刊讯｜SSCI 期刊《国际多语制期刊》2021年第3期

International Journal of Multilingualism

Volume 18, Issue 3, 2021

International Journal of Multilingualism（SSCI一区，2020 IF：2.714）2021年第3期共发文12篇，其中研究性论文10篇，书评2篇。研究论文涉及多语研究、跨语言研究、社会语言学研究等方面。主题包括跨文化敏感度、本族中心主义、多语学习动机、多文化意识、语言意识形态、语码转换等。

目录

ARTICLES

■ Multilingualism and trait emotional intelligence: an exploratory investigation, by Jean-Marc Dewaele, Pages 337-351.

■ Us and them: intercultural sensitivity of Polish and Georgian adolescent multilinguals, by Ewa Piechurska-Kuciel, Manana Rusieshvili, Pages 352-369.

■ Multicultural awareness and foreign language learning among Chinese college students: a one-year longitudinal investigation, by Haomin (Stanley) Zhang, Liuran Cui, Xing Zhang, Pages 370-383.

■ Chinese university students’ multilingual learning motivation under contextual influences: a multi-case study of Japanese majors, by Zi Wang, Yongyan Zheng, Pages 384-401.

■ Plus qu’une langue: the construction of identity via French as an additional language in Hong Kong, by Lorraine de Beaufort, Pages 402-420.

■ Negotiating language ideologies: pre-service teachers’ perspectives on multilingual practices in mainstream education, by Jonas Yassin Iversen, Pages 421-434.

■ Translanguaging as a pedagogy for equity of language minoritized students, by Tuba Yilmaz, Pages 435-454.

■ Translanguaging mediating reading in a multilingual South African township primary classroom, by Khumbuzile Maseko, Dumisile N. Mkhize, Pages 455-474.

■ Degree of multilingualism, code-switching and intensity of target language contact predict pragma-linguistic awareness in an English as a foreign language context, by Anna Trebits, Pages 475-490.

■ Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives, by Anouk Ticheloven, Elma Blom, Paul Leseman, Sarah McMonagle, Pages 491-514.

BOOK REVIEWS

■ Linguistic legitimacy and social justice, edited by Timothy Reagan, New York, Palgrave Macmillan, 2019, xx + 434 pp., $67.62 (hardback), ISBN 978-3-03010-966-0, by Weiping Wu, Mengting Chen, Pages 515-517.

■ Review of language learning and teaching in a multilingual world, Language learning and teaching in a multilingual world, by Marie-Françoise Narcy-Combes, Jean-Paul Narcy-Combes, Julie McAllister, Malory Leclère and Grégory Miras, Bristol, Multilingual Matters, 2019, 224 pp., £99.95 (hardback), ISBN: 9781788922975, by Yi Guo, Xiaoqun Guo, Pages 518-521.

摘要

Multilingualism and trait emotional intelligence: an exploratory investigation

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

Abstract Recent research suggests that multilingualism, advanced knowledge of several languages and frequent use of them can – to some extent- shape personality traits and psychological dimensions. The present study focuses on the effect of multilingualism on emotional intelligence which has been linked to increased emotional granularity, i.e. a greater store of emotion concepts and an increased ability to know how and when to use them [Feldman-Barrett, L. (2017a). The theory of constructed emotion: An active inference account of interoception and categorization. Social Cognitive and Affective Neuroscience, 12(1), 1–23. doi:10.1093/scan/nsw154; 2017b. How emotions are made. The secret life of the brain. Boston, NY: Houghton Mifflin Harcourt]. Using three databases collected for previous studies to which a total of 1278 participants contributed, the present study explores whether individuals knowing more languages, and knowing them to a higher level scored higher on trait Emotional Intelligence. Statistical analyses revealed that, with one exception, no such relationship existed. Possible reasons for this overall null result is that Trait EI is less susceptible than other personality dimensions to be shaped by social environmental factors such as multilingualism or that the instruments used were too blunt.

Key words: Multilingualism, emotional intelligence, linguistic proficiency

Us and them: intercultural sensitivity of Polish and Georgian adolescent multilinguals

Ewa Piechurska-Kuciel, Institute of Linguistics, University of Opole, Opole, Poland

Manana Rusieshvili, Department of English Philology, Iv. Javakhishvili Tbilisi State University, Tbilisi, Georgia

Abstract The aim of this study is to compare the levels of intercultural sensitivity (IS) in teenage multilinguals coming from two post-communist countries: Poland (N=293) and Georgia (N=240). Aside from quantitative data the Intercultural Sensitivity Scale by Chen & Starosta., the qualitative part of the study focused on exploring quality of contacts with another culture. It was found that Polish students demonstrated significantly lower levels of intercultural sensitivity in spite of their greater foreign language experience. However, Georgian multilinguals demonstrated greater positive affect, both quantitatively (Intercultural Enjoyment as part of the IS assessment) and qualitatively (prevailing positively-valanced memories of significant cultural encounters). In both cohorts L2 (English) prevailed as the only foreign language related to intercultural sensitivity. The findings are discussed against the past and current political and linguistic situation in both countries.

Key words: Intercultural sensitivity, ethnocentrism, cultural encounter

Multicultural awareness and foreign language learning among Chinese college students: a one-year longitudinal investigation

Haomin (Stanley) Zhang, Faculty of Education, East China Normal University, Shanghai, People’s Republic of China; The Foreign Language Teaching and Research Center, School of Foreign Languages, East China Normal University, Shanghai, People’s Republic of China

Liuran Cui, Department of English, East China Normal University, Shanghai, People’s Republic of China

Xing Zhang, Department of English, East China Normal University, Shanghai, People’s Republic of China

Abstract The study explored the longitudinal relationship between multicultural awareness and language development among collegiate English as a foreign language (EFL) students. Sixty-five first-year college students participated in the study. Drawing on the Multicultural Awareness-Knowledge-Skills Survey (MAKSS) [D’Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling & Development, 70(1), 143–150; Perkins, R. M. (2012). The multicultural awareness, knowledge, skills and attitudes of prospective teachers: A quantitative and heuristic phenomenological study (Unpublished doctoral dissertation). University of Missouri, Kansas City] and a series of proficiency measurements (vocabulary, reading and writing abilities), the study found that the participating EFL students generally had positive attitudes toward multicultural differences, however they did not seem to be confident about dealing with multicultural situations in real life. More important, the results showed that multicultural awareness measurements did not contribute to foreign language skills within a short period of time while the contribution was substantial over one academic year. Discussion and implications centred on the uniqueness of language development in the foreign language context and the indirect utilities of multicultural awareness in second or foreign language development.

Key words: Multicultural sensitivity, language and literacy, longitudinal effect, foreign language acquisition

Chinese university students’ multilingual learning motivation under contextual influences: a multi-case study of Japanese majors

Zi Wang, Centre for Applied Linguistics, University of Warwick, Coventry, UK

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

Abstract This study closely examined the motivational language selves of Chinese university students in the process of multilingual learning. Semi-structured interviews were conducted with twelve Japanese specialist majors. The qualitative data revealed the complex interplay between the participants’ language selves and complicated contextual influences. The participants seemed to have strong ideal English self especially in the workplace and relatively weaker ideal Japanese self. They had strong ought-to Japanese self and their ought-to English self was suspended to some extent. Apart from their English and Japanese selves, they also constructed a multilingual self. The cultural, social and pedagogical contexts in which the participants were embedded exerted mixed influences on their self constructions. The findings suggest the neoliberal emphasis on the instrumental value of language and the negative impact of English as a global language on Japanese learning in such social discourse. This article is concluded with some pedagogical implications for language teachers.

Key words: English as a global language, instrumental motivational self multilingual learning, motivation, neoliberal

Plus qu’une langue: the construction of identity via French as an additional language in Hong Kong

Lorraine de Beaufort, Department of English Language Education, Education University of Hong Kong, Tai Po, Hong Kong SAR; Laboratoire ATILF, Université de Lorraine, Nancy, France

Abstract There is a great deal of research literature that treats language learning as a process of identity construction, but relatively few studies have investigated so-called additional languages. This article presents interview and other narrative data from a single language learner studying French as an additional language in Hong Kong. Using the methodological approach of narrative inquiry, it explores the relationship between additional language learning and identity. The data show how additional language learning plays a significant role in identity construction, and the discussion highlights three aspects of this relationship. First, the process of learning is revealed as being one of growing intercultural awareness. This is seen as an identity-related disposition that can be used to deal with certain aspects of the learner’s own cultural environment. Second, the creative appropriation of an additional language is an affordance for identity construction, despite limited levels of conventional proficiency. Third, the significance of particular languages and their associated cultures is constructed in relation to other languages in the language ecology. In addition to illustrating these aspects of language learning in the age of globalisation, the article briefly considers the pedagogical implications of taking an identity-based perspective on language learning.

Key words: Identity, language learning, additional languages, French learning, narrative inquiry

Negotiating language ideologies: pre-service teachers’ perspectives on multilingual practices in mainstream education

Jonas Yassin Iversen, Department of Social and Educational Sciences, Inland Norway University of Applied Sciences, Elverum, Norway

Abstract This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ discussions of multilingual practices in mainstream education drew on Ruiz’s framework of language ideologies and Bakhtin’s concept of heteroglossia. The analysis shows how the PSTs were concerned with the needs of the class, of the teacher and of the multilingual students when multilingual practices were introduced to mainstream classrooms. The PSTs drew on different language ideologies to determine which multilingual practices were legitimate. The results indicate that the PSTs considered multilingual practices to be legitimate if they did not compromise group work nor challenged Norwegian as the language of instruction. However, the results also show a potential to work with PSTs in order to develop awareness of their own heteroglossic language ideologies. This study suggests that teacher educators can use focus groups to achieve this goal.

Key words: Language ideologies, pre-service teachers, multilingual practices, focus groups, heteroglossia

Translanguaging as a pedagogy for equity of language minoritized students

Tuba Yilmaz, School of Teaching and Learning, University of Florida, Gainesville, FL, USA

Abstract For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the ‘purity’ of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi:10.1016/j.pragma.2010.10.006; García, 2014. Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), The global-local interface, language choice and hybridity (pp. 100–118). Bristol, UK: Multilingual Matters). The authenticity and the effectiveness of these practices have recently been questioned, and alternative pedagogical approaches, which view bilingualism as a unitary linguistic system and a resource for content and language learning, have been proposed. Translanguaging is one of these pedagogical approaches that has emerged to counteract the strict separation of language policies in schools and advocates that an effective pedagogy should mirror the fluid languaging practices of bilinguals (Sánchez, García, & Solorza, 2017. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 1–15). This paper aims to explain the development of translanguaging as a teaching method in schools and the intersections between translanguaging as a pedagogical tool and the tenets of critical teaching. First, monoglossic and heteroglossic language ideologies and how they perceive bilingualism are discussed. Next, translanguaging is defined and differentiated from code-switching. Finally, translanguaging is discussed as a transformative pedagogy used to promote equity in the classrooms that include language-minoritized students. Although translanguaging has international relevance, this study draws only from the U.S. context.

Key words: Bilingualism, code-switching, translanguaging, equity, social justice

Translanguaging mediating reading in a multilingual South African township primary classroom

Khumbuzile Maseko, School of Languages in Education, North-West University, Potchefstroom, South Africa

Dumisile N. Mkhize, School of Languages in Education, North-West University, Potchefstroom, South Africa

Abstract Monolingual oriented practices that largely dominated reading instruction in most multilingual African contexts in the twentieth century are increasingly being challenged in this century. Despite this, there remains a dearth of research on the concurrent use of more than one language during reading instruction in these contexts. In this qualitative study, we examined the reading practices of multilingual learners and one teacher in isiZulu and English in a Grade 3 classroom in an urban township primary school in South Africa. We adopted translanguaging as a theoretical lens through which we studied the reading events in the two languages. Data collection included classroom observations, audio recording of lessons, and semi-structured interviews with the teacher and the learners. Findings show that through translanguaging, the teacher and the learners were able to tap into a range of their communicative and linguistic resources and also drew on their social and cultural worlds to make sense of the texts. In addition, we found that despite this, there were constant conflicts and tensions between the teacher’s discourses and actual practices. We conclude by recommending official recognition of multilingual pedagogical practices and multilingual policies that valorise learners' and teachers' multilingual practices.

Key words: Languaging, multilingual reading, sociocultural resources, South Africa, Ubuntu, translanguaging

Degree of multilingualism, code-switching and intensity of target language contact predict pragma-linguistic awareness in an English as a foreign language context

Anna Trebits, Department of English, University of Hildesheim, Hildesheim, Germany

Abstract This paper investigates the relationship between multilingualism, code-switching, target language contact and pragmatic and grammatical awareness in learners of English as a foreign language (EFL). Participants (N = 144) were university students enrolled in English language courses at a German university. The study employed a cross-sectional design with degree of multilingualism, frequency of code-switching and intensity of target language contact as between-subject factors. The linguistic measure of pragmatic and grammatical awareness was a written appropriateness and accuracy judgement test involving three speech acts: apologies, refusals and requests. In addition, participants completed two questionnaires assessing their language background, code-switching behaviour and the intensity of their contact with the English language. Regression analyses revealed that degree of multilingualism was a strong positive predictor of pragmatic awareness in an EFL learning environment. Frequent code-switching appeared to enhance pragmatic awareness in those participants who grew up with two languages, but not those who were monolingual in childhood and became bilingual through education. Moreover, the results demonstrated that intensity of target language contact emerged as the only predictor of both pragmatic and grammatical awareness in this study.

Key words: Multilingualism, early bilingualism, code-switching, pragmatic awareness, grammatical awareness

Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives

Anouk Ticheloven, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands; Institute for Intercultural and International Comparative Education, Hamburg University, Hamburg, Germany

Elma Blom, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands

Paul Leseman, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands

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

Abstract The challenging task of establishing meaningful translanguaging in multilingual classrooms necessitates negotiation between different stakeholders. Such negotiation requires investigation of the contexts and ways in which translanguaging may be implemented as a suitable teaching strategy. The aim of the current study was to elicit practical and pedagogical issues of translanguaging in the classroom via interviews with three different groups of stakeholders: language education researchers, teachers, and multilingual learners. We visited four differently composed multilingual high schools from which concrete examples were recalled in semi-structured interviews on the topic of translanguaging with the selected stakeholders. Adopting an iterative study design, interviewees were presented with daily life examples from the school visits as well as statements from other stakeholder interviews. Their statements and reactions to the statements of others were recorded, qualitatively analysed and categorised. Overall, seven distinct pedagogical challenges concerning a translanguaging pedagogy emerged from the interview analysis: (1) Side effects; (2) Goal formulation; (3) Learning the language of schooling; (4) English and other semiotic resources; (5) Affective functions; (6) Effort; and (7) Confusion. These palpable pedagogic issues may be helpful in understanding how translanguaging in multilingual contexts can be implemented, thus bridging the gap between theory and practice.

Key words: Translanguaging, pedagogy, multilingualism, students, teachers, scholars

期刊简介

The aim of the International Journal of Multilingualism (IJM) is to foster, present and spread research focused on psycholinguistic, sociolinguistic and educational aspects of multilingual acquisition and multilingualism. The journal is interdisciplinary and seeks to go beyond bilingualism and second language acquisition by developing the understanding of the specific characteristics of acquiring, processing and using more than two languages.

《国际多语制期刊》 的目标是促进、展示和传播关于多语言习得和多语言的心理语言学、社会语言学和教育方面的研究。该期刊是跨学科的，研究不限于双语和二语习得，它旨在促进对获取、处理和使用两种以上语言的特定特征的理解。

The International Journal of Multilingualism (IJM) provides a forum wherein academics, researchers and practitioners may read and publish high-quality, original and state-of-the-art papers describing theoretical and empirical aspects that can contribute to advance our understanding of multilingualism. Topics of interest to IJM include, but are not limited to the following: early trilingualism, multilingual competence, foreign language learning within bilingual education, multilingual literacy, multilingual identity, metalinguistic awareness in multilinguals, multilingual representations in the mind or language use in multilingual communities. 

《国际多语制期刊》提供了一个论坛，学者、研究人员和从业者可以在此阅读和发表高质量、原创和最先进的论文，这些论文描述了双语研究的理论和经验方面，它有助于促进我们对多语主义的理解。IJM 感兴趣的主题包括但不限于以下内容：早期三语、多语言能力、双语教育中的外语学习、多语言素养、多语言身份、多语言的元语言意识、多语言社区中的多语言表征或语言使用。

The editors encourage the submission of high quality papers on these areas as well as on other topics relevant to the interest of the International Journal Multilingualism (IJM). Reviews of important, up-to-date, relevant publications and proposals for special issues on relevant topics are also welcome.

编辑鼓励提交有关以上领域的论文以及与本刊相关的其他主题的高质量论文。也欢迎学者对重要、最新、相关的出版物和关于相关主题的特刊进行评论。

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