刊讯｜SSCI 期刊《国际多语主义杂志》2022第1-2期

INTERNATIONAL JOURNAL OF  MULTILINGUALISM

Volume 19, Issue 1-2

INTERNATIONAL JOURNAL OF MULTILINGUALISM(SSCI一区，2021 IF: 2.26）2022年第1期共发文12篇，其中研究性论文10篇，书评2篇。研究论文涉及多语制、多语实践、边缘化、少数族裔、家庭语言、多语教师培训课程等。2022年第2期共发文6篇，其中介绍性论文1篇，研究性论文5篇。主题包括家庭语言政策、教育语言政策、语言意识形态、语言保持等。

第1期目录

ARTICLES

■ Multilingualism and marginalisation: A nigeria diversity approach, by Matthew Onyebuchi Ndiribe, Sopuruchi Christian Aboh, Pages 1-15. 

■ What language in education? Implications for internal minorities and social cohesion in federal Ethiopia, by Yonatan T. Fessha, Pages 16-34.

■ Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway, by Tony Burner, Christian Carlsen, Pages 35-49.

■ Training teachers for multilingual primary schools in Europe: key components of teacher education curricula, by Nina Raud, Olga Orehhova, Pages 50-62.

■ The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period, by Orly Haim, Lily Orland-Barak, Tsafrir Goldberg, Pages 63-84.

■ Ecological perspectives on implementing multilingual pedagogies in adult foreign language classrooms – a comparative case study, by Anuradha Gopalakrishnan, Pages 85-106.

■ English language teaching and bridging in mother tongue-based multilingual education, by Marianne Rachel G. Perfecto, Pages 107-123.

■ The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English, by María Orcasitas-Vicandi, Oihana Leonet, Pages 124-141.

■ Multilingual boost vs. cognitive abilities: testing two theories of multilingual language learning in a primary school context, by Raphael Berthele, Isabelle Udry, Pages 142-161.

■ Including home languages in the classroom: a videographic study on challenges and possibilities of multilingual pedagogy, by Elisabeth Peyer, Malgorzata Barras, Gabriela Lüthi, Pages 162-177.

BOOK REVIEWS

■Multilingual Approaches for Teaching and Learning: From Acknowledging to Capitalizing on Multilingualism in European Mainstream Education, by Vannessa Quintana Sarria, Pages 178-181.

■ Review of urban multilingualism in Europe: bridging the gap between language policies and language practices, by He Zhao, Hebing Xu, Pages 182-186.

第1期摘要

Multilingualism and marginalisation: A Nigeria diversity approach

Matthew Onyebuchi Ndiribe, Department of Linguistics, Igbo and Other Nigerian languages, University of Nigeria, Nsukka, Nigeria

Sopuruchi Christian Aboh, Department of Linguistics, Igbo and Other Nigerian languages, University of Nigeria, Nsukka, Nigeria

Abstract Multilingualism in a multi-cultural setting could be a problem especially where there is a politics of winner takes all. It creates room for marginalisation especially where there is no functional system to check the excesses of the policy implementers. This study examines multilingualism and marginalisation in Nigeria politicisation. The specific objectives are to explore the different manifestations of marginalisation that underlie the concept of Nigeria entity as a result of multilingualism and to propose the danger inherent in allowing Nigeria multilingual diversity be a divisive criterion rather than being a uniting factor thereby mitigating multilingual discontent. Data are drawn from secondary sources such as textbooks, journal articles and theses. The study discovers that multilingualism that is misapplied is the harbinger of marginalisation and other ethnic conflicts in Nigeria. The findings of the paper also reveal that Northern Muslims have some advantages over their non-Muslim brothers because of their proclivity to the Arabic language. The study suggests that Nigeria’s multiple languages should be a blessing and not a curse. This research contributes to knowledge as it adapts Bodomo’s localised trilingualism to propose a model that can salvage Nigeria’s multilingual woes.

Key words Multilingualism, linguistic marginalisation,political marginalisation, politics of exclusion, nepotism, winner takes all

What language in education? Implications for internal minorities and social cohesion in federal Ethiopia

Yonatan T. Fessha, a Faculty of Law, University of the Western Cape, Cape Town, South Africa; b EURAC Research, Bolzano, Italy

Abstract The protection of language rights and linguistic groups is the cornerstone of the constitutional dispensation that Ethiopian has embarked upon almost two decades ago. The constitution declares that all Ethiopian language shall enjoy equal state recognition and allows for regional preference in language use. This article examines the laws and policies that regulate the use of languages in education and investigates their implication for the recognition of cultural diversity, accommodation of internal minorities and the promotion of social cohesion. In many aspects, the article argues, the language in education policy and the practice thereof represent an extension of the constitutional commitment to the equality of all language groups. The country has managed to develop a system that accommodates the demands of the different linguistic groups in areas of education. At the same time, it is problematic that the change in policy towards local languages is not accompanied by an equal appreciation of the role that Amharic continues to play, both as language of the federal government and as a means of national communication.

Key words Language in education, cultural diversity, Ethiopia, internal minorities, social cohension

Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway

Tony Burner, Faculty of Humanities, Sports and Educational Science, Department of Languages and Literature Studies, University of South-Eastern Norway, Drammen/Borre, Norway

Christian Carlsen, Faculty of Humanities, Sports and Educational Science, Department of Languages and Literature Studies, University of South-Eastern Norway, Drammen/Borre, Norway

Abstract Research shows that having a multilingual background has many advantages. However, several studies indicate that students’ multilingual backgrounds are not used as resources in the classroom. Most classroom studies on multilingualism have been conducted at mainstream schools, and a few in classes for newly arrived students at mainstream schools. This study investigates teachers’ qualifications, perceptions and practices concerning multilingualism at a secondary school in Norway devoted entirely to newly arrived students. Using mixed methods, the findings reveal that teachers possess some basic knowledge of multilingualism, but fail to apply the knowledge in classroom settings. They focus primarily on the development of students’ second language, in this case Norwegian, even in third language classes such as English, indicating that they believe language learning occurs stepwise rather than simultaneously. The study calls for more classroom research on how newly arrived students’ language proficiencies are recognised, assessed, seen as resources and utilised in their education.

Key words Teacher perceptions, multilingual practices, newly arrived students, migrant students, introductory programmes

Training teachers for multilingual primary schools in Europe: key components of teacher education curricula

Nina Raud, Narva College, University of Tartu, Narva, Estonia
Olga Orehhova, Narva College, University of Tartu, Narva, Estonia

Abstract The article examines the content of teacher education curricula provided by universities located in European multilingual border regions of Austria, Germany, Estonia, Italy, Slovakia, and Slovenia with the aim to reveal the key components of primary teacher education curricula for multilingual schools and compare them against the EU guidelines to teacher training for multilingual schools. The curricula under comparative analysis are offered by universities or teacher training centres located in European border regions, which have extensive trilingual working experience with state languages, languages of ethnic minorities and the English language. The findings highlight common areas of pre-service teacher training for multilingual schools in European multilingual areas, thus providing an evidence-based insight into curriculum design for teacher training for multilingual schools. Designing such curricula is topical in view of growing multilingualism and multiculturalism in European education.

Key words Border regions, multilingualism, multilingual education, primary school teacher education, teacher training curriculum

The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period

Orly Haima, a The English Department, Beit-Berl College, Beit-Berl, Israel;b School of Education, Tel-Aviv University, Tel-Aviv, Israel

Lily Orland-Barak, c University of Haifa, Haifa, Israel

Tsafrir Goldberg, c University of Haifa, Haifa, Israel

Abstract This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire in the professional learning process during induction. The study draws on the understanding that teacher learning occurs at the interplay between teachers’ language and cultural background and teachers’ experiences within the sociocultural context of their workplace. Thirty novice bilingual and multilingual EFL teachers teaching in Hebrew- and Arabic-speaking schools were interviewed to obtain information about their sociocultural and plurilingual background, learning processes and practices. Teachers’ instructional materials were used for data triangulation. Inductive content analysis surfaces predominant themes related to teachers’ plurilingual and cultural background as interwoven with cognitive, practical and personal dimensions of their professional role and identity construction. Teachers’ learning processes and practices have been found to be linked to teachers’ perceived sense of linguistic hierarchy, whereby English is granted a primary role, and other languages at the teachers’ disposal, a secondary yet fundamental one, contributing to the agency exercised in teachers’ practices. Given their multiple language learning experiences, multilingual teachers exhibit stances towards teaching reflective of more ‘experienced’ than ‘novice’ teachers, particularly broader representations of language acquisition issues. The findings call for the recognition of EFL teachers’ plurilingual multicompetencies in their practices.

Key words EFL, multilingualis, mmultilingual teachers, novice teachers, teacher learning, native/nonnative English teachers

Ecological perspectives on implementing multilingual pedagogies in adult foreign language classrooms – a comparative case study

Anuradha Gopalakrishnan, Department of Curriculum andInstruction, University of Minnesota, Minneapolis, MN, USA

Abstract

Multilingual pedagogies draw on learners’ prior language knowledge and can offer considerable advantages in learning the target language. Yet language instruction, particularly in foreign language learning contexts, does not often capitalise on the multilingual assets of learners. The goal of this study is to understand what determines the implementation of multilingual pedagogies in two institutes of German as Foreign Language, one in the US and one in India. In this comparative case study, ecological perspectives are adopted to examine what factors impede or foster the use of multilingual pedagogies in adult foreign language instruction in both schools. Data collection methods involved open-ended questionnaires, semi-structured interviews with teachers and an analysis of context-specific documents. Findings revealed that there were encouraging, constraining and contingent factors across both schools. While some factors were common to both schools, and there were other context-specific factors that determined the adoption of multilingual teaching. The results of the study also reflect larger issues such as a gap between theory and practice and a lack of teacher collaboration. The paper concludes with some suggestions on how such issues might be addressed.

Key words Multilingual pedagogies, prior language knowledge, ecology, foreign language learning, adult learners

English language teaching and bridging in mother tongue-based multilingual education

Marianne Rachel G. Perfecto, Department of English, School of Humanities, Ateneo de Manila University, Quezon City, Philippines

Abstract This paper shall describe the bridging strategies used by Grades 3 and 4 English teachers from schools in two regions in the Philippines to help their multilingual students transition from using the mother tongue as medium of instruction in the different subject areas to using English in the English classroom. Data were obtained through interviews, classroom observations and stimulated recall. Findings revealed that the teachers utilised different translanguaging strategies like direct translation, code-switching, metalinguistic comparison-contrast and metalinguistic explanation. These strategies used the various linguistic and semiotic resources of both students and teachers as mediating tools to allow more efficient teaching and learning and more active participation from students in the language learning activities.

Key words Code-switching, mother tongue, multilingualism, bridging, translanguaging

The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English

María Orcasitas-Vicandi, a Department of English, German and Translation and Interpretation, Faculty of Letters, University of the Basque Country, UPV/EHU, Vitoria-Gasteiz, Spain

Oihana Leonet, b Department of Research Methods in Education, University of the Basque Country, UPV/EHU, Donostia-San Sebastian, Spain

Abstract This paper focuses on teaching techniques for language learning as related to student satisfaction on multilingual compulsory education in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages and English is taught as a foreign language. Using a multilingual approach, the paper discusses similarities and differences between the relationships found for the teaching techniques and the satisfaction levels in the three languages (Basque, Spanish and English). The results of the T-test analysis show significant differences between the three languages in the use of teaching techniques and levels of satisfaction. Additionally, the patterns of relationship between the teaching techniques and the language learning satisfaction levels show some weak relationship in the three languages, being learner-centred teaching techniques related to satisfaction levels. Results are explained according to some assumptions in language acquisition, and related to the context of the study. Finally, we discuss some opportunities for language teaching in multilingual contexts with a minority language.

Key words Teaching techniques, language learning satisfaction, multilingual education, minority languages

Multilingual boost vs. cognitive abilities: testing two theories of multilingual language learning in a primary school context

Raphael Berthele, Institut de Plurilinguisme, University of Fribourg/Freiburg, Fribourg/Freiburg, Switzerland

Isabelle Udry, Institut de Plurilinguisme, University of Fribourg/Freiburg, Fribourg/Freiburg, Switzerland

Abstract Theories of multilingual language learning often assume that previous language learning experiences in at least two languages provide advantages for additional language learning. Other research emphasises the importance of general cognitive abilities as predictors of language learning. We test whether a set of predictions based on a multilingual advantage theory or on a cognitive abilities-related theory fit the data better. Whereas many studies in both traditions focus on (young) adults, our study focuses on multilingual language learning in children. We discuss evidence from the primary school context in German-speaking Switzerland. The 115 pupils from 8 different schools were in 7th grade at the first measurement time (T1) and in 8th grade one year later (T2). They are predominantly German-speaking, and they learn first French and then English as foreign languages at school. German and French skills were tested at T1, and English skills one year later at T2. In addition, verbal and visuo-spatial working memory and general intelligence were tested at T1. Two structural equation models are fitted to the data, representing two different theoretical assumptions. Both models are acceptable but adding interdependence of the three languages does not substantially increase the fit to the data.

Key words Multilingualism factor, transfer, multiple foreign language learning, intelligence, memory

Including home languages in the classroom: a videographic study on challenges and possibilities of multilingual pedagogy

Elisabeth Peyer, Institute of Multilingualism, University of Fribourg, Switzerland

Malgorzata Barras, Institute of Multilingualism, University of Fribourg, Switzerland

Gabriela Lüthi, Institute of Multilingualism, University of Fribourg, Switzerland

Abstract This article presents data from a videographic study that aims to explore the possibilities and limits of multilingual teaching approaches currently integrated in the curriculum and foreign language textbooks in German-speaking Switzerland. The focus of this paper is on sequences in which primary school children aged 11–12 deal with typical multilingual activities that refer to home languages. Such activities usually aim to make home languages visible and valued. The corpus of this study consists of 32 videos of 90 min each in which pupils deal with multilingual activities in small groups. The videos were transcribed and analysed using qualitative content analysis. This paper discusses possible challenges and opportunities for including home languages in the classroom. Among the opportunities observed are students being admired for their linguistic knowledge in their home languages or being glad to be referred to as experts for their home languages. At the same time, situations of ‘valorisation against students will’ were observed, i.e. moments in which pupils are uneasy with being referred to as experts of their respective home languages. Furthermore, instances of a superficial inclusion of students’ home languages will be discussed.

Key words Home languages, multilingual pedagogy, foreign language learning, videography, Switzerland

第2期目录

ARTICLES

■ Implications between education and familial policies: an introduction, by Katja F. Cantone, Patrick Wolf-Farré, Pages 187-189.

■ Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California, by Simona Montanari, Eva Fischer, Danielle Aceves, Pages 190-209.

■ Spanish and German as heritage and majority languages in early multilingual acquisition: family language policies and other child-external factors for heritage language competence, by Laia Arnaus Gil, Pages 210-232.

■ ‘So, mein Deutsch ist schlecht … ’: echoes of societal attitudes and education language policies within the family language policies of second- and third-generation German speakers in Newcastle, Australia, by Jaime W. Hunt, Sacha E. Davis, Pages 233-250.

■ Anticipating expectations. Family language policy and its orientation to the school system, by Sandra Ballweg, Pages 251-268.

■ Tell Me: language education representations and family language policies in transnational Bangladeshi low socioeconomic status families living in Italy, by ValeriaTonioli, Pages 269-287.

第2期摘要

Implications between education and familial policies: an introduction

Katja F. Cantone, Universität Duisburg-Essen, German as Second and Foreign Language, Duisburg, Germany

Patrick Wolf-Farré, Universität Duisburg-Essen, German as Second and Foreign Language, Duisburg, Germany

Abstract In recent years, heritage language studies have increasingly been focused on either FLP or the role of educational institutions, but rarely combined both perspectives. This leaves out other elements, such as language ideology, which can be decisive in the maintenance or loss of languages. We suggest a turn towards factors such as the complexity of transnational families, the role of different immigrant generations, and larger societal shifts.

Key words FLP, language maintenance, language ideologies, heritage language, immigrant languages, multilingualism

Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California

Simona Montanari, a Department of Child & Family Studies, California State University, Los Angeles, CA, USA

Eva Fischer, b Department of English, University of Zurich, Zurich, Switzerland

Danielle Aceves, a Department of Child & Family Studies, California State University, Los Angeles, CA, USA

Abstract While educational language policies have been shown to have a stronger influence on school-aged children’s multilingual outcomes than Family Language Policy, California provides an example of how parental motivation and activism can also have a profound impact on educational language policies. This paper has two goals: first, it provides an overview of the legislative changes that affected California’s educational system between the 1970s and the present, which resulted in an overall shift in public opinion and attitudes towards multilingualism and in a transition from promotion-oriented to restriction-oriented to again promotion-oriented educational policies with regards to multilingual education. The second part of the paper exemplifies the agency of Californian families in shaping their children’s education by describing the history of an Italian/English two-way immersion programme born out of parental activism. The paper then presents the results of a preliminary study on parental attitudes within the programme, highlighting parents’ strong appreciation of multilingualism and their renewed enthusiasm for Italian proficiency, bilingualism, and biliteracy in this Southern California’s community.

Key words Educational language policies, FLP, California, dual language education, two-way immersion, parental attitudes

Spanish and German as heritage and majority languages in early multilingual acquisition: family language policies and other child-external factors for heritage language competence

Laia Arnaus Gil, Bergische Universität Wuppertal, Gaußstraße 19 D-42119 Germany

Abstract The successful acquisition of a heritage language (HL) has been the focus of much of the research on early bi-, tri- and multilingualism in the last years, since it is this language which is generally delimited within the family environment and finds less continuity outside this context once the multilingual child starts socialising in the community (language). Our study contributes to this research by analyzing Spanish and German as HL or majority languages (MaL) and the children’s (receptive) linguistic competence from 86 multilingual children recruited in Germany and Spain (mean age 57.5 months). With the aid of a linguistic background questionnaire, Family Language Policies (FLP), presence/absence of HL in the family, institution and community for 50 of these children were examined. Our study shows that, in early multilingual acquisition, Spanish and German are acquired similarly when enjoying community support, on the one hand, or when being acquired as heritage languages, on the one hand. In these early years, the chosen FLP seems to have an impact on HL-competence, yet up to age 5;0. Other factors, such as the presence of the HL in the institution, act as useful pillars for promoting HL-competence, yet its presence in the family becomes decisive.

Key words Heritage language acquisition, family language policies, majority language, minority languages, language development, language dominance

So, mein Deutsch ist schlecht … ’: echoes of societal attitudes and education language policies within the family language policies of second- and third-generation German speakers in Newcastle, Australia

Jaime W. Hunt, a Learning and Teaching, The University of Newcastle, Callaghan, Australia

Sacha E. Davis, b Faculty of Education and Arts, The University of Newcastle, Callaghan, Australia

Abstract Family language policy research often neglects the dynamic nature of FLP over time. Here, we interview second generation members of migrant families for their recollections as heritage language learners and their experiences setting their own FLP towards their children. We use a transdisciplinary oral history/narrative methodology to discern oscillating attitudes concerning language maintenance and acquisition as a function of changing societal and education policy. Participants are from three families originating in waves of German-speaking migrants to Australia between the 1930s and 1970s. We find that FLP only occasionally maps onto the stages of shifting ideology, highlighting individual agency of families in setting their own FLP, although sometimes remnants of bygone ideologies enter the family through marriage. Furthermore, while participants negotiated inconsistent impacts of education policies on the availability of German classes at school, to support their FLP, they utilise forms of language education outside the school system, including travel to the German-speaking ‘homelands’. These case studies underline the individuality of participants’ experiences of FLP, their autonomy, and success in shaping their own language policies. Overall, it is striking how much autonomy and agency individuals and families have, considering the external forces of language education policy and language ideology discourses.

Key words Family language policy, ideology, education policy, German, migration, Australia

Anticipating expectations. Family language policy and its orientation to the school system

Sandra Ballweg, Department for German as a Foreign and Second Language/Multilingualism, Bielefeld University, Bielefeld, Germany

Abstract Family Language Policy never takes place only in private but is embedded in larger discourses in society or rather in several societies to which the multilingual family is linked. One main point of contact of families and discourses on language is the education system. Previous research has shown that bilingual families orient towards teachers for advice on their language policies and tend to adopt the schools’ view on languages. This especially applies to families, in which three or more languages are spoken. In this article, I will present the results from a case study with two highly multilingual families in Germany and the parents’ orientation to the education system. Findings show that in the case of the two families, teachers do not have extensive direct influence. Instead, the main impact that the education system has on the families’ language policy is indirect by conveying and enforcing mainstream language ideologies and supporting high prestige languages such as English and French, while the parents constantly try to anticipate potential expectations by stakeholders in the education system.

Key words family language policy, education policy, language ideologies, social worlds theory, multilingual families

Tell Me: language education representations and family language policies in transnational Bangladeshi low socioeconomic status families living in Italy

Valeria Tonioli, Linguistics and Comparative Cultural Studies, Ca’ Foscari University of Venice, Venezia, Italy

Abstract The aim of the paper is to present the results of a research project called ‘Tell Me’, conducted from October 2018 to March 2020. The project focused on Bengali children living in Venice, Italy, and aimed to describe (1) children’s languages in the home environment and at school; (2) the quality and quantity of input they receive in every language (both at school and at home); and (3) how the family language policy and the Italian language institution policy at schools may influence and impact their language development. The project studied seven children with migration background between the ages of four and six. All these children are suspected of having a communication disorder or a language acquisition disability, since they do not speak Italian fluently as a second language at school or Bengali as their first language at home. According to neuropsychiatrists’ hypothesis, results will show that children are just not exposed sufficiently to quality L1, L2, or L3 input (at home and in different social contexts) and that in many cases these children are learning English as their main language, as it is considered as a status symbol, as well as a resource able to improve their lives.

Key words Family language policies,language education, transnational families, migration, Bangladesh

期刊简介

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

《国际多语主义杂志》(International Journal of multilinguism)旨在促进、介绍和传播多语言习得和多语言学的心理语言学、社会语言学和教育学方面的研究。本刊是跨学科的，旨在超越双语和第二语言习得，通过发展对获得、处理和使用两种以上语言的具体特征的理解。

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

本刊是提供了一个平台，让学者、研究人员和从业人员可以阅读和发表高质量、原创和最先进的论文，阐述理论和实证方面的问题，从而有助于加深我们对多语制的理解。本刊涉及的主题包括但不限于: 早期三语，多语言能力，外语学习在双语教育，多语识字，多语认同，元语言意识在多语言，多语言社区的多语言表述或语言使用。

官网地址：

https://www.tandfonline.com/journals/rmjm20

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