreasing motivation with a weakened ideal Bulgarian self; fluctuating motivation with a weakened ideal Bulgarian self; and fluctuating motivation with a strengthened ideal Bulgarian self. A comparative analysis of these patterns suggested that: (a) language learners’ agentic interpretations of their sojourn in the host country had a considerable impact on their cultural interest, thereby shaping the quality of their ideal Bulgarian self; (b) the impairment/enhancement of the ideal Bulgarian self was a principal cause of the decrease/increase of the participants’ Bulgarian-learning motivation; (c) an ideal multilingual self can work as compensation for the impaired ideal Bulgarian self, by directly motivating student's learning when the ideal Bulgarian self was weakened.

Key words LOTE motivation, L2 motivational self system, ideal multilingual self, retrodictive qualitative modelling, study abroad

Motivations to learn Catalan outside the Catalan-speaking community: factors and affecting variables

Ruben Manuel-Oronich, Department of Modern Languages and Cultures, University of Manchester, Manchester, UK

Gemma Repiso-Puigdelliura, Spanish andPortuguese Department, University of California, Los Angeles, CA, USA

Anna Tudela-Isanta, Departamento de LingüísticaGeneral, Lenguas Modernas, Lógica y Filosofía de la Ciencia, Teoría de la Literatura y Literatura Comparada,Universidad Autónoma de Madrid, Madrid, Spain

Abstract While research on motivation has attracted a great deal of attention in relationship with L2 success, studies dealing with motivation on Languages Other than English and, particularly, on regional languages is scarce [Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than global English: Theoretical issues and research directions. Modern Language Journal, 101(3), 455–468. https://doi.org/10.1111/modl.12408]. This study examines the factors accounting for Ln Catalan students’ motivation outside the Catalan-speaking area, and analyses how these factors are affected by demographic, academic, and linguistic variables as well as by the level of contact with the L2 community. University students (N = 194) from four universities in China, France, the United Kingdom and the United States completed an online questionnaire containing 49 motivational items and 12 questions about their profile and background information. Four factors explained variance accounting for Ln Catalan students’ motivation. While factor 1 Ln Academic Experience and Use of the Language is only affected by gender, more significant differences were found for factor 2 Emigration Plans in a Catalan-speaking region and Language Awareness, factor 3 Contextual motivation, and factor 4 Work in relation to university of origin and contact with the Ln community, among other variables.

Key words Ln Catalan, motivation, LnAcademic Experience, language other than English, multilingual self, Ln community

The language affiliations of mobile students in the international university

Rosamond Mitchell, Modern Languages & Linguistics, University of Southampton, Southampton, UK

Emre Güvendir, Department of ForeignLanguage Teaching, Trakya University, Edirne, Turkey

Abstract The internationalisation of higher education has led to widespread adoption of English as a medium of instruction in European universities, and this strategy is supporting increasingly diverse student mobility. Many students undertaking short-term Erasmus+ mobility see this as an opportunity to develop their English language skills but may lack interest in learning locally significant languages. However, contemporary universities are complex multilingual spaces. This paper explores how far mobile students’ language affiliations are aligned to languages’ wider geopolitical significance, and how far they are influenced by personal and sociocultural factors, and the study abroad (SA) experience itself. The study draws on a corpus of narrative interviews with mobile students in diverse European settings. Participants generally sustained strong affiliations with English. Affiliations with other international languages were more mixed. Some expressed a heightened affiliation to their home language arising from SA experience; others described new affiliations arising from local contacts and student friendships, with a local language, or with other international students’ L1. Overall, the study found that language affiliations showed some flexibility, and might derive from personal biographical factors, cultural values and personal relationships as well as from the instrumental value of internationally significant languages.

Key words Language affiliation, language hierarchy,  studyabroad, student mobility

Anglo-Sino social mobility? English and Chinese language aspirations of international English-medium students in a Chinese-dominant context

Trang Thi Thuy Nguyen, School of Education, University of Queensland, Brisbane, Australia

John Hajek, School of Languages and Linguistics,University of Melbourne, Melbourne, Australia

Abstract This article examines international English-medium students’ language aspirations in relation to social mobility as they are studying in a (Mandarin) Chinese-dominant context. It focuses specifically on Vietnamese students in Taiwan and their perspectives on how English and Chinese are related to their present and future life opportunities. Data were obtained from interviews with students from five different Taiwanese universities. Findings suggest that for these students, English and Chinese were highly mobile languages, which could provide them with the possibility to mobilise across imagined geographical, cultural, educational, work and peer communities of lower and higher scales. Both languages were, as a result, seen by them as a vehicle for their trans-contextual Anglo-Sino social mobility. Their imagination about mobility opportunities associated with the languages, however, may not always be achieved. Implications for supporting international students to enhance their multilingual skills and to contextualise the question of language competence in relation to mobility are then suggested.

Key words Language aspiration, socialmobility, imagined mobility, English medium, MandarinChinese, internationalstudents

Three is a crowd? The push and pull of English among young Swedish-speaking Finns in a bilingual society

Jenny Stenberg-Sirén, Swedish School of Social Science at the University of Helsinki, Helsinki, Finland

László Vincze, Swedish School of Social Science at the University of Helsinki, Helsinki, Finland

Anna Henning-Lindblom, Swedish School of Social Science at the University of Helsinki, Helsinki, Finland

Abstract Adapting the propositions and concepts of ethnolinguistic identity theory, the present paper examined the interactive effects of identification with English, interlanguage boundary, and the perceived ethnolinguistic vitality of English on mobilising efforts towards English, and competitive efforts against English as a third language among young Swedish-speaking Finns (N = 299). The question is how individuals who already have access to two languages position themselves towards English, and how their disposition towards English relates to identification with the local languages. The data was collected in two Swedish-language secondary schools and analyzed with moderated moderation analysis. The results indicated that the combined effect of identification, interlanguage boundary and English vitality predicted mobilising efforts towards English but not competitive efforts against English. In addition, identification with the majority language Finnish had an impact on both mobilising and competitive efforts, in a way that higher identification with Finnish decreased mobilising efforts and increased competitive efforts against English, while identification with the minority language Swedish did not have an impact on either strategy.

Key words ELIT, minority language, language identity,  bilinguals, trilingualism

Translanguaging as a rhizomatic multiplicity

János Imre Heltai, Károli Gáspár University of the Reformed Church in, Hungary

Abstract  Translanguaging is an increasingly popular concept used in the description of multilingual practices and in language policy and language pedagogy research. In this paper, I argue that the main reason for the rapid increase in the use of this concept is that it has rhizomatic characteristics. My argument is supported by evidence supplied by a project conducted among members of a Romani-Hungarian bilingual Roma community in a small town in Hungary. After introducing Deleuze and Guattaris’ rhizome-metaphor (1987) and its reception in sociolinguistics, I survey dimensions of translanguaging and point out that its interpretation as a rhizomatic multiplicity opens up new possibilities for the description of multilingual practices and helps to understand the versatility of the concept. Based on evidence supplied by the project referred to above, I claim that the concept of translanguaging, in virtue of its rhizomatic features offers new emphases in the interpretation of multilingual linguistic practices, and that the concept itself has the characteristics of a rhizomatic multiplicity, enabling it to connect to other multiplicities. Such an understanding of translanguaging may help determine pedagogical stance or influence and shape efforts made to maintain minority languages.

Key words Translanguaging, rhizome, multiplicities, Romani

Recovering translingualism in precolonial Philippines

Julius C. Martinez, Department of International Studies, Niigata University of International and Information Studies, NiigataCity, Japan

Abstract This sociohistorical study probes an archaeological artefact called the Laguna Copperplate Inscription (LCI) to suggest that translingualism, a sociolinguistic orientation that foregrounds the fluidity of language boundaries, was practised by precolonial Filipinos. It then analyses how translingual practices were potentially devalued by linguistic ideologies of hierarchisation that predominantly informed the translation tasks of Spanish missionaries in the Philippines. The study ends by discussing prevailing misconceptions or myths about translingualism, drawing on findings about the LCI and other related studies.

Key words Translingualism, precolonialPhilippines,  LagunaCopperplate Inscription, translation, ideology

A review of existing transliteration approaches and methods

Sabina Mammadzada, Institute of Information Technology of ANAS, Baku, Azerbaijan

AbstractThe article highlights the importance of transliteration in the field of machine translation, correct writing of personal and place names, and information retrieval. It provides an overview of various approaches, models and methods available in the field of transliteration. It shows the types of transliteration methods. The article also highlights the principles taken into account during the process of transliteration. It shows advantages and disadvantages of the proposed transliteration methods for different languages. It explains the accuracy of mentioned transliteration techniques through transliterated words. It is noted that proposed transliteration methods for one language may not be significant for others. Moreover, it may not be enough to apply only one method in the field of direct and backward transliteration of languages with different graphemes and phonemes. Therefore, different transliteration techniques have to be combined.

Key words Transliteration, Romanisation, transliterationmethods, conceptual model, graphemes and phonemes

Dominant Language Constellations: towards online computer-assisted modelling

Larissa Aronin, Oranim Academic College of Education, Tivon, Israel

Laurent Moccozet, Institute of Information Service Science, ComputerScience Centre, University of Geneva, Geneva, Switzerland

Abstract In today’s globalised world, a single named language such as English, Norwegian or Spanish, no matter how ‘big’ it is, rarely satisfies all the needs of communication, cooperation, education or any other area of human life. Neither is the entire language repertoire plausible for everyday use, simply because it is impossible to use too many languages daily. Instead, people normally use a certain group of their vehicle languages, which is known as their Dominant Language Constellation (DLC). The DLC approach enables holistic and simultaneously true-to-life factual research of today's language practices. Multilinguals' individual and group DLCs are progressively studied qualitatively and quantitatively. In addition, visualisation methods, including DLC-maps and playdough models, are employed. However, no computer-assisted tool for the visualisation and analysis of DLCs has been suggested. In this article, we briefly refer to models of multilingualism, present the advantages and methods of DLC modelling and describe a pilot study with computer-assisted DLC modelling that enables design and analysis of individual and group DLCs for researchers and practitioners. Our aim is to define a generic computer-produced model that represents language practices and may include the state of an individual's multilingual knowledge and skills.

Key words Multilingualism, DominantLanguage Constellation(DLC), language teaching, l, language policy, scientificmodel, DLC modelling

Determining the pedagogical value of code-switching: functions of teacher code-switching in tertiary level mathematics classrooms

Karizza P. Bravo-Sotelo, College of Education, University of the Philippines Diliman, Quezon City, Philippines ; Faculty of Arts &Social Sciences, Universiti Brunei Darussalam, Gadong, Negara Brunei Darussalam

Romylyn A. Metila, College of Education, University of the Philippines Diliman, Quezon City, Philippines

Abstract Higher education institutions in the Philippines are directed to teach mathematics in only English or Filipino, implying that code-switching for instruction is neither promoted nor encouraged despite teachers’ and students’ multilingualism. This is true for other multilingual countries with English as an official language. However, literature shows that teachers in multilingual classrooms code-switch to deliver instruction. This study determined whether classroom code-switching (CS) had any pedagogical value by identifying the functions of tertiary-level mathematics teachers’ Tagalog-English CS. Data from four mathematics teachers and their students in a Philippine state college were gathered through interviews, surveys, and class observations. Data were categorised according to the CS functions of Halliday and Matthiessen. Results warranted the creation of fourteen function subtypes and a new function, communicative. Findings show that teachers code-switched for ideational, textual, interpersonal, and communicative purposes. The ideational function is the most elaborated, confirming that CS was used primarily for mathematics pedagogy. Some CS instances were not mainly pedagogical but ultimately contributed to communication and instruction. Moreover, data highlighted the polarity of teachers’ CS, revealing that it can advantage or disadvantage instruction and rapport. Hence, teacher training should utilise findings and develop teachers’ CS awareness to achieve principled pedagogical CS.

Key words Tagalog-English CS, CSfunctions, mathematicsteachers, tertiary level, classroom discourse

Language and education policies in Southeast Asia: reorienting towards multilingualism-as-resource

Huan Yik Lee, School of Education, The University of Queensland, Brisbane, Australia

M. Obaidul Hamid, School of Education, The University of Queensland, Brisbane, Australia

Ian Hardy, School of Education, The University of Queensland, Brisbane, Australia

Abstract Over the past few decades, many Southeast Asian governments have promoted English language education (hereafter ELE) as a linguistic pathway for developing human capital and improving global economic competitiveness of their nations. However, Kirkpatrick (2017. Language education policy among the Association of South East Asian Nations (ASEAN). European Journal of Language Policy, 9(1), 7–25. https://doi.org/10.3828/ejlp.2017.2) raises a valid concern that if the current language education policy of teaching only the national language plus English is retained in Southeast Asian polities, future multilinguals in the region will likely be transformed into bilinguals with proficiency in the national language and English. While instrumentalist discourses have shaped ELE policy in the region, the current status of English has also been facilitated, to a large extent, by a set of common ELE ‘fallacies’ [Phillipson (1992). Linguistic imperialism. Oxford University Press]. This paper seeks to firstly address the ideological fallacies of ELE that underlie the pursuit of English. We then call for a reorientation towards viewing multilingualism-as-resource(s), and propose a ‘Naer/in’ multilingual model for Southeast Asian primary education. This model seeks to promote the combined use of the (na)tional language, (ver)nacular language(s)/regional lingua franca and (in)ternational language for primary education. We further argue that the way forward is a more balanced, inclusive, socially equitable and ethical approach to language policy and planning, informing the Naverin model. 

Key words Language and educationpolicy, language policies ineducation, language-as-resource planningorientation, Southeast Asia, mother-tongue based multilingual education

Negotiating scale and mobility: transnational Koreans in Shanghai

Michelle Mingyue Gu, Faculty of Humanities, Education University of Hong Kong, Hong Kong, People’s Republic of China

Xiaoyan (Grace) Guo, Schoolof International Studies, University of International Business and Economics, People’s Republic of China

Yun Lin, The British School of Guangzhou, Guangzhou, People’s Republic of China

Abstract This qualitative study investigates how skilled migrants from South Korea shuttle between linguistic and cultural resources for socialisation and career development. Drawing on the theoretical notions of cultural capital and scalar politics, this study found they strategically re-configured and transformed inter-scalar relations at the macro-spatial and micro levels of everyday practices to create new meaning and capacity for socialisation and career development. The findings indicate that the presumed hierarchical scalar relations between the Chinese, Korean, and English languages are complicated and recalibrated by participants’ shifting and strategic linguistic and cultural priorities across spaces. Transnational migration, as a site of transformation and negotiation of scalar relations, exposed the participants to cultural and ideological diversity within different spatial borders, thus empowering them to constitute or resist the scales defined by their heritage culture or such larger institutions as gender views and hierarchical relations.

Key words Scale, mobility, capital, Korean migrants,  Shanghai, multilingualism

Multilingualism and its role in identity construction: a study of English students’ perceptions

Bouchaib Benzehaf, Department of English studies, Faculty of humanities, Chouaib Doukkali University, El Jadida, Morocco

Abstract This study aims to explore how university students of English as a foreign language perceive themselves as multilingual agents, how they practice their languages, and how this affects their identity. The study is based on Kramsch’s notion of third place (1993) which considers foreign language learning as an opportunity for the construction of interculturality, thus causing learners to redefine themselves as they hybridise their cultural identity. Data is gathered through an interview and a focus group discussion with 32 English language learning students at a public university in Morocco. The data is thematically analyzed and discussed. Findings indicate that multilingual learners think positively of multilingualism and avail themselves of their languages, using all of them but in different contexts. They also claim they experience identity shift, thus sustaining and developing multiple identities flexibly thanks to the languages they use. Such findings indicate that multilingual students are defining and redefining their cultural identities as modern, global, open and intercultural citizens under the impact of multilingualism. In light of the results obtained, some implications are discussed.

Key words Multilingualism, linguisticpractices, identity shift

Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK

Pearl P. Y. Leung, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract This paper investigates how inner speech in English as a foreign language (LX) and Chinese first languages (L1s) of 425 multilingual Chinese university students in the UK is affected by their stay. An eight-item scale was developed to cover two different discourse domains for inner speech, namely the academic and the general domain. LX socialisation was operationalised as frequency of English use in daily life, sociocultural adaptation, previous immersion, and length of stay. Factor analysis of the quantitative data combined with participants’ reports show that English inner speech develops gradually in the academic domain and general domain, suggesting that the Complementarity Principle applies to inner speech as much as articulated speech (Grosjean, Bilingual: Life and reality. Harvard University Press, 2012). Frequency of academic English inner speech is linked to higher level of LX socialisation, namely frequent use of English in daily life, a higher level of sociocultural adaptation, and having had previous immersion. However, sociocultural adaptation had no effect on the frequency of general English inner speech.

Key words Inner speech, Complementarity Principle, study abroad, LXsocialisation

Discursive constructions of language variation in a Chinese-German eTandem

Julia Renner, Department of Linguistics, University of Vienna, Vienna, Austria

Sandra Kaltenegger， Department of Linguistics andTranslation, City University of Hong Kong, Hong Kong, China

Abstract The starting point for this research is an eTandem initiative between learners of Mandarin Chinese and German. The participants mainly learnt the dominant variety of their target languages (German Standard German, Mainland Chinese Standard Mandarin), however, their tandem partners are speakers of a non-dominant variety (Austrian Standard German, Taiwanese Standard Mandarin). Due to this pairing, some speakers felt prompted to position themselves in relation to the discussed varieties. The empirical study analyses the discursive construction of language variation of one eTandem dyad that elaborated on this topic at length. For this purpose, we adopted a critical discourse analysis approach and focused on three aspects (nomination, predication, perspectivisation). The results reveal that language variation in the Chinese context, especially the concept of Fāngyán, was difficult to grasp and explain, while the discussion on German was more clear-cut. Standard language was conceptualised as a tool for inclusion, whereas non-standard varieties were conceived as excluding but also as a means to create community belonging. Based on our results we conclude that diversity in varieties in tandem learning has the potential to offer valuable opportunities not only to learn about target language variation, but also to increase language awareness regarding one’s expert language.

Key words Language variation， Germanas a foreign language，Chinese as a foreignlanguage， Fāngyán， Tandemlearning，non-dominantvarieties

Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans

Samantha Harris, University of California Santa Barbara, Education, Santa Barbara, CA, USA

Jin Sook Lee, University of California Santa Barbara, Education, Santa Barbara, CA, USA

Abstract This study examines the experiences of mixed-race Korean Americans in their journey to develop and use their heritage language, Korean, through in-depth autobiographical interviews. Participants highlighted the role of ‘Korean-speaking spaces’ such as Korean churches or grocery stores, where the expectation is to speak Korean, as important sites for informal heritage language learning. More importantly, for many mixed-race Korean Americans, these spaces afforded the main opportunities for authentic, interactive heritage language use. However, despite the availability of Korean-speaking spaces, findings reveal how early experiences of marginalisation in these spaces due to perceived racial difference resulted in a hyperawareness of the ways in which they were being racialized. In addition, in more formal heritage language learning settings via community-based or college-level heritage language courses, the participants experienced persistent microaggressions and multiple logistical, socioemotional, and ideological barriers that contributed to their decisions to stop attending or resulted in demotivating language learning experiences. Their stories demonstrate how these mixed-race Korean Americans displayed resilience and strong motivation to maintain their heritage language by creating their own alternative communities via social media and varied opportunities for heritage language use. Implications for heritage language education are discussed.

Key words Korean American， mixedrace， heritage language， raciolinguistic ideologies

Enacting multilingual entrepreneurship: an ethnography of Myanmar university students learning Chinese as an international language

Jia Li, School of Foreign languages, Yunnan University, Kunming, People’s Republic of China

Yongyan Zheng, College of ForeignLanguages and Literature, Fudan University, Shanghai, People’s Republic of China

Abstract Drawn on the notion of linguistic entrepreneurship (De Costa, P., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. Asia-Pacific Education Research, 25(5–6), 695–702, De Costa, P., Park, J. S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: Organisations, audit culture, and second/foreign language education policy. Language Policy, 18(3), 387–406, De Costa, P., Park, J. S., & Wee, L. (2021). Why linguistic entrepreneurship? Multilingua), this study extends the field of inquiry of neoliberal language learning by exploring Chinese as an international language. Based on a large-scale ethnography of Myanmar university students in China conducted between September 2013 and July 2017, this paper reports on a qualitative inquiry on how the neoliberal discourse permeates Myanmar students’ language exploitation to enhance their worth and maximise their opportunities. Findings show that Chinese learning constitutes the formation of a neoliberal self through the valorisation of multilingual competence. However, the study demonstrates that the enactment of multilingual entrepreneurship only values certain languages, which aligns with the neoliberal logic of convertibility for the China-and-Myanmar communication market. The study also reveals that access to entrepreneurial ambitions through Chinese learning opportunities is largely constrained by citizenship status, socioeconomic conditions, and the fast-evolving demands of linguistic markets within and across national boundaries. The study concludes with some implications for language policy and language education.

Key words Neoliberalism, linguisticentrepreneurship, languagelearning, multilingualism, Chinese, Myanmar

Chronotopes, language practices and language shift: an ethnographic study of the Blang community in China

Sixuan Wang, School of Humanities and Languages, University of New South Wales, Randwick, Australia

Anikó Hatoss, School of Humanities and Languages, University of New South Wales, Randwick, Australia

Abstract This study explores language practices of the Blang people and their perceptions of the changes in language ecology through the lens of chronotopes, hoping to better understand patterns of language shift in the Blang community in China. It takes a qualitative approach and draws on semi-structured interviews and ethnographic observations conducted in the Blang Mountain Township, Yunnan province, China. The study reveals that the Blang community has been undergoing a gradual shift from Blang to Chinese, and the decline of Blang has been most noticeable amongst the younger generation. This study uses a narrative approach with a focus on chronotopization in narratives to explore language shift. It contributes to our understanding of the way participants position themselves vis-a-vis the decline of their native tongue in the changing language ecology. Their accounts reveal the dynamic dialogic interrelationship between structure (conceptualised as external pressures) and agency (conceptualised as individuals’ freedom of action). The study contributes to the methodology of using chronotopes in sociolinguistic research.

Key words Chronotopes, languagepractices, language ecology, language shift, the Blanglanguage, minoritylanguages in China

Book Review of Language Ideology and Order in Rising China

Zichao Wang, Zhongnan University of Economics and Law, School of Foreign Studies, Wuhan, China

Ge Wang, Zhongnan University of Economics and Law, School of Foreign Studies, Wuhan, China

Abstract Since its peaceful rise over the last 30 years, China has been making great efforts to construct a more peaceful and prosperous world to benefit itself and the international communities. To increase its influence on the international community and address possible challenges near or far from Chinese territory, as some Chinese political scientists argued, China relies not just on economic and military power but culture. Chinese culture, together with political values and foreign policies, serves as pillars of soft power that is still not so strong in the world. The language ideology and language order suitable for rising China and its goal of building ‘one world’, a ‘community with a shared future for mankind’ should be figured out. The author examines the role of Chinese languages in the domestic and international domains. The study sheds some light on the re-conceptualization of the generally shared language ideology and language order of rising China and tries to figure out how to give full play to the Chinese language and culture so as to build the ‘One World’.

Bilingualism and bilingual education: politics, policies and practices in a globalized society

Ying Dai, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou, People’s Republic of China

Huiyu Zhang, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou, People’s Republic of China

Abstract Globalisation has shrunk the world into a ‘global village’, where the prevalence of English has been intensified and communication in the fields of economics and politics has become more convenient. However, with the popularisation of English education, the use of indigenous or native languages has decreased and even plummeted especially among younger generations (e.g. Tinsley, Citation2018). To wit, the improper promotion of English dominance in the world is now to a large extent undermining the global multilingual environment. Although some scholars hold that a unified global language will benefit the economic development of a country or region (see Nettle, Citation2000 among others), others strongly counter this by stating that it is crucial to promote bilingual education without ruining the sustainability of cultural and linguistic diversity in today’s globalised world (e.g. Shen & Gao, Citation2019). B. Gloria Guzmán Johannessen, Professor Emeritus from California State University Pomona and retired professor from Texas State University, stands firmly in the second camp. In the newly-released book entitled Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, Johannessen invites eighteen scholars who share the same point of view to display their research findings from different countries or regions, aiming at drawing attention to multilingual issues in bilingual education practices and providing references for language politics and policy making. In the introduction she illustrates how globalisation influences the way we communicate and contribute to the dominance of English as a lingua franca. After introducing the current use of English in the world, along with the differences between core country Englishes (US and UK) and World Englishes, the dual functions of English spread, both progressive and restrictive, on language diversity are disclosed with theoretical and practical backup. In this regard, Johannessen expresses her concern about the sustainability of minority languages and stands in the camp that supports multilingual and multicultural development.

Language policies and practices in early childhood education: perspectives across European migration societies. Introduction to the special issue

Verena Platzgummer, Eurac Research, Institute for Applied Linguistics, Bolzano, Italy

Nadja Thoma, Department of Psychosocial Interventionand Communication Studies, University of Innsbruck, Innsbruck, Austria

Abstract This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions. It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education. Building on this broad literature review as well as on recent socio-political developments, this introduction will identify key avenues for research in this field, and argue for three essential principles: the need of a nuanced understanding of the complex interplay between language policies and language practices within early childhood education; the adoption of a perspective that considers interrelations and interactions between all actors involved (i.e. children, teachers/educators, parents, policymakers, etc.); and the commitment to a critical perspective that asks questions of power, social difference and inequality. Finally, the introduction will present the contributions to the special issue and point out how they approach the identified avenues and principles for research on language policies and practices in early childhood education.

Key words Language education policies, language practices,  earlychildhood education, ethnography, migration

‘You don’t know how to say cow in Polish’. – Co-creating and navigating language ideological assemblages in a linguistically diverse kindergarten in Germany

Marie Rickert, Department of Literature and Arts, Maastricht University, Maastricht, The Netherlands; Institute of DutchPhilology, University of Münster, Münster, Germany

Abstract This study examines how language ideologies are negotiated and navigated in a linguistically diverse kindergarten group in Germany, focusing on the multilingual language practices of teachers and children. Drawing on data generated during 3months of focused linguistic ethnographic fieldwork, I analyse situations in which children and teachers actively include languages other than German into the kindergarten discourse through, e.g. translation requests, switches to family languages, and references to family languages. An ethnomethodological approach is adopted to trace how participants locally assign meanings to different languages and language use in interaction. The findings show that teachers and children express various, at times opposing language ideologies, leading to the dynamic formation of language ideological assemblages. Children position themselves in these assemblages by reworking them and/or foregrounding different aspects of their own multilingual identifications.

Key words Language Ideologies, EarlyChildhood Education andCare, Child Interaction, Language Education, Multilingualism

Children’s agency in interactions: how children use language(s) and contribute to the language ecology in Swiss bilingual German-English daycare centres

Alex Knoll, School of Social Work, ZHAW Zurich University of Applied Sciences, Zurich, Switzerland

Anna Becker, Department ofLinguistics, Polish Academy of Sciences, Warszawa, Poland

Abstract Although Switzerland is a plurilingual country, most early education and care (ECEC) institutions are monolingual. Yet, new institutions have recently established English as a second language of instruction, addressing economically advantaged families. Despite the growing body of international research on language policy and practice in multilingual ECEC, only few have addressed such ‘privileged’ institutions, and the role children play in dealing with multiple languages. We investigate the language policies and practices in daycare centres with a bilingual language policy, and particularly the children’s agency in dealing with German, English, and other languages in interactions with each other, and with teachers. We draw on the concept of children’s agency and view children as actors who contribute to the construction of the social and cultural world in which they live together with adults. We ask how children use languages in daycare centres, how they contribute to the centres’ language practices, and how thereby different forms of agency manifest. We draw on data from a focused ethnography conducted in three daycare centres in German-speaking Switzerland. The results show that children’s multilingual agency is not only enabled and limited in ECEC settings, but also actively developed in concert with language learning by children themselves.

Key words Children’s agency, multilingualism, earlychildhood education andcare, language policy, language ecology

‘It’s a bit contradictory’: teachers’ stances to (practiced) language policies in German-language ECEC in Italy

Nadja Thoma, University of Innsbruck, Innsbruck, Austria

Verena Platzgummer, Eurac Research, Bolzano, Italy

Abstract Linguistic minority spaces tend to have a long history of language-ideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as ‘German-speaking’, inevitably leading to challenges to the language education policies of these institutions. Drawing on ethnographic research, this paper investigates how teachers in early childhood education and care (ECEC) interpret and position themselves in relation to institutional and practiced language policies in this context. We show that teachers base their interpretations of language policies on a variety of sources, including written and ratified policy texts, the structural organisation of their institution, and their own beliefs and experience. We argue that contradictions embedded in institutional language policies require teachers to professionally navigate the demands placed on them in upholding the monolingualism of their institution, and in educating multilingual children. This paper sheds light on the complexities of (practiced) language policies in multilingual societies characterised by migration, providing insights into the challenges faced by ECEC teachers and highlighting the potential for ethnographic research to inform professional development initiatives.

Key words Early childhood education, Language education policies, Ethnography,  Criticalsociolinguistics,  Languageideologies,  Teacher professionalisation

Learnings from/about diversity in space and time: discursive constructions in the semiotic landscape of a teacher education building in Norway

Hilde Sollid, Department of Language and Culture, UiT The Arctic University of Norway, Tromsø, Norway

Florian Hiss， Departmentof Education, UiT The Arctic University of Norway, Tromsø, Norway

Anja Maria Pesch， Department of Social and EducationalSciences, Inland Norway University of Applied Sciences, Elverum, Norway

Abstract This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Tromsø. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to reflect on and negotiate the institution’s role in relevant contemporary, as well as historical, educational discourses and to mark a current standpoint. Taking a nexus analytical approach, we analyse how linguistic and cultural diversity are represented in the department’s public space and how this is interwoven with the construction of the institution’s position in a multilingual and multicultural environment. Our analysis shows that this diversity is constructed through various contrasts. Sámi identities and regional roots of knowledge are emphasised in the official part of the semiotic landscape – framed as learnings from diversity. However, by analysing meta-sociolinguistic discourses about diversity, we show that this is accompanied by the erasure of other aspects of linguistic and cultural diversity, in particular Kven culture and identity, transnational diversity, and children and their lifeworld.

Key words Semiotic landscape， earlychildhood teachereducation， linguistic andcultural diversity， nexusanalysis， language ideology， timescales

Forbidding and valuing home languages – divergent practices and policies in a German nursery school

Evamaria Zettl, University of Education Thurgau (Switzerland)

Abstract This study analyses practices regarding home languages in a nursery school from a multilingual district in Germany, and the language policies and discourses that become visible in these. First, the context is outlined of Early Childhood Education and Care for multilingual children in Germany; then, the concepts of practices, discourses and language policies are set into relation with each other. After an outline of the ethnographic research design, data are presented from participant observation and analysed with the help of Grounded Theory. Practices and policies of teachers, children and the researcher in a nursery group are explained that either forbid the home language Turkish or value it in accordance with discourses that consider multilingualism a deficit, respectively an asset. The practices of valuing Turkish have the side effect of co-constructing a ‘Turkish speaking’ identity with a child who is not a speaker of Turkish. The researcher unwittingly participated in this construction of a linguistic identity, which exemplifies the entanglements of research in this field. Both practices and policies of forbidding and valuing home languages generate a dichotomy between ‘German’ as the norm and ‘Turkish’ as different. This paper contributes to understanding how nursery teachers and children deal with multilingual contexts.

Key words German nursery, multilingualcity district, monolingualisation,  homelanguages,  linguisticidentities

Dynamic multilingualism of refugee families meets monolingual language policy in German ECE institutions

Julie A. Panagiotopoulou, Department of Education and Social Sciences, University of Cologne, Köln, Germany

Yasemin Uçan, Department of Education and Social Sciences, University of Cologne, Köln, Germany

Abstract Studies on Family Language Policy state that the shape of family multilingualism is embedded in diverse conditions within and outside the family, like historical, social and political factors, which influence family language practices. In this regard, the monolingual orientation of early childhood education (ECE) institutions in many European nation states is in tension with dynamic family multilingualism, thereby constituting a potentially conflict-prone relationship. In this article, we would like to illustrate this with regard to language policy in ECE institutions in Germany, drawing on empirical data from a new teaching research project on Family Language Policy of multilingual, (newly) migrated and/or refugee families. Our analyses reveal that parents are aware of selection in education based on language as well as a hierarchical language order. Family language practices are shaped against the background of the prevailing language policy in ECE institutions.

Key words Family Language Policy, dynamic multilingualism, early childhood education, teaching research project

Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study

Claudine Kirsch, Humanities, Education and Social Science, Universite du Luxembourg Ringgold Standard Institution, Esch-sur-Alzette, Luxembourg

Lisandre Bergeron-Morin, Faculty of Psychology and Educational Sciences, Universiteit Gent RinggoldStandard Institution, Ghent, Belgium

Abstract There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are scarce. Luxembourg, which has implemented a programme of multilingual education in ECEC, is an ideal context to investigate literacy practices and language use of educators and parents. Drawing on observations in two multilingual centres in Luxembourg as well as interviews, the present study examines the interactions between the educators and the 3-year-old children and those between the educators, parents, and children when the parents occasionally read books in the centres. The findings show that the educators in both centres used several languages and that the types of interactions differed. When the parents offered literacy activities, their use of languages and the roles they played also differed, varying from being fully involved to taking a marginal role. The findings can help educators and policymakers develop inclusive and participatory literacy practices which actively involve children and parents.

Key words Luxembourg;multilingualism, earlychildhood education, parent–educatorcollaboration, literacy

Commentary on the special issue “Language policies and practices in early childhood education: perspectives across European Migration Societies”. Agency in language policies and practices: a response to multilingual early childhood education and care

Edina Krompák, Institute of Language Learning and Teaching and Educational Linguistics, University of Teacher EducationLucerne, Switzerland

Abstract This commentary discusses the theoretical and methodological issues highlighted by the special issue ‘Language Policies and Practices in Early Childhood Education: Perspectives across European Migration Societies’. A systematic review of the seven contributions in this special issue makes evident the concept of agency. Consequently, this commentary introduces agency in language policy and planning with a focus on multilingual early childhood education and care, and discusses how this concept emerged from the theoretical background and its presence in the interpretation of results, as well as how it unfolds in different contexts. This is followed by a reflection on the continuities and discontinuities in the ethnographic approaches employed. To address agency in early childhood education and care in more depth, a model of agency will be introduced. Lastly, future directions for participatory approaches in ethnography and advocacy will be discussed as new avenues for the investigation of language policy and practice.

Key words Agency, early childhoodeducation and care, language policy, ethnographic approach, advocacy

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

本文来源：INTERNATIONAL JOURNAL OF MULTILINGUALISM官网

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