刊讯｜SSCI 期刊《国际双语教育与双语制》2024年第4-6期

International Journal of Bilingual Education and Bilingualism

Volume 27, Issue 4-6, 2024

International Journal of Bilingual Education and Bilingualism（SSCI一区，2023 IF：2.5，排名：27/194）2024年第4-6期共研究性论文25篇，涉及双语教育、社会语言学、多语研究、二语习得研究、二语教学研究、社会语言学研究等主题。欢迎转发扩散！欢迎转发扩散！

往期推荐：

目录

Issue 1

ARTICLES

■ Linguistic interactions at nursery school and language acquisition of toddlers from low-income bilingual immigrant families and monolingual families, by Elena Florit, Chiara Barachetti, Marinella Majorano & Manuela Lavelli, Pages: 455-471.

■ EMI teachers’ agency in the context of international education in China: language choice, identity construction, and cultural negotiation, by Tao Xiong, Ziyu Song, An Zhou & Xiaojia Huang, Pages: 472-486.

■ Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs, by Sihan Zhou, Gene Thompson & Sirui Zhou, Pages: 487-500.

■ Spatial repertoires and virtual communicative effectiveness: bilingual international students’ use of polysemiotic explicitness strategies to preempt and resolve English as a lingua franca miscommunication, by Shuyuan Liu, Pages: 501-521.

■ Bilingual education in a globalized age: an ecological perspective on two Chosonjuk schools in China, by Guihua Zhao, Wendy Li & Chih-Hao Chang, Pages: 522-536.

■ Uncovering monolingual ideologies embedded in South Korean multicultural education, by Eun-Young Jang, Pages: 537-549.

■ Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective, by Kevin W. H. Tai, Pages: 550-580.

■ Spelling-sound consistency influences second-language age of acquisition effect: evidence for the arbitrary mapping hypothesis, by Jue Wang, Xin Jiang & Baoguo Chen, Pages: 581-594.

■ Code-switching is metaphor, translanguaging is metonymy: a transdisciplinary view of bilingualism and its role in education, by Steve Daniel Przymus, Pages: 595-611.

■ How do children go through a heteroglossic path to becoming bilingual? Comparison of Korean children’s translanguaging performance in first and third grade classrooms, by Chaehyun Lee, Pages: 612-630.

Issue 2

ARTICLES

■ Toward trans multilingualisms: student attitudes toward and experiences with trans linguacultures in French, by Kris Aric Knisely, Pages: 643-655.

■ Coming out, heteronormativity, and possibilities of intercultural learning in a Google, Hangouts telecollaboration, by Yuka Akiyama & Lourdes Ortega, Pages: 656-674.

■ Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom, by Ashley R. Moore, James Coda, Julia Donnelly Spiegelman & Melisa Cahnmann-Taylor, Pages: 675-688.

■ Queering the norm, norming the queer: remaking Man through linguistic citizenship, by Simangele Mashazi & Marcelyn Oostendorp, Pages: 689-701.

■ Theorizing checkpoints of desire: multilingualism, sexuality and (in)securitization in Israel/Palestine, by Tommaso M. Milani & Erez Levon, Pages: 702-714.

Issue 3

ARTICLES

■ Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge, by Hanna L. Binks & Enlli Môn Thomas, Pages: 715-730.

■ A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom, by María G. Lang & Georgia Earnest García, Pages: 731-743.

■ Bilingual program effectiveness: an evaluation of meta-analytic methods and findings, by Ke Yu, Pages: 744-771.

■ The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits, by Anatoliy V. Kharkhurin, Valeriya Koncha & Morteza Charkhabi, Pages: 772-792.

■ Exploring attitudes towards French, English, and code-switching in Manitoba (Canada), by Maria Rodrigo-Tamarit & Verónica Loureiro-Rodríguez, Pages: 793-808.

■Multilingual development through study abroad in multilingual Asian universities: a case study of a Vietnamese international student in Taiwan, by Yueh-ching Chang, Pages: 809-820.

■ Effective bilingual education in Francophone West Africa: constraints and possibilities, by Mary-Claire Ball, Jasodhara Bhattacharya, Hui Zhao, Hermann Akpé, Stephanie Brogno & Kaja K. Jasińska, Pages: 821-835.

■ Development of self-regulation of bilingual children and the role of teacher-child interactions, by Carolina Melo, Robert Pianta, Jamie DeCoster & Pelusa Orellana, Pages: 836-853.

■ Supporting social strengths amid emerging bilingualism: effects of Word Generation on social perspective taking in English learners’ writing, by Lisa B. Hsin, Emily Phillips Galloway & Catherine E. Snow, Pages: 854-869.

■ Some bilingual couples speak lingua francas: personal pronoun indexicality in the light of positioning theory, by Agnieszka Stępkowska, Pages: 870-881.

摘要

Linguistic interactions at nursery school and language acquisition of toddlers from low-income bilingual immigrant families and monolingual families

Elena Florit, Department of Human Sciences, University of Verona, Verona, Italy

Chiara Barachetti, Department of Human Sciences, University of Verona, Verona, Italy

Marinella Majorano, Department of Human Sciences, University of Verona, Verona, Italy

Manuela Lavelli, Department of Human Sciences, University of Verona, Verona, Italy

Abstract Toddlers from low-income and language-minority immigrant families are at risk for language difficulties due to early disparities in the quality of their home language environment. The present longitudinal study extends previous research by investigating nursery teachers’ communicative modalities and functions, and their relations with the conversational responsiveness and vocabulary of 42 (50% F) equivalent low-income monolingual and bilingual toddlers. Communicative modalities and functions were coded from videotaped interactions between teachers and small groups of toddlers at 18, 24, and 30 months at nursery school. Vocabulary in the majority or societal language (Italian) was assessed at 30 months using teachers’ reports. The results showed that teachers used bimodal utterances (gesture + speech) more with bilinguals than monolinguals from 18 to 30 months while the reverse was true for unimodal spoken utterances. Bimodal utterances and language scaffolding strategies promoted toddlers’ communicative initiatives in both groups and were longitudinally associated with children’s vocabulary at 30 months. These results show that the school context may act as a protective proximal environment for stimulating and favoring majority language acquisition from the earliest stages of development in children from low-income and language-minority families.

Key words Low-income families; bilingual immigrants; nursery teachers; linguistic interactions; toddlers; language acquisition

EMI teachers’ agency in the context of international education in China: language choice, identity construction, and cultural negotiation

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

Ziyu Song, b School of English Education, Guangdong University of Foreign Studies, Guangzhou, People’s Republic of China

An Zhou, c School of Education and Social Work, The University of Auckland, Auckland, New Zealand

Xiaojia Huang, d School of Foreign Studies, South China Normal University, Guangzhou, People’s Republic of China

Abstract English medium instruction (EMI) has now become a ubiquitous education phenomenon due to the driving force of globalization and the prospective socioeconomic benefits associated with English proficiency. Although expanding rapidly in higher education, EMI in secondary education is a much less researched area. Specifically, EMI teachers’ agency in the implementation of EMI has remained relatively less known. This study, informed by an extended framework on teacher agency, seeks to investigate how such agency has been manifested while the EMI teachers address various tensions and contradictions in the course of implementing EMI. Drawing on qualitative interviews and classroom observations in an international high school in Shenzhen, China, it reveals that the participants have exhibited moderately high levels of agency by constructing themselves as translanguagers who orchestrate different languages and meaning-making resources, jugglers of the roles of content teachers and L2 teachers, as well as duty-bond multicultural educators who negotiate the international curriculum to accommodate local educational and cultural mandates. The study calls for reconceptualizing EMI as a translanguaging space for the teachers to act as culturally responsive agents qua multilingual educators featuring multiple identities.

Key words English Medium Instruction (EMI); language teacher agency; language choice; identity construction; cultural negotiation

Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs

Sihan Zhou, a Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China

Gene Thompson, b Department of Global Business, Rikkyo University, Tokyo, Japan

Sirui Zhou, c Department of Foreign Languages, Beijing Language and Culture University, Faculty of Foreign Languages, Beijing, China

Abstract This longitudinal study explores changes in self-efficacy and motivational beliefs for learners beginning to study via English-medium instruction (EMI) at a transnational university in China. Following first-year local Chinese students over their first semester of learning via EMI, the study focuses on changes in learner self-efficacy beliefs towards lecture listening alongside task value, intrinsic goal orientation, and extrinsic goal orientation. It draws upon questionnaire (N = 412) and interview data (n = 34) to show significant gains in student self-efficacy due to (1) enactive mastery experiences and (2) the development of strategies for mediating the impact of negative affect. A midterm drop in the strength of intrinsic goal orientations contrasted with a greater focus on extrinsic factors, indicating that as students transitioned to the EMI environment, short-term extrinsic factors were of greater importance. However, findings indicate a rebound in the importance of intrinsic factors due to stronger self-efficacy and self-appraisals of success in EMI study, indicating a relationship between efficacy beliefs and intrinsic value orientations. The results contribute to the currently limited research on learner motivation development during transition into EMI transnational higher education.

Key words Englishmedium instruction (EMI); motivation; self-efficacy; China; transnational higher education

Spatial repertoires and virtual communicative effectiveness: bilingual international students’ use of polysemiotic explicitness strategies to preempt and resolve English as a lingua franca miscommunication

Shuyuan Liu, Department of Applied Linguistics, The Pennsylvania State University, University Park, PA, USA

Abstract This study reports bilingual international students’ communicative strategies to preempt and resolve English as a lingua franca (ELF) miscommunication in an English-medium virtual learning program offered by an international university in times of the global pandemic. Drawing upon 18 hours of Zoom recordings and supplementary ethnographic data, this study follows a spatial orientation [Canagarajah, S. 2018a. “The Unit and Focus of Analysis in Lingua Franca English Interactions: In Search of a Method.” International Journal of Bilingual Education and Bilingualism 21 (7): 805–824. doi:10.1080/13670050.2018.1474850] to analyze international students’ polysemiotic meaning-making practices for virtual communicative effectiveness. Key findings highlight the students’ explicitness-raising strategic moves such as indexing and reflexive pointing, repetitive highlighting, visual contrasting mediated by the mouse cursor and screen-based resources while navigating moments of (potential) miscommunication. To remedy and preempt understanding problems, they coordinate and align polysemiotic spatial repertoires across expansive spatiotemporal scales to enhance the clarity of potentially ambiguous referents, communicative topics, and key information. This study advances current understanding of bi/multilinguals’ polysemiotic translingual pragmatic ability for communicative success in lingua franca scenarios, and provides implications that help prepare international higher education for effective virtual communication, teaching, and learning in the post-pandemic digital era.

Key words International higher education; English as a lingua franca; synchronous virtual interactions; spatial repertoire; translingual practice; communicative strategies

Bilingual education in a globalized age: an ecological perspective on two Chosonjuk schools in China

Guihua Zhao, a Faculty of International Studies, Nagoya University of Commerce and Business, Nagoya, Japan

Wendy Li, b Language and Culture Center, Duke Kunshan University, Kunshan, People’s Republic of China

Chih-Hao Chang, a Faculty of International Studies, Nagoya University of Commerce and Business, Nagoya, Japan

Abstract Drawing on ecological perspectives, this study investigates changes in the bilingual education of ethnic Koreans in China in the context of globalization. Focusing on two Chosonjuk (ethnic Korean in China, 중국조선족, 朝鲜族) schools in Northeast China that experienced challenges due to declining enrollment as a result of the increasing popularity of attending Han (ethnic Han Chinese, 汉族) schools, this study discusses the ways in which these two schools repositioned their bilingual programs to leverage the Korean (Chosonmal, 朝鲜语) and Mandarin (Putonghua, 普通话) languages as linguistic capital and the ways in which such repositioning affected the school choices of Chosonjuk families and other student families. Our findings show that these two schools implemented a series of changes, including the provision of individualized instruction to students to meet their specific needs and the enrollment of Han students and international students from South Korea who were interested in learning the Korean or Mandarin languages. These practices increased the attractiveness of the two schools to families with a variety of needs and concurrently created an inclusive educational environment for the students.

Key words Bilingual education programs; ethnic minority education in China; Chosonjuk schools in China; ecological perspective of language practices; educational reforms; ethnographic study

Uncovering monolingual ideologies embedded in South Korean multicultural education

Eun-Young Jang, Graduate School of Education, Seoul National University of Education, Seoul, South Korea

Abstract Despite an increasing number of children from culturally and linguistically diverse backgrounds living in South Korea, their languages have not received sufficient attention in Korean schools and society. This article aims to identify the language ideologies operating in Korea by examining the ways languages are situated in multicultural research and practices. To present the background of the study, the author reviews the demographic complexity of the culturally and linguistically diverse (CLD) populations in terms of language and ethnicity. Then, by examining multicultural research and policies regarding use and education of diverse languages in Korea, the author argues that three interrelated language ideologies (language stratification, double standards in multilingual education, and deficit and remedial paradigms towards multilinguals) underlie Korean multicultural education, supporting monolingualism rather than multilingualism. The article highlights the discrimination and inequity that minoritized students encounter when their languages are not considered cultural capital or a valued part of their identities. Then, the author offers the following suggestions for redesigning multicultural education in Korea: providing institutional support for multilingual teachers, integrating critical multilingualism in teacher education, and implementing translanguaging practices in language classrooms.

Key words South Korea; multicultural education; multilingualism; language ideology; CLD students; linguistic inequity

Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective

Kevin W. H. Tai, Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, Hong Kong

Abstract Prior research on classroom interaction has investigated how the teacher’s feedback turn following students’ responses can be used to transform students’ turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers’ translanguaging practices can play a role in shaping students’ contributions into pedagogical opportunities for introducing academic terminologies in English-Medium-Instruction (EMI) classrooms. Adopting translanguaging as an analytical perspective, this study explores how an EMI history teacher deploys available linguistic and multimodal resources to connect students’ responses with academic concepts and terminologies. The study draws its data from a larger linguistic ethnographic project that took place in an EMI secondary history classroom in Hong Kong. The classroom interaction data is examined using Multimodal Conversation Analysis, and this analysis is further triangulated with video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. This paper argues that the EMI teacher’s translanguaging practices facilitate the process of transforming student contributions into academic terminology and concepts. The process of deploying translanguaging for transforming student contributions highlights translanguaging as an important component of the teacher’s classroom interactional competence for constructing new configurations of language practices and achieving specific pedagogical purposes.

Key words Translanguaging; classroom interactional; competence (CIC); English medium instruction; history

Spelling-sound consistency influences second-language age of acquisition effect: evidence for the arbitrary mapping hypothesis

Jue Wang, a School of Psychology, Beijing Language and Culture University, Beijing, People’s Republic of China;b Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China

Xin Jiang, a School of Psychology, Beijing Language and Culture University, Beijing, People’s Republic of China

Baoguo Chen, b Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China

Abstract The age at which people acquire a word influences word recognition, known as the age of acquisition (AoA) effect. In the first language (L1), AoA effects are widely found in various languages and experimental tasks. Arbitrary Mapping Hypothesis proposes that AoA effects reflect the loss of network plasticity during the learning of mappings between input and output representations. It predicts that the AoA effect appears (or is larger) when the input-output mapping is arbitrary/inconsistent, relative to consistent input-output mapping. The present study examined how these predictions generalised to the second language (L2). We explored whether the L2 AoA effect was modulated by spelling-sound consistency in Chinese-English bilinguals, adopting a delayed word naming task. The results showed that the mapping consistency modulated the L2 AoA effect on the N170, P200 and N400 components. L2 AoA effect was insignificant in the consistent condition but was significant in the inconsistent condition: late-acquired words elicited larger N170, smaller P200, and larger N400 compared to early-acquired words. These findings suggest that L2 AoA effects occur in the spelling-sound connections, providing direct evidence for the Arbitrary Mapping Hypothesis.

Key words Age of acquisition; second language; spelling-sound consistency; ERP

Code-switching is metaphor, translanguaging is metonymy: a transdisciplinary view of bilingualism and its role in education

Steve Daniel Przymus, Educational Linguistics and Bilingual Special Education, Department of Teaching and Learning Sciences, College of Education, Texas Christian University, Fort Worth, TX, USA

Abstract How we talk about bilingualism has an effect on how others think about bilingual individuals, and in turn, how active bilingual learners/users of English (ABLE) students are assessed and taught in schools. I use a transdisciplinary approach of bridging social semiotics, applied linguistics, psycholinguistics, and cognitive linguistics to explain how code-switching is metaphor, an external perspective of bilingualism as inter-domain linguistic mapping and translanguaging is metonymy, an internal perspective of intra-domain linguistic mapping. By placing translanguaging/metonymy on the syntagmatic axis and code-switching/metaphor on the paradigmatic axis, I demonstrate through example sentences of monolingual and bilingual speech and figures, how accepting the inaccurate metaphor of bilingualism as just code-switching alone, sets in motion countless dichotomies that act to create the bilingualism-as-problem orientation for ABLE students in U.S. schools; most specifically for those at the intersection of bilingualism and disability. A transdisciplinary view of bilingualism includes both an internal perspective (translanguaging, metonymic combination of parts of the whole linguistic repertoire on the syntagmatic axis), plus an external perspective (code-switching, metaphoric alternation of linguistic features from diverse named languages on the paradigmatic axis). I conclude with implications for a more appropriate description of bilingualism and its role in education.

Key words Code-switching; metaphor; metonymy; paradigmatic axis; syntagmatic axis; translanguaging

How do children go through a heteroglossic path to becoming bilingual? Comparison of Korean children’s translanguaging performance in first and third grade classrooms

Chaehyun Lee, Department of Educational Instruction and Leadership, Southeastern Oklahoma State University, Durant, OK, USA

Abstract This qualitative study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language (HL) classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual students engaged in translanguaging practices in support of their meaning- and sense-making processes. Overall, six translanguaging functions were commonly identified by the first and third graders, but different forms of translanguaging are presented in each grade in support of the functions. The comparison findings from constant comparative analyzes display that the older graders employed translanguaging in more varied forms and for more various purposes than the younger graders because they recognized when to use which language by regulating a higher level of their cognitive thinking skills. As a result, the third graders’ translanguaging performance appears to be more strategic and sophisticated than its use by the younger graders. The findings provide pedagogical and methodological implications for educators in bilingual and HL education.

Key words Bilingual students; translanguaging; classroom discourse; heritage language; biliteracy

Toward trans multilingualisms: student attitudes toward and experiences with trans linguacultures in French

Kris Aric Knisely, Department of French and Italian, University of Arizona, Tucson, AZ, USA

Abstract There is increasing recognition of the imperative of gender justice in language education. Despite this momentum, reflected as it is in ongoing calls to resist cisheteronormativity and in a growing body of literature on the benefits of gender-just pedagogies, movement toward a distinctly trans approach to applied linguistics and toward trans multilingualisms remains woefully uneven and often entirely absent. One of many contributing factors is anecdotal speculation about student resistance that has persisted unchecked, particularly given limited data on student experiences with developing trans-inflected multilingualisms. To respond, this study explored the attitudinal stances taken by 59 undergraduates in a fifth-semester French course in the United States toward trans people, knowledges, and linguistic practices using a pre-course/post-course mixed-methods survey design. Results indicated that most students had no prior experience with trans linguacultures in their French-language coursework, contrasting with broad interest and readiness to learn about these topics. Although students varied in their attitudinal stances, results also demonstrated that an overall openness to, interest in, and valuing of developing their own trans multilingualisms was only enhanced by the 16-week course experience, adding to the robust body of evidence urging scholar-educators to work toward increasingly gender-just forms of language education.

Key words Trans; nonbinary; inclusive language; gender-just pedagogies; French; student attitudes

Coming out, heteronormativity, and possibilities of intercultural learning in a Google Hangouts telecollaboration

Yuka Akiyama, a Graduate School of Engineering, The University of Tokyo, Tokyo, Japan

Lourdes Ortega, b Department of Linguistics, Georgetown University, Washington, DC, USA

Abstract This study offers an account of the coming out by Amy, a 20-year-old student of Japanese in Boston who has ‘been out to most’ as a cisgender lesbian woman, to Yoko, a 19-year-old student of English in Tokyo who experiences culture shock with Amy's revelation. The data originated from an exchange on Google Hangouts that was part of a US–Japan telecollaboration project. Our goal is to examine the impact of this coming-out event on the students’ experience of the virtual exchange and on their long-term cross-cultural understandings of LGBTQ+ issues and sexual diversity. We first analyze how Amy and Yoko managed the critical event discursively. We then examine the participants’ retrospections collected at the end of the project and again about 5 years later. We find that the two students co-constructed the coming-out event as one of transforming culture shock into a mutual opportunity for interpersonal bonding and intercultural learning. Nevertheless, they also reproduced stereotypical constructions of the US as a country that is open to sexual diversity and Japan as a country where queer lives are invisible. We call for the inclusion of LGBTQ+ identities and gender and sexuality diversity in language pedagogy and research.

Key words Heteronormativity; LGBTQ+; coming out; intercultural learning; telecollaboration; Japanese

Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom

Ashley R. Moore, a Boston University Wheelock College of Education and Human Development, Boston, MA, USA

James Coda, b University of Tennessee, Knoxville, Knoxville, TN, USA

Julia Donnelly Spiegelman, c University of Massachusetts Boston, Boston, MA, USA

Melisa Cahnmann-Taylor, d University of Georgia, Athens, GA, USA

Abstract Cisgender and heterosexual norms permeate every level of language classrooms, from textbooks to classroom discourse to teachers’ actions, constraining queer/trans learners’ ability to be themselves. Yet queer/trans and non-queer/trans learners alike may challenge cisheteronormativity within the language classroom and create new possibilities. We investigate the possibilities of queer/trans learners’ agency within these normative structures by bringing together three cases from larger separate projects, examining the context and actions of learners in each setting as they attempt to queer their classrooms to make them habitable. Drawing from Ahmed’s queer phenomenology, we analyze the devices that orient students to classroom cisheteronormativity, actions that students and their accomplices may take to breach these norms, and the reactions to and potential of such breaches within the L2 classroom context. We find that orienting devices, including curricular representation, language use, and grading practices, convey implicit and explicit messaging that can limit expressions of gender and sexuality. Yet queer breaches, when not subject to straightening, can lead to new classroom possibilities for expression, playfulness, and identity validation. We conclude by considering the implications of this analysis for practice.

Key words Cisheteronormativity; queer and trans learners; queer breaches; orientation devices; straightening devices

Queering the norm, norming the queer: remaking Man through linguistic citizenship

Simangele Mashazi, General Linguistics, Stellenbosch University, Stellenbosch, South Africa

Marcelyn Oostendorp, General Linguistics, Stellenbosch University, Stellenbosch, South Africa

Abstract This article centres multilingualism in relation to gender, sexuality, culture, and race, presenting the narrative of one participant, Samson, who self-identifies as a black, queer, man and refers to several linguistic varieties that he has some proficiency in. The narrative emerged from an interview conducted in which Samson discussed his language portrait, a multimodal biographical method. Thematic analysis was used as a starting point in interpreting how Samson discursively constructs language in relation to gender, racial, sexual, and cultural positions. To unpack Samson’s constructions of self and others we bring decolonial feminist theoretical approaches in conversation with linguistic citizenship. We argue that Samson is trying to undo the normative conceptions of a range of identity categories and that he narrates several different discursive and social strategies to develop new subjectivities for himself and to create new relationalities. In his decolonial project of being, he tries to queer the norm and norm the queer. Samson’s story provides us with the possibility of living and languaging outside of colonial structures.

Key words Linguistic citizenship; multilingualism; decolonial feminism; queer

Theorizing checkpoints of desire: multilingualism, sexuality and (in)securitization in Israel/Palestine

Tommaso M. Milani, a Department of Applied Linguistics, The Pennsylvania State University, State College, PA, USA

Erez Levon, b Center for the Study of Language and Society, University of Bern, Bern, Switzerland

Abstract In this article, we explore how people in conflict-affected societies use language to navigate the affective constraints that political conflicts impose. Specifically, we consider the role of multilingualism in enabling sexual and romantic intimacy between Jewish and Palestinian Israelis in Israel/Palestine. Our data are drawn from a close examination of the speech of Fadi Daeem, one of the protagonists in the 2015 documentary Oriented. Building on studies of (in)securitization and everyday bordering, we show how the ongoing armed conflict between Israel and Palestine serves to instantiate a regime of affective checkpoints, a space in which sexual and romantic relations between Jewish Israelis and Palestinians are discursively blocked. We describe how Fadi and his friends use strategic instances of code-switching between Arabic, Hebrew, and English to navigate this ideologically fraught terrain. Our primary goal is to demonstrate how multilingualism can be employed as a resource for managing affect and desire in a conflict-ridden context like Israel/Palestine. In doing so, we further highlight how the intimate domain of romantic desire is inevitably situated within a broader matrix of power and constraint.

Key words (in)securitization; checkpoints; queer; desire; code-switching; Israel/Palestine

Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge

Hanna L. Binks, a Department of Psychology, Aberystwyth University, Aberystwyth, UK

Enlli Môn Thomas, b School of Educational Sciences, Bangor University, Bangor, UK

Abstract Numerous studies suggest that bilinguals demonstrate smaller vocabularies than monolinguals, and that bilinguals’ breadth of vocabulary knowledge – both expressive and receptive – is linked to input frequencies in each language [e.g. Hoff, E., S. Welsh, S. Place, and K. Ribot. 2014. “Properties of Dual Language Input That Shape Bilingual Development and Properties of Environments That Shape Dual Language Input.” In Input and Experience in Bilingual Development, edited by T. Grüter, and J. Paradis, Vol. 13, 119–140. Amserdam: John Benjamins]. However, relatively little is known about the quality of bilinguals’ knowledge of the words they do know (e.g. their understanding of how words relate to each other semantically) and how input frequencies influence that knowledge. Using the Cognitive Abilities Tasks – 4 (CAT-4), this study explored the potential links between three types of input sources – home language exposure, self-reported rates of language use in general, and language use with friends – and bilinguals’ performance on two types of vocabulary tests in both Welsh and English: verbal analogy and verbal categorisation. Results revealed similar performance across-the-board in relation to their knowledge of English vocabulary, regardless of their exposure to and use of Welsh and/or English in general and with friends, but their knowledge of the links between words in Welsh was related to home language exposure and rates of language use. The implications and application of these results in practice are discussed.

Key words Welsh; minority language; bilingual education; vocabulary knowledge; input quantity

A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom

María G. Lang, a Department of Curriculum and Instruction, Baylor University, Waco, TX, USA;b Department of Curriculum and Instruction, University of Illinois, Champaign, IL, USA

Georgia Earnest García, a Department of Curriculum and Instruction, Baylor University, Waco, TX, USA;b Department of Curriculum and Instruction, University of Illinois, Champaign, IL, USA

Abstract This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50–50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic borders when she drew from her personal experiences and knowledge of bilingualism to forbid linguistic discrimination, separated students’ second-language mastery from their conceptual understanding, and facilitated translanguaging (bilingual individuals’ use of integrated linguistic resources). She promoted class border crossings when she intentionally grouped students and told the English-dominant students that they were disrespecting their Spanish-dominant classmates when they refused to speak Spanish. Borders that the teacher could not change were the high status of English at the school and the English-dominant students’ expectation that the Spanish-dominant students would help them with their Spanish but that they did not have to reciprocate. Educational implications included training DL teachers so that they know how to reduce the privileges of the English speakers and how to support translanguaging. A call for more classroom research to address the power dynamics between language-minority and majority students in DL classrooms was made.

Key words Border theory; translanguaging; dual language; emergent bilingual students; Mexican immigrant children

Bilingual program effectiveness: an evaluation of meta-analytic methods and findings

Ke Yu, Department of Education Leadership and Management, Faculty of Education, University of Johannesburg, Johannesburg, South Africa

Abstract Research syntheses that evaluate bilingual program effectiveness have grown exponentially since the 1980s. Contradictory to earlier anti-bilingual findings, these research syntheses, including statistical meta-analyses, have converged on findings supporting L1 teaching. This study examines the methodological soundness of eight statistical meta-analyses to provide methodology validation to this convergence conclusion. It examines the extent to which important methodological assumptions and conditions meta-analysis builds on are adequately considered and addressed. This examination lends some methodological support to the certainty of L1 teaching’s positive impact. However, it also reveals some concerns, particularly regarding the source of primary studies that these meta-analyses include, consideration of primary studies’ heterogeneity and meta-analyses’ reporting gaps. Based on these findings, I recommend updating research about bilingual program effectiveness, giving greater attention to heterogeneity and developing reporting standards for future meta-analyses.

Key words Bilingual program effectiveness; heterogeneity; meta-analyses; reporting standard

The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits

Anatoliy V. Kharkhurin, School of Psychology, HSE University, Moscow, Russia

Valeriya Koncha, School of Psychology, HSE University, Moscow, Russia

Morteza Charkhabi, School of Psychology, HSE University, Moscow, Russia

Abstract This study continued an in-depth investigation of the Plurilingual Creativity paradigm. It examined how Big Five personality traits moderated the relationship between plurilingualism/pluriculturalism and creativity. Data collection included assessments of plurilingual experience (measured by the abridged version of the Multilingual and Multicultural Experience Questionnaire), multicultural experience and desire (measured by the Multicultural Experience Questionnaire), intercultural competence (measured by Integrative Intercultural Competence Survey), and divergent thinking (measured by Unusual Uses test). A series of regression analyses using moderation models obtained evidence that neuroticism interacted with the plurilingual index (composed of the number of languages spoken by participants and their overall language proficiency), contributing to flexibility in divergent thinking. Extraversion interacted with the intercultural competence component, namely the management of intercultural interaction, contributing to fluency, flexibility, and originality in divergent thinking. It also interacted with multicultural experience in contributing to fluency. These findings emphasized the importance of considering personality traits in plurilingual creativity.

Key words Plurilingualism; pluriculturalism; intercultural competence; creativity; divergent thinking; Big Five personality traits; moderation

Exploring attitudes towards French, English, and code-switching in Manitoba (Canada)

Maria Rodrigo-Tamarit, Department of Linguistics, University of Manitoba, Winnipeg, Canada

Verónica Loureiro-Rodríguez, Department of Linguistics, University of Manitoba, Winnipeg, Canada

Abstract This study contributes to the understanding of attitudes towards monolingual and code-switched varieties by examining the perceptions of 95 bilinguals towards Manitoban French, Canadian English and code-switching in Manitoba, a Canadian province where French is a minority language with official federal status. By means of a matched-guise test, we explore French-English bilinguals’ social evaluations of the three linguistic varieties and examine how these social evaluations vary according to participant characteristics (i.e. age, gender, mother tongue, origin, and sociocultural identity). In our experiment, participants listened to a speaker using Manitoban French, Canadian English and code-switching and rated each guise on several solidarity and status traits. Results from the cumulative link mixed effects models reveal that French and English are rated similarly for status. Overall, both French and English elicit feelings of attachment, but a preference towards French emerges among participants born in Manitoba. Code-switching is rated lower than the monolingual varieties in most status and solidarity traits, which indicates that our participants implicitly value linguistic purism. However, results also show that participants born in Manitoba and those with French as their mother tongue ascribe covert prestige to code-switching.

Key words Matched-guise test; attitudes; bilingualism; French; code-switching; Canada

Multilingual development through study abroad in multilingual Asian universities: a case study of a Vietnamese international student in Taiwan

Yueh-ching Chang, Institute of Teaching English to Speakers of Other Languages, National Yang Ming Chiao Tung University, Hsinchu, Taiwan

Abstract With the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs’ linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs’ social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism [Kramsch, C. 2009. The Mmultilingual Ssubject. Oxford, NY: Oxford University Press] and the theory of identity and investment (Darvin, R., and B. Norton. 2015. “Identity and a Model of Investment in Applied Linguistics.” Annual Review of Applied Linguistics 35:36–56), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, observation of social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities worked in tandem to shape the participant’s multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world.

Key words Multilingual identity; investment; international students; multilingual universities

Effective bilingual education in Francophone West Africa: constraints and possibilities

Mary-Claire Ball, a Applied Psychology and Human Development, University of Toronto, Toronto, Canada

Jasodhara Bhattacharya, a Applied Psychology and Human Development, University of Toronto, Toronto, Canada;b Department of Leadership, Higher & Adult Education, University of Toronto, Toronto, Canada

Hui Zhao, a Applied Psychology and Human Development, University of Toronto, Toronto, Canada

Hermann Akpé, c Socio-anthropologie, Institut des Sciences Anthropologiques de Développement, Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire;d Réseau Ouest et Centre Africain de Recherche en Education, Abidjan, Côte d’Ivoire

Stephanie Brogno, e Faculty of Education, York University, Toronto, Canada;f Department of Psychology, York University, Toronto, Canada

Kaja K. Jasińska, a Applied Psychology and Human Development, University of Toronto, Toronto, Canada;g Haskins Laboratories, New Haven, CT, USA

Abstract Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual programs in sub-Saharan Africa, with a particular focus on programs in six Francophone West African countries (Niger, Senegal, Mali, Burkina Faso, Côte d’Ivoire, Cameroon). We identified factors critical to high-quality and effective bilingual programs. Implementation factors, such as teacher training and classroom resources, and socio-cultural factors, such as perceptions of local languages in education, constrain and contribute to the quality of bilingual education. These insights may help inform policy-makers and other stakeholders seeking to improve bilingual education programs in Francophone West Africa and other contexts.

Key words Bilingual education; sub-Saharan Africa; West Africa

learning outcomes; literacy

Development of self-regulation of bilingual children and the role of teacher-child interactions

Carolina Melo, a Centro de Investigación e Innovación en Lectura (CIIL), Universidad de los Andes, Santiago, Chile

Robert Pianta, b Center for Advance Study of Teaching and Learning (CASTL), University of Virginia, Charlottesville, VR, USA

Jamie DeCoster, b Center for Advance Study of Teaching and Learning (CASTL), University of Virginia, Charlottesville, VR, USA

Pelusa Orellana, a Centro de Investigación e Innovación en Lectura (CIIL), Universidad de los Andes, Santiago, Chile

Abstract Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentative writing task, the iPad–Take A Stand assessment (iTAS). The iTAS was designed to assess the efficacy of the Word Generation curriculum (WG), which provides supports for discussing and deploying multiple perspectives, during its 2012–2014 randomized controlled trial. iTAS essays produced in that study by 4th–7th-grade ELs and their non-EL peers were coded along two dimensions of SPT, acknowledgment and articulation. Analyses revealed a positive impact of WG irrespective of language status on social perspective acknowledgment, the less sophisticated dimension; in contrast, a ‘bilingual boost' of the curriculum was detected in students' use of social perspective articulation, the more sophisticated dimension. These findings suggest ELs may draw on their SPT skills when constructing written arguments, at least in the presence of WG’s sociocognitive and linguistic supports.

Key words Perspective taking; argumentative writing; English learners; sociocognitive skills; bilingual advantage

Some bilingual couples speak lingua francas: personal pronoun indexicality in the light of positioning theory

Agnieszka Stępkowska, Institute of Linguistics, University of Szczecin, Szczecin, Poland

Abstract The paper focuses on the communication of three bilingual couples, each speaking a different lingua franca (LF). Positioning theory offers a methodological framework to explain language choice in interactive positioning within personal contacts. A comparative view of the couples’ storylines benefits from the differences between them. The analysis herein shows how the speakers are positioned in the subtle interplay of self-positioning and the positioning of the partner. The couples draw on their language resources and specific linguistic features which index language ideologies. Reasons for the choice and maintenance of a LF in the couple are informed by attitudinal factors which contribute to the discursive production of interpersonal positions. Findings outline multidimensional perspectives on LF couples by showing how different positions are created and how positioning is connected to the negotiation of a common language. This paper advances the debate on LF communication in intercultural relationships by demonstrating that positioning helps to investigate the ways in which diverse language resources intertwine to create different linguistic constellations and eventually improve our understanding of the performance in a third language.

Key words Bilingual couples; lingua franca; positioning theory; immigrants; intercultural relationships; personal pronouns

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。

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