刊讯｜SSCI 期刊《国际双语教育与双语制》2024年第1-3期
International Journal of Bilingual Education and Bilingualism
Volume 27, Issue 1-3, January 2024
International Journal of Bilingual Education and Bilingualism（SSCI一区，2022 IF：2.8，排名：27/194）2024年第1-3期共研究性论文30篇，涉及二语研究、语言意识、正字法、语言流动性等。欢迎转发扩散！
往期推荐：
目录
ISSUE 1
ARTICLES
■ Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors by Alexandra Affranti, Valentina Tobia, Stephanie Bellocchi & Paola Bonifacci
■ Comprehension skills of Chinese-English dual language learners: relations across languages and associations with language richness at home by Lulu Song, Li Sheng & Rufan Luo
■‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements by Patricia Ferreyra & Patricia Venegas-Weber
■ Anti-racist translingualism: investigating race in translingual scholarship in US Writing and rhetoric studies over the past decade by Qianqian Zhang-Wu & Cherice Escobar Jones
■ Examining the effects of teacher collaboration on student learning in a CLIL classroom by Xiaochen Rui, Xiaochu Li, Yuxia Li & Yuen Yi Lo
■ Morphological and cognate awareness in L2 Japanese word learning: evidence from Chinese-speaking learners by Haomin Zhang, Jie Sun, Yuting Han & Song Yin
■ Expression of formality in writing: English-dominant speakers’ and English learners’ knowledge, preferences, and other-language influence by Ivan Lasan
■ Textart, identity and the creative process: a case study with Arabic heritage language learners by Fatima Khaled & Jim Anderson
■ Varieties of Chinese as heritage languages: a research synthesis by Yizhe Jiang & Francis John Troyan
■Lexical ability in L2 Chinese reading comprehension: path analysis comparing higher- and lower-proficiency learners by Tianxu Chen & Dongbo Zhang
ISSUE 2
ARTICLE
■Are there developmental patterns in emergent bilingual children’s English letter-name knowledge? by Somin Park & Shayne B. Piasta
■ A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects? by Maja Feddermann, Jürgen Baumert & Jens Möller
■ Bilingual youth identities contested through the use of K-12 language arts textbooks in a Korean heritage language classroom by Siwon Lee
■ Building identity and authenticity: exploring the spatiotemporal aspects of language teaching in a mariachi class by M. Sidury Christiansen
■ Third space of the home: transnational Chinese families’ English home literacy and language learning by Yue Huang, Anne Marie Guerrettaz & Sarah N. Newcomer
■ Language affects endorsement of misconceptions about bilingualism by Raiane Borges & Fiona Lyddy
■ Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languages by David Giguere & Erika Hoff
■ Student ethnic identity and heritage language ideologies at a Chinese Saturday school by Chun-Ting Yang
■ Shifting language orientations: impact of state-mandated assessments on dual language educators’ language ideologies by GoMee Park
ISSUE 3
ARTICLE
■ Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic by Miroslav Janík & Marie-Antoinette Goldberger
■ Decolonizing research findings in multilingual education: using multilingual (re)sources to develop a database for international research by Kevin M. Wong, Erina Iwasaki, Carol Benson & Dak Lhagyal
■ The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals by Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez, Laura Saenz & Heather S. Davis
■ Teaching indigenous languages in early childhood: the case of the indigenous language educator in Chile by Rukmini Becerra-Lubies, Catalina Fernández, Laura Luna & Dayna Moya
■ What do pupils learn from bilingual interventions of civic education in foreign language classes? by Thomas Waldvogel
■ Maintaining a minor language or a heritage language? A case study of maintaining Chinese with preteenagers in Australian interlingual families by Hui Huang & Wanyu Liao
■ Exploring the waning interest in Nuosu Yi education in Liangshan, China by Jiazhou Yao & Marianne Turner
■ Task effects and the yes-bias in heritage language bilingualism by Francesco Romano & Pedro Guijarro-Fuentes
■ The partially overlapping nature of inhibitory control and preparatory control during language and task switching by Bingyi Liu, Keke Yu, John W. Schwieter, Peiling Sun & Ruiming Wang
■ Aiming high in heritage language education: the case of de jure policy for complementary Polish State Schools abroad by Dorota Lubińska
■ Bilingual workers in a monolingual state: bilingualism as a non-skill by Jinhyun Cho
摘要
Alexandra Affranti, a Department of Psychology, University of Bologna, Bologna, Italy
Valentina Tobia, b Faculty of Psychology, University Vita-Salute San Raffaele, Milan, Italy
Stephanie Bellocchi，c Univ. Paul Valéry Montpellier 3, Montpellier, France
Paola Bonifacci，a Department of Psychology, University of Bologna, Bologna, Italy
Abstract
Many studies have explored how Language-Minority Bilingual Children (LMBC) read and comprehend, while the way they learn to spell and write has received less attention. This study aimed to assess a comprehensive profile of spelling and writing skills in LMBC, comparing performances of 4th and 5th grade bilingual (n = 74) and monolingual (n = 131) children in word and nonword reading and multilevel spelling and writing tasks (word, nonword and passage dictation, and written narrative production). Furthermore, we explored the role of linguistic and cognitive predictors (nonverbal Intellectual Quotient, verbal knowledge, morphosyntactic comprehension, nonword repetition) in spelling and writing outcomes. Our findings showed that, overall, LMBC did not reach a monolingual-like proficiency in spelling by the end of primary school, while they were similar to monolinguals in reading tasks and were able to produce written narratives with adequate macrostructure, syntactic complexity, and lexical variety. Moreover, morphosyntactic comprehension predicted spelling in both groups. Nonverbal intelligence and verbal knowledge predicted spelling skills only for the bilingual group. With regards to writing skills, morphosyntactic comprehension emerged as a predictor exclusively in the bilingual group. These results are discussed with reference to educational and clinical implications.
Lulu Song, a Early Childhood Education/Art Education Department, School of Education, Brooklyn College, The City University of New York, Brooklyn, NY, USA
Li Sheng ， Research Centre for Language, Cognition, and Neuroscience, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
Rufan Luo， Research Centre for Language, Cognition, and Neuroscience, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
Abstract
Chinese-English dual language learners (Chinese DLLs) are a growing population in the US. Existing studies of preschool-aged Chinese DLLs mostly focused on single-word vocabulary and rarely explored other skills important for school readiness. In the current study, we examined Chinese DLLs’ development of receptive vocabulary and comprehension of semantic concepts (i.e. spatial and quantification expressions) in both English and Chinese (Mandarin/Cantonese) during a preschool year. Results indicated that while semantic concept comprehension in both English and Chinese showed significant growth during the year, only English, but not Chinese, receptive vocabulary showed a significant increase. Furthermore, DLLs’ semantic comprehension, but not receptive vocabulary, showed cross-language transfer. Finally, the richness of DLLs’ language experiences (e.g. frequency of book reading, multimedia exposure) at home was a significant predictor of Chinese DLLs’ receptive vocabulary and semantic concept comprehension in the respective language. Supporting families to provide rich language experiences in both English and the home language may hold key to fostering successful dual language development.
Key words Dual language learners (DLLs)Chineselanguage richnessvocabularyspatial termsquantifiers
Patricia Ferreyra，College of Education, Curriculum & Instruction, University of Washington, Seattle, WA, USA
Patricia Venegas-Weber，College of Education, Curriculum & Instruction, University of Washington, Seattle, WA, USA
Abstract
This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu’s conceptualization of symbolic power and linguistic capital, we examine how the DLTCs’ own language ideologies either aligned or conflicted with those in their school placements. In our findings, DLTCs’ language ideologies emerged as both an asset and a commodity that granted access to social and professional opportunities. Additionally, the hegemonic presence of English noticeably influenced DLBE classroom practices, where DLTCs’ agentivity created spaces of resistance that supported Spanish. Implications for focusing and disrupting DLTCs’ language ideologies in DLBE contexts are also discussed. These findings support establishing more explicitly for DLTCs and Teacher Education Programs (TEPs), a connection between DLTCs’ language development experiences, ideologies and practices that lead to the attainment of the equity goals of DLBE.
Key words Language ideologies;Dual Language;Dual Language teacher candidates;teacher education;Spanish;English;teacher education program;
Anti-racist translingualism: investigating race in translingual scholarship in US Writing and rhetoric studies over the past decade
Qianqian Zhang-Wu，Department of English, Northeastern University, Boston, MA, USA Cherice Escobar Jones，Department of English, Northeastern University, Boston, MA, USA
Abstract
In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to intersectionality, language, colonial history, and power relations. Additionally, while there is a large representation of international students and newly-arrived immigrants in translingual scholarship in US writing and rhetoric studies over the past decade, domestic multilingual writers of color remain underrepresented. Situating translingualism in greater anti-racist initiatives, we discuss research and pedagogical implications that call for joint efforts from translingual scholars and practitioners to strive for linguistic justice and anti-racist translingual practices.
Key words MultilingualismUS Englishlinguistic imperialism
Examining the effects of teacher collaboration on student learning in a CLIL classroom
Xiaochen Rui, School of International Studies, University of International Business and Economics, Beijing, People’s Republic of ChinaXiaochu Li, School of International Studies, University of International Business and Economics, Beijing, People’s Republic of ChinaYuxia Li ，School of International Studies, University of International Business and Economics, Beijing, People’s Republic of ChinaYuen Yi Lo，Faculty of Education, The University of Hong Kong, Hong Kong, Hong KongAbstract
Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal whether such teacher collaboration (TC) is beneficial, researchers have also attempted to examine its effectiveness on student learning. Situated in a Chinese tertiary classroom, this quasi-experimental study investigated how TC affected student learning by recruiting a content instructor, a language expert, and 50 students in two intact drama classes (n = 25 each). The impact of TC on student learning was captured by two character analyses written by the two groups of students before and after the intervention which lasted throughout the 13-week drama course. Results from inferential statistics and textual analysis showed that students in the experimental group improved their writing in both content and language aspects as compared to their peers in the control group. Such findings show that TC is conducive to student learning in CLIL and yield significant implications for CLIL pedagogy.
Key words CLIL, teacher collaboration, professional development, higher education, bilingual education, ,
Morphological and cognate awareness in L2 Japanese word learning: evidence from Chinese-speaking learners
Haomin Zhang, The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, People’s Republic of China
Jie Sun, The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, People’s Republic of China;b Department of English, Sun Yat-Sen University, Guangzhou, Guangdong, People's Republic of China
Yuting Han ，The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, People’s Republic of China
Song Yin，The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, People’s Republic of China
Abstract
The current study reported an empirical investigation that tested the collective and individual effects of morphological awareness and cognate awareness on Japanese word learning among Chinese learners of Japanese. 131 Chinese learners of Japanese participated in this study. They completed morphological awareness measurements (morpheme segmentation, morpheme analysis and homophone awareness), cognate awareness measurements that tapped into three different types of bilingual cognates, as well as two word-learning measurements (definitional knowledge and lexical inference). Drawing upon multivariate regression analysis, the study demonstrated that cognate awareness contributed to L2 Japanese word learning. Awareness of false cognates yielded stronger predictions in both outcome measurements. Regarding morphological awareness, the study indicated that morphological awareness had a unique contribution to L2 Japanese word learning above and beyond cognate awareness. More specifically, the findings underscored the importance of morpheme analysis and homophone awareness in Japanese word learning.
Key words False cognates, homophone, morpheme discrimination, morpheme analysis, lexical inference,
Expression of formality in writing: English-dominant speakers’ and English learners’ knowledge, preferences, and other-language influence
Ivan Lasan，Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
Abstract
This study explores English-dominant speakers’ and English learners’ knowledge of (in)formal stylistic variants, their choice of (in)formal styles in relation to social context, their preferences in the use of select (in)formal stylistic variants, and their beliefs about the influence of their other languages. Ten English-dominant undergraduates in Canada, 10 international English-as-a-second-language undergraduates in Canada, and 11 English-as-a-foreign-language undergraduates in Slovakia completed a questionnaire and composed 6 short e-mail messages, each embedded in a unique social context defined by the intended reader (ranging from completely unfamiliar to extremely familiar) and the communication purpose (ranging from completely transactional to completely interactional). Differences were found among the groups in their knowledge of (in)formal stylistic variants, their choice of style, their use of some (in)formal variants, and reported effects of their other languages. This study concludes that primarily classroom-instructed English learners who wish to learn how English-dominant speakers approach expression of formality would benefit from explicit instruction. It further concludes that more research is necessary to identify factors driving individual knowledge of (in)formal variants and preferences in their use, particularly in relation to overall communicative competence and the context of language acquisition and use.
Key words EFL,ESLstylistic variation,formality,pragmatic competence
Textart, identity and the creative process: a case study with Arabic heritage language learners
Fatima Khaled，Peace School, Goldsmiths, University of London, London, UK
Jim Anderson，Peace School, Goldsmiths, University of London, London, UK
Abstract
Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by renowned artist, Ali Omar Ermes, which sets text in the form of Arabic letter shapes and short poetic inscriptions against a painted background. Here we seek to gain a deeper, more nuanced understanding of the process involved through an in-depth study of the thoughts, feelings and emotions experienced by three intermediate-level students as they engage with works by Ermes and then creatively transform them into ‘textart’ pieces of their own. Methodologically we adopt an ethnographic case study design focussing strongly on process but also incorporating principles of arts-based research. Our findings demonstrate how the approach can extend possibilities for meaning-making and affirmation of identity by connecting with personal experience, by leveraging multiple semiotic resources rhizomically and intertextually, and by making space for affective, spiritual, aesthetic and multisensory dimensions. For heritage language learners this brings a deeper engagement with learning and a strong sense of empowerment as multicompetent speakers.
Key words Cross-curricular, Arabic, heritage language learning, visual art, learner agency, affect, aesthetics, intertextuality, identity,
Varieties of Chinese as heritage languages: a research synthesis
Yizhe Jiang ，Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA
Francis John Troyan，Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA
Abstract
Despite the range of varieties of Han Chinese, Mandarin is the most widely studied variety in research on Chinese as a heritage language (CHL) around the world. To better understand the role of other varieties of Han Chinese in addition to Mandarin, this article presents a synthesis of research on the learning of Chinese varieties in formal and informal contexts worldwide. We reviewed 25 empirical studies in CHL learning worldwide to examine 1) the definition of CHL learning, 2) varieties of Chinese as heritage languages, 3) theoretical frameworks, and 4) research trends in formal CHL learning programs, as well as informal CHL learning in families and communities. Mandarin was found to be the most studied variety, while varieties such as Cantonese, Hakka, and Hokkien are less frequently investigated. The findings highlight research gaps related to the research contexts, language varieties, and theoretical frameworks in CHL learning. This review points to the need for the exploration of CHL learners in non-English-speaking regions, wider representation of Chinese varieties in CHL research, and inclusion of a broader range of formal and informal learning contexts in the CHL research.
Key words Chinese language varieties, heritage language education, language maintenance, research synthesis,
Lexical ability in L2 Chinese reading comprehension: path analysis comparing higher- and lower-proficiency learners
Tianxu Chen ，College of International Education, Minzu University of China, Beijing, People’s Republic of China
Dongbo Zhang，College of International Education, Minzu University of China, Beijing, People’s Republic of China
Abstract
Lexical ability, an umbrella term to cover various knowledge and skills pertaining to words in print, is a key component in reading comprehension. Little is known how different facets of lexical ability jointly contribute to L2 reading comprehension and how the contributions may differ between higher- and lower-proficiency L2 learners. This study, based on 201 adults who had studied Chinese in China, explored direct and indirect effects of distinct facets of lexical ability on L2 reading comprehension. The participants completed three paper-pencil tasks that measured three facets of lexical ability, that is, morphological awareness, character knowledge, and vocabulary knowledge. Their short-term memory, grammatical knowledge, and reading comprehension were also measured. Separate sets of path analysis showed that higher- and lower-proficiency learners had distinct patterns of relationships. Whereas higher-proficiency learners relied more on morphological awareness and vocabulary knowledge in L2 Chinese reading comprehension, lower-proficiency learners drew largely upon their character knowledge.
Key words Reading comprehension, lexical ability, morphological awareness, character knowledge, vocabulary knowledge, L2 Chinese
Are there developmental patterns in emergent bilingual children’s English letter-name knowledge?
Somin Park，Department of Teaching and Learning & Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, USA
& Shayne B. Piasta，Department of Teaching and Learning & Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, USA
Abstract
The purpose of this study was to explore five developmental patterns of English letter-name knowledge for emergent bilingual children. We considered five patterns demonstrated by English monolingual children: visual similarity effect, uppercase familiarity effect, first name/first initial effects, consonant-order effect, and frequency effect. We assessed the English uppercase and lowercase letter-name knowledge of 56 emergent bilingual children enrolled in US classrooms. Results from logistic multilevel regression modeling showed that emergent bilingual children exhibited the uppercase familiarity effect, but other patterns differed. Children whose additional languages used a Latin-based alphabetic orthography were less likely to know the names of lowercase letters compared to children whose additional languages used a non-alphabetic orthography. For children whose additional languages involved a Latin-based alphabetic orthography, children were more likely to know the names of uppercase letters that were more visually similar to letters from children’s additional languages. We did not find any evidence that emergent bilingual children exhibited the first name/first initial, consonant-order, or frequency effects. Our findings suggest that we need to consider these differences and associated implications for alphabet instruction when working with emergent bilingual children.
Key words Early literacyalphabet knowledgeletter-name knowledgeemergent bilingual childrendevelopmental patterns
A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects?
Maja Feddermann, Institute for Psychology of Learning and Instruction, Kiel University, Kiel, Germany
Jürgen Baumert ，Max-Planck-Institute for Human Development, Berlin, Germany
Jens Möller，Max-Planck-Institute for Human Development, Berlin, Germany
Abstract
The effects of Content and Language Integrated Learning (CLIL) on students’ foreign language skill development have been overestimated by previous studies, as most studies needed to have considered selection and preparation effects appropriately. We used complete survey data from a 1996–2003 cohort to investigate English skill development of N = 332 German CLIL and N = 6,401 non-CLIL grammar school students from grade seven (M = 12.64, SD = 0.60) to grade eleven (M = 16.72, SD = 0.70). We found selection effects for prior achievement, sociodemographic variables, and cognitive abilities. After propensity score matching, data revealed significant preparation effects of additional English lessons for the CLIL students. When controlling selection and preparation effects, CLIL compensated for the assumed fading out-effect but did not contribute significant added value measured by a C-test. We commend to include selection and preparation effects when analyzing CLIL effects.
Key words Content and language integrated learning (CLIL), English as a foreign language, second language acquisition, skill development, propensity score matching,
Bilingual youth identities contested through the use of K-12 language arts textbooks in a Korean heritage language classroom
Siwon Lee, Department of East Asian Languages and Civilizations, University of Pennsylvania, Philadelphia, PA, USAAbstract
In the US, many immigrant languages have been maintained through the efforts of local communities in the form of community-based Heritage Language (HL) programs. Previous studies have discussed diverging linguistic practices and identities among students and teachers in HL programs. However, there is little research on how materials use affects such diverging practices in HL classrooms. To this end, this study adopts Actor Network Theory (ANT) as an analytical framework to investigate how a K-12 Korean language arts textbook was used in a community-based Korean HL classroom in the US and how student subjectivities were contested through materials use. Based on four months of ethnographic data, this study mainly discusses two findings. First, influenced by the monolingual conceptualization of bilingualism, the teacher used the textbook to enforce form-focused literacy instruction, which positioned students as an incompetent language learner. Second, during literacy activities, students interpreted and responded to materials through flexible bilingual practices, constructing their identities as competent bilinguals. The study suggests creating an official space for bilingual youth to ‘play with the language of the material’ in HL classrooms.
Key words Heritage language educationcommunity-based educationmaterials uselanguage textbooksactor-network theory
Building identity and authenticity: exploring the spatiotemporal aspects of language teaching in a mariachi class
M. Sidury Christiansen，Department of Bicultural Bilingual Studies, The University of Texas at San Antonio, San Antonio, TX, USA
Abstract
This article investigates the language practices of a bilingual mariachi instructor teaching mariachi music to Latinx English dominant students. This ethnographic study draws on the concept of chronotope (Bakhtin 1981) to explore the spatiotemporal aspects of learning, particularly in terms of the teachers’ selective use of language correction strategies when teaching students to sing mariachi music. I argue that the mariachi, its symbolism, and the lyrics are chronotopic because they come from an ‘epic time’ in Mexico and the image and ideology of the charro is currently a global symbol of Mexicanness. Analysis of data shows that when teaching mariachi lyrics specifically, the instructor chronotopically frames the pronunciation of the song lyrics as iconic and requiring specific forms of Spanish. Findings suggest that the instructor focuses on a mariachi identity that, while it does not require fluency in Spanish, does demand language to be used in a particular iconic way (i.e. Mexican accented Spanish) to evoke the past and perpetuate the symbolism of lo mexicano, which is vital to the identity formation of Mexican origin youth. This chronotopic lens allow us to explain why in heritage language learning spaces some linguistic changes can be accepted while others may be sanctioned.
Key words Chronotopes, mariachi, heritage language speakers, translanguaging, identity
Third space of the home: transnational Chinese families’ English home literacy and language learning
Yue Huang, Department of Teaching and Learning, Washington State University, Pullman, WA, USA
Anne Marie Guerrettaz，Department of Teaching and Learning, Washington State University, Pullman, WA, USA
Sarah N. Newcomer，Department of Teaching and Learning, Washington State University, Pullman, WA, USA
Abstract
Chinese speakers are the second largest language minority group in the U.S., and transnational migration redefines their lives in many ways, including families’ educational practices. This case study examined the English home literacy and language learning (EHLLL) practices of two transnational Chinese families during their year abroad while working and studying in the U.S. Research methods included observations, interviews, and discourse analysis. Our analysis uses Third Space theory to highlight the significance of participants’ culturally hybrid literacy and learning practices. Influenced by their transnationalism, these families’ homes – and namely their EHLLL practices – become an educational Third Space. Analysis focuses on three aspects of their EHLLL: (a) a parent–child shared-reading practice valued by this transnational Chinese community, which involved English-language storybooks and ‘listen and repeat’ (gen du) activity, (b) parents’ new roles in children’s EHLLL, through which they navigated major differences in Chinese versus American education systems, and (c) parent–child interactions that showed how home was a ‘pedagogical safe house’ for children facing the challenges of transnational education. This timely study illuminates the distinctive educational goals of transnational families who definitively plan to repatriate. It also provides needed insights into a large and growing, but poorly understood, population – transnational Chinese families.
Key words Chinese families, transnational children, home literacy, English home language learning, discourse analysis,
Language affects endorsement of misconceptions about bilingualism
Raiane Borges，Department of Psychology, Maynooth University, Maynooth, Ireland
Fiona Lyddy，Department of Psychology, Maynooth University, Maynooth, Ireland
Abstract
Bilingualism is associated with a number of false beliefs, myths and misconceptions, which carry implications for bilingual education and policymaking. While the language used, often in the media, to express such misconceptions may have become more subtle, a negative bias remains and is arguably more difficult to detect and defend against. The current study examined the endorsement of common misconceptions by bilingual and monolingual participants as a function of the phrasing used to construct the misconception statements. Participants (N = 103; 47% bilingual) completed an online survey comprising common misconceptions about bilingualism as well as filler items, rating their agreement with the statements using a 7-point Likert-type scale. The phrasing of the misconceptions was varied such that participants read either a strongly worded or weakly worded version of the statements. The results showed that participants gave higher ratings of the statements in the weakly worded condition. While overall the average endorsement of the misconceptions was low, 82% of participants agreed with at least one misconception and 29% agreed with half the statements or more. There was no significant difference between monolinguals’ and bilinguals’ ratings. The findings suggest that misconceptions about bilingualism remain prevalent and are readily detectable when worded ambiguously.
Key words Bilingualism, multilingualism, misconceptions, education, neuromyths, identity,
Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languagesDavid Giguere，Department of Psychology, California State University, Sacramento, Sacramento, CA, USA
Erika Hoff，Department of Psychology, Florida Atlantic University, Davie, FL, USA
Abstract
Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed and it remains unclear if, and under what circumstances, vocabulary in one language supports reading comprehension development in another. The present study followed 84 Spanish-English bilingual children, assessing their vocabulary skills at 5 years and their reading comprehension at 6, 7, 8, and 9 years. Longitudinal multilevel models revealed significant within-language relations between early vocabulary knowledge and subsequent reading comprehension in both English and Spanish and no across-language relations. There were significant concurrent across-language relations between English and Spanish reading comprehension skills. These findings suggest that the contribution of vocabulary knowledge to reading comprehension is language specific but that there are also language general components to reading comprehension, which result in significant concurrent relations between reading comprehension skill across languages.
Key words Bilingual development, reading comprehension, vocabulary, language transfer,
Shifting language orientations: impact of state-mandated assessments on dual language educators’ language ideologies
GoMee Park，Kaohsiung City, China
Abstract
This article focuses on the role of language ideology in four students’ ethnic identity during one stage. I employ Bakhtin’s concepts of ideological becoming, and of authoritative and internally persuasive discourse to explore how the student participants are conscious of language and social worlds, including their heritage language and ethnic group. The data collection in this study took place through semi-structured interviews with four eighth and ninth graders at a Chinese heritage language school in the USA. Based on Tse’s (1998a) ethnic identity development model, three student participants, Arthur, Paul, and Jack, appear to be at Stage 2. However, they express no ideological inheritance: Mandarin Chinese is not my heritage language, which does not fall anywhere along this ‘continuum’ of Stage 2, Ethnic Ambivalence/Evasion, in Tse’s model. Tse (1997) examined the possible links between ethnic identity and language attitude, but Bakhtin’s concepts may provide a more in-depth analysis of the four students’ ethnic identity development. These findings also imply that the Chinese school should provide more opportunities for immigrant students to be exposed to their heritage language and culture, which can help them find connections to the culture and Mandarin Chinese.
Key words language ideology, ideological becoming, heritage language, ethnic identity, authoritative discourse, internally persuasive discourse,
Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic
Miroslav Janík & Marie-Antoinette Goldberger，Faculty of Education, Masaryk University, Brno, Czech Republic
Abstract
Linguistic diversity at Czech schools has increased in the last decade, and it has become a new everyday reality. Nevertheless, there is still a lack of studies investigating lived experiences with managing multilingualism at schools. Our study examines schools as multilingual social spaces in which the visible language choice on signs reveals the language regime based on ideologies and policies. We contextualize our study according to top-down language policy, and the essential theoretical concepts such as social space or language regime are explained. The linguistic landscapes at schools (so-called schoolscapes) are analysed and interpreted to capture schools as multilingual social spaces. The focus lies on (1) displayed languages; (2) authorship of the object: (3) location of the object. The data from schoolscaping are complemented by interviews with school principals, who are responsible for language choice decisions. The investigation took place in four schools, where multilingualism plays an essential role. The results indicate that despite the multilingual reality and the promotion of multilingualism by anchoring it in the agenda of inclusive education, language homogenization is operative in schools. Our results are relevant for exploring the linguistic environments and language regimes at schools and reveal possible explanations for linguistic homogenization.
Key words Multilingualism, social space, language regime, schoolscape, linguistic homogenization, inclusive education, ,
Decolonizing research findings in multilingual education: using multilingual (re)sources to develop a database for international research
Kevin M. Wong, Graduate School of Education and Psychology, Pepperdine University, Los Angeles, CA, USA
Erina Iwasaki, Teachers College, Columbia University, New York City, NY, USA
Carol Benson， Independent Researcher
Dak Lhagyal，Teachers College, Columbia University, New York City, NY, USA
Abstract
Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a stocktaking project in 2017. Our aim was to create an open-access, searchable database of annotated references to research on policy and practice in the field. We initiated a large-scale systematic review of academic literature from 2007 to 2020. Recognizing that a ‘state of the field’ literature search could not be done using English alone, we conducted parallel literature searches in Mandarin Chinese, Spanish and French. This methodological paper describes the intentional and reflexive process of researching multilingually: identifying search terms, finding and utilizing appropriate search engines, collecting references, categorizing and annotating publications, and beginning to make use of search functions. We argue there is little guidance on how to research multilingually and note problematic ‘blind spots’ if multilingual education research is biased towards English-speaking contexts or publications written by English-speaking scholars of the Global North. We share what we have learned about engaging in a multilingual systematic literature review, and hope to facilitate the decolonization of academic work and open access to both empirical and theoretical values from a range of perspectives.
Key words L1-based multilingual education, systematic review, multilingual methodology, multilingual database, multilingual research
The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals
Sharolyn D. Pollard-Durodola, Department of Early Childhood, Multilingual, and Special Education, University of Nevada Las Vegas, Las Vegas/Nevada, USA
Jorge E. Gonzalez, Department of Psychological, Health, and Learning Sciences, University of Houston, Houston/Texas, USA
Laura Saenz ，Office of Accreditation and Assessment, University of Texas – Rio Grande Valley, Edinburg/Texas, USA
Heather S. Davis，Office of Accreditation and Assessment, University of Texas – Rio Grande Valley, Edinburg/Texas, USA
Abstract
This study was part of a larger three-year investigation of the effectiveness of a small-group, content-focused (science, social studies) preschool shared book reading vocabulary intervention implemented with Spanish-speaking emergent bilinguals enrolled in a one-way dual-language bilingual program. A subset of bilingual preschool teachers (N = 23), representing treatment teachers from each of the three intervention years, was observed to understand the sustainability of the curricular approach and materials one, two, and three years post-intervention when instructional guidance was no longer provided by the research team. Findings from post-intervention observations and teacher self-reports suggest that teachers continued to implement the intervention approach and materials on some level but the explicit rich vocabulary instruction during the book reading experience was observed less the further teachers were out of the intervention. Implications for research are discussed.
Teaching indigenous languages in early childhood: the case of the indigenous language educator in Chile
Rukmini Becerra-Lubies, Pontificia Universidad Católica de Chile, Centro de Estudios Interculturales e Indígenas (CIIR), Villarrica, Chile
Catalina Fernández, Pontificia Universidad Católica de Chile, Centro de Estudios Interculturales e Indígenas (CIIR), Villarrica, Chile
Laura Luna，Pontificia Universidad Católica de Chile, Villarrica, Chile
Dayna Moya，Pontificia Universidad Católica de Chile, Villarrica, Chile
Abstract
This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seeks to provide ethnographic background on the incorporation of Indigenous communities into preschools, through the participation of the Indigenous Culture and Language Educator (ELCI in Spanish) for language teaching. The analysis stems from an ethnographic study carried out in an alternative intercultural preschool, located in the Araucanía Region, Chile, which teaches Mapudungun (the language of the Mapuche people). Among the main results, we found: (a) appreciation for the work of the ELCI (b) expression of the Mapuche culture through acting, (c) precarious intercultural education, and (d) disconnection with Mapuche communities. We conclude with recommendations for educational policies in Chile, and suggestions for future nationwide research and connection to the global context.
Key words Intercultural education, indigenous languages, early childhood education, neoliberal multiculturalism, language policies, Mapuche people
What do pupils learn from bilingual interventions of civic education in foreign language classes?
Thomas Waldvogel，Department of Political Science, Albert-Ludwigs-University, Freiburg,Germany
Abstract
What do pupils learn from bilingual interventions of civic education? This paper addresses this question by analyzing survey responses of 301 pupils who participated in a bilingual role-play about a televised debate on the 2022 French presidential election in French foreign language classes. The study shows, first, that the intervention significantly strenghtened the specific interest in the election campaign. Second, both internal efficacy and subjective knowledge increased, as did, third, pupils' actual knowledge about the election. Fourth, it appears that the pupils were able to sharpen their understanding of French political culture. However, it should also be noted that all other constructs that can be attributed to intercultural learning did not experience any changes as a result of participation in the intervention. This is also true for participants’ general interest in politics, basal and advanced participation intentions, and external efficacy. I identify subjective knowledge about the French presidential election, internal efficacy, advanced participation intentions, and pupils’ cultural self-reflexivity as key drivers for strengthening intercultural understanding about the French political culture. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in bilingual civic education.
Key words French presidential election, bilingual civic education, interdisciplinary civic education, intercultural competence, intervention study
Maintaining a minor language or a heritage language? A case study of maintaining Chinese with preteenagers in Australian interlingual families
Hui Huang, School of Languages, Literatures, Cultures and Linguistics, Monash University, Clayton, Australia
Wanyu Liao，School of Languages, Literatures, Cultures and Linguistics, Monash University, Clayton, Australia
Abstract
Drawing on the concept of family language policy (FLP), this paper reports on how four Chinese–English interlingual families maintain the minority language of Chinese with their preteenager children in Australia. The study takes an integrative approach to explore both parents’ and children’s perspectives on language development. While highlighting the increasing role that preteenagers play in the maintenance of a minor heritage language, the findings reveal that successful language maintenance in interlingual families is influenced by many other interacting factors, like language practice, attitude and support from each parent, language status, and the role of community schools. The study has clear implications for bilingual parenting and heritage language education in terms of the importance of a consistent FLP, preteenagers’ self-efficacy, and actual language use in language maintenance.
Key words Family language policy, interlingual families, preteenagers, language maintenance, child agency
Exploring the waning interest in Nuosu Yi education in Liangshan, China
Jiazhou Yao，a School of Foreign Languages, Southwest Jiaotong University, Chengdu, People’s Republic of China
Marianne Turner，Faculty of Education, Monash University, Melbourne, Australia
Abstract
Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. “The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice.” International Journal of Bilingual Education and Bilingualism 7 (3): 155–171.)’s continua of biliteracy and a translanguaging perspective to explore this phenomenon, and draw on a qualitative study of Yi students’ and their teachers’ language practices in three schools. Data include observations of Yi students’ and teachers’ spoken practices both in casual interactions and formal classroom instruction, and photos of their formal and informal written practices. Findings revealed a literacy-oracy divide in formal Nuosu Yi education: written Nuosu Yi was prioritised at school but was not found to be widely used in daily life. By contrast, spoken Nuosu Yi, which was drawn on frequently by students and teachers in informal interactions, was largely excluded at school due to a highly standardised and literacy-focused institutional setting. The continua of biliteracy and translanguaging allowed a nuanced investigation into different kinds of language practices at school, showing how the existing communicative repertoire of the students was not considered to be an asset in formal education.
Key words Continua of biliteracy, translanguaging, bilingual education, ethnic minority language, Nuosu Yi
Task effects and the yes-bias in heritage language bilingualism
Francesco Romano ，Department of English, School of Education, Humanities, and Social Sciences, Halmstad University, Halmstad, Sweden
Pedro Guijarro-Fuentes，Department of Spanish, Modern and Classic Philology, University of the Balearic Islands, Palma, Spain
Abstract
This study investigated three key issues in heritage language (HL) research. Previous research shows HL speakers have an advantage on oral production tasks compared to L2 speakers who instead perform better on written tasks. Furthermore, both L2 and HL speakers are claimed to have a yes-bias towards retaining ungrammaticality in GJTs. Finally, the morphological domain has been shown to be as problematic for HL as L2 speakers but research in lesser-known languages is needed. Adult L1, L2, and HL speakers of Italian were compared on an oral priming task and timed GJT. Accuracy and response times were elicited from the latter test. The forms investigated were object and si-passive pronouns which lack corresponding forms in Swedish, the dominant language of the bilingual groups. Mixed effect regression was modelled to accuracy on the priming and GJT and response time data from the GJT. In contrast, a d-prime analysis was used to measure the degree of sensitivity to grammaticality and bias towards correct and incorrect answers in the GJT. Overall, the two bilingual groups performed quite similarly across the measures tested. All three groups show high sensitivity to grammaticality and a very similar bias for yes-answers on both grammatical and ungrammatical items.
Key words Tasks effects, yes-bias, heritage language bilingualism
The partially overlapping nature of inhibitory control and preparatory control during language and task switching
Bingyi Liu, Philosophy and Social Science Laboratory of Reading and Development in
Children and Adolescents (South China Normal University), Ministry of
Education, Guangzhou, People’s Republic
of China
Keke Yu, Philosophy and Social Science Laboratory of Reading and Development in
Children and Adolescents (South China Normal University), Ministry of
Education, Guangzhou, People’s Republic
of China
John W. Schwieter, Philosophy and Social Science Laboratory of Reading and Development in
Children and Adolescents (South China Normal University), Ministry of
Education, Guangzhou, People’s Republic
of China
Peiling Sun，Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, People’s Republic of China
Ruiming Wang，Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, People’s Republic of China
Abstract
The relationship between language switching and task switching has been well studied in bilingualism literature. This study employs novel experiments involving magnitude-parity switching and transparency-orientation switching and compares the costs associated with these two types of task switching with language switching. Switching costs and the reduction in switching costs (RISC) effect were used as indices of inhibitory control and preparatory control, respectively. The results from Experiment 1 revealed strong positive correlations for all three types of switching, with language switching being less costly than magnitude-parity and transparency-orientation switching. In Experiment 2, we increased the cue-stimulus interval and again found significant or marginally positive relations between the three switching costs. The RISC effect emerged in magnitude-parity and transparency-orientation switching but not in language switching. In Experiment 3, the experimental blocks included both language switching and either magnitude-parity or transparency-orientation switching. Language switching costs were significantly greater than but no longer positively correlated with magnitude-parity switching or transparency-orientation switching costs. Together, these results suggest that more inhibitory control (in Experiments 1 and 3) and less preparatory control (in Experiment 2) in language switching is required compared to magnitude-parity and transparency-orientation switching. Moreover, partially overlapping mechanisms are engaged in the three switching domains.
Key words
Bilingual language switchingtask switchingmagnitude-parity switchingtransparency-orientation switchinginhibitory and preparatory control
Aiming high in heritage language education: the case of de jure policy for complementary Polish State Schools abroad
Dorota Lubińska，Department of Teaching and Learning, Stockholm University, Stockholm, Sweden
Abstract
Informed by the conceptual-analytical framework of LPP and bilingual education policy, this study addresses a unique and under-researched case of heritage language education policy for complementary Polish State Schools abroad. These are Polish governmental educational offering aimed at Polish migrants and their descendants. Data consist of two policy documents issued by Polish parliamentary and governmental authorities and are analyzed through qualitative content analysis. The specific research question is: What ideological and implementational spaces can be identified in the policy documents regarding the following six areas: academic goal; language ideology; linguistic goal; language orientation; bilingualism orientation; cultural orientation? The findings show that the policy opens up implementational and ideological spaces not only for language maintenance but also for various epistemic goals and literacy forms that create opportunities for a multifaceted personal and societal development of the students. Polish language and culture are positioned both as right and as resource, and spaces for cultural pluralism and plurilingualism emerge. Even if bilingualism and biliteracy are not explicitly expressed as goals, the policy recognizes the multiple linguistic realities of the students by assuming bilingualism, the orientation that is here called bilingualism as default. Future research directions are suggested in the conclusion.
Key words Bilingualism, heritage language education policy, bilingual education, Polish schools, Polish as a heritage language, language and migration
Bilingual workers in a monolingual state: bilingualism as a non-skill
Jinhyun Cho，Department of Linguistics, Macquarie University, Sydney, Australia
Abstract T
This article examines the institutional and market treatment of the profession of interpreting in the English-monolingual context of Australia. Based on qualitative interview methods with 67 healthcare interpreters in Australia, the study aims to explore the impact of the linguistic hierarchies in favour of English on the financial and professional valuing of bilingualism and bilingual workers, most of whom are migrants speaking English as their additional language. With Bourdieu’s linguistic market as a key theoretical framework, the findings reveal how deeply English monolingualism is entrenched in the local interpreting industry and healthcare institutions and how the pervasive monolingual ideologies work to devalue bilingualism as a non-skill. The study highlights strong ties between monolingualism, power, class and race, with a particular focus on the migrant-concentrated aspect of the interpreting profession. It illuminates the role of language in justifying and sustaining power and structural inequalities, which, in turn, disproportionately impacts vulnerable populations.
Key words Australia, bilingualism, interpreting, migrants, linguistic market, monolingualism
期刊简介
The Journal is multidisciplinary and focuses on all aspects of bilingualism and bilingual education around the world. Theoretical and conceptual analysis, foundational and applied research using qualitative or quantitative approaches, critical essays, and comparative book reviews are all invited. Contributions from varied disciplines are welcome: linguistics, sociology, psychology, education, law, women’s studies, history and economics, informatics included.
该杂志是多学科的，关注全世界双语和双语教育的各个方面。理论和概念分析、使用定性或定量方法的基础研究和应用研究、评论文章和比较书评均受邀参加。欢迎来自不同学科的投稿：语言学、社会学、心理学、教育学、法学、妇女研究、历史与经济学、信息学等。
Book reviews should be no more than 2000 words and should include the full bilbiographic details of the reviewed book.
书评不应超过2000字，并应包括完整的传记详细审查的书。
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