| 1. |
- Arntzen, Ragnar, et al.
(författare)
-
Multilingualism among children, age 7-12, typological representation and language use pattern in a medium-sized town in Norway
- 2024
-
Ingår i: International Journal of Multilingualism. - : Taylor & Francis Group. - 1479-0718 .- 1747-7530. ; 21:2, s. 628-644
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines multilingual language use in two groups of children, one group at a state school, and one at a private IB school. The IB school has earlier been assumed to reflect an 'elite' multilingualism. Three research questions are posed: to what extent is the children's language use multilingual, what are their typological profiles, and are there any differences between the two groups in the language use patterns. The agency of the speaker is captured by self-reporting questionnaires. We use a method of circles in which the participant fills in the names and domains of the languages in use. The answers are registered according to three main dimensions: family, social interaction and media use. The study is exploratory and descriptive, and the results demonstrate that a large majority of the children at both schools used more than one language. The study is innovative in combining a sociolinguistic approach with language typology. Our results shed light on children's dynamic and flexible language use, using languages from all of the world's language families. We found similarities in the multilingualism of the two groups, and there was little to indicate that the IB pupils could be characterised as having an 'elite' multilingualism.
|
|
| 2. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
-
Meaning-making or heterogeneity in the areas of language and identity? The case of translanguaging and nyanlända (newly-arrived) across time and space
- 2018
-
Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 15:4, s. 383-411
-
Tidskriftsartikel (refereegranskat)abstract
- The study presented here, theoretically framed at the crossroads of sociocultural and decolonial perspectives, draws attention to the sudden proliferation of two specific neologisms in the area of language, education and identity across time and space. It particularly highlights concerns regarding the ways in which these are deployed within scholarship and in schools and teacher education currently in the nation-state of Sweden. The analysis presented in this paper throws critical light on the ways in which the emergence and proliferation of neologisms like translanguaging and nyanlända (newly-arrived) contribute towards (or confounds) issues related to communication and diversity in the educational sector. This is done by juxtaposing the trajectory and deployment of neologisms in relation to social practices across institutional spaces. Such an enterprise is important, given recent calls for flexibility against the backdrop of concerns regarding heterogeneous populations in schools in geopolitical spaces like Sweden. Here expectations regarding both inclusion and learning goals for all students are prioritised agendas. We draw upon data from ethnographical projects at the CCD research group (www.ju.se/ccd) to make our case. This includes naturally occurring interactional data and textual data, for instance, current scholarship, directives from the national bodies in charge of schools and teacher education in Sweden.
|
|
| 3. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
-
Nodal frontlines and multisidedness : Contemporary multilingual scholarship and beyond
- 2021
-
Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 18:2, s. 320-335
-
Tidskriftsartikel (refereegranskat)abstract
- At an overarching level this paper attempts to draw attention to emerging trends in the humanities where alternative ways of doing science reconfigure epistemological traditions and research methodologies, the role of intellectuals and their engagement with current conditions of the world, including ways in which scholars gazes are constituted. Drawing on what we call a Second Wave of Southern Perspectives (SWaSP), that sees the entanglements of two clusters – the first of which comprises contemporary ways of reading anticolonial, postcolonial and decolonial thinkers with offerings of Southern perspectives, and a second where contemporary theories about language and communication that considers their cultural and social dimensions, this paper calls for a mobile global-centric gazing. More specifically this paper actualises ontoepistemological trajectories that feed into the scholarship about multilingualism, looking at its different possible beings and becomings that enable a variety of ways of conceptualising multilingual practices. We do this by first presenting a brief review about recent discussions related to the concept of repertoires in the field of multilingualism and pathways that can move these debates in different directions. After this, we present possible ways to go beyond the sociolinguistics of multilingualism, by considering contemporary challenges in the knowledge production enterprise.
|
|
| 4. |
- Cekaite, Asta, 1972-, et al.
(författare)
-
Staging linguistic identities and negotiating monolingual norms in multhiethnic school settings
- 2008
-
Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 5:3, s. 177-196
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on children's language alternation practices in two primary school settings. More specifically we explore how participants (children and teachers) in episodes of language alternation invoke linguistic and social identities, thereby 'talking into being' language and educational ideologies. The present study is based on multi-sited ethnography in two multiethnic educational settings where classroom activities are primarily in Swedish. Theoretically, it draws on sequential identity-related approaches to language alternation practices (Gafaranga, 2001). As demonstrated, both children and teachers draw on a range of linguistic varieties, and refrained from involving in polylingual practices. In so doing, they were actively engaged in producing and resisting a range of locally valued identities (i.e. monolingual, bilingual, and polylingual student). Simultaneously a monolingual norm was brought into being and, importantly, the children appropriated and exploited the monolingual norms-in being for organising their social relations. Overall the study highlights the links between social and linguistic identities, language choice, and language and educational ideologies. We argue that an understanding of children's polylingual practices in multilingual settings is provided by a close analysis of the local processes of identity work located within the wider sociocultural context (e.g. language and educational ideologies)
|
|
| 5. |
- Cekaite, Asta, 1972-, et al.
(författare)
-
Staging Multilingual identities and negotiating monolingual norms in multiethnic school settings
- 2008
-
Ingår i: International Journal of Multilingualism. - 1479-0718 .- 1747-7530. ; 5:3, s. 177-196
-
Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on children’s language alternation practices in two primary school settings. More specifically we explore how participants (children and teachers) in episodes of language alternation invoke linguistic and social identities, thereby “talking into being” language and educational ideologies. The present study is based on multi-sited ethnography in two multiethnic educational settings where classroom activities are primarily in Swedish. Theoretically, it draws on sequential identity-related approaches to language alternation practices (Gafaranga, 2001). As demonstrated, children both draw on a range of linguistic varieties, and refrained from involving in poly-lingual practices. In so doing, they were actively engaged in producing and resisting a range of locally valued identities (i.e. monolingual, bilingual, poly-lingual student). Simultaneously a monolingual norm was brought into being, and, importantly, the children appropriated and exploited the monolingual norms-in being for organizing their social relations. Overall the study highlights the links between social and linguistic identities, language choice, and language and educational ideologies. We argue that an understanding of children’s poly-lingual practices in multilingual settings is provided by a close analysis of the local processes of identity work located within the wider socio-cultural context (e.g., language and educational ideologies).Key words: language alternation, linguistic and social identity, monolingual norm, multilingual classes, poly-lingual practices, multi-sited ethnography, Membership Categorization Analysis (MCA)
|
|
| 6. |
|
|
| 7. |
- Falk, Ylva, et al.
(författare)
-
L1 and L2 role assignment in L3 learning. Is there a pattern?
- 2019
-
Ingår i: International Journal of Multilingualism. - : Informa UK Limited. - 1479-0718 .- 1747-7530. ; 16:4, s. 411-424
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates lexical transfer in four German learners’ oral production of L3 Swedish. They have already learned English as an L2. The point of departure is Williams and Hammarberg’s [1998. Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics, 19, 295–333] case study in which Swedish was also the L3, but the learner had English as an L1 and German as an L2. Williams and Hammarberg convincingly showed that the background languages played different roles in L3 oral production: L1 English had an instrumental role, while L2 German was assigned a supplier role. The determining factor for the assignment of supplier role was L2 status and of instrumental role common access and established practice. In the present study the model is tested on the same involved languages; but English is the L2 and German the L1. The model would predict that English L2 will be used in both the supplier and the instrumental role. However, the results indicate that this is not the case. Possible explanations are discussed.
|
|
| 8. |
- Fuster, Carles, 1991-, et al.
(författare)
-
Exploring intentionality in lexical transfer
- 2020
-
Ingår i: International Journal of Multilingualism. - : Informa UK Limited. - 1479-0718 .- 1747-7530. ; 17:4, s. 516-534
-
Tidskriftsartikel (refereegranskat)abstract
- Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish between instances of transfer that are truly unintentional and instances that were simply not commented on due to the constraints imposed by the think-aloud protocol. The present study, therefore, conducted a stimulated recall interview in direct succession of the think-aloud protocol in order to categorise also those instances of transfer that were not commented on initially. With data from highly multilingual adult learners of Catalan, the study examines the proportion of unintentional and intentional transfer in relation to (1) different types of transfer, (2) different source languages of transfer and (3) different word classes in transfer. The data indicates that some of these aspects of transfer tend to occur unintentionally, whereas others are more prone to be used intentionally. The theoretical implications of the results, as well as their limitations, are discussed.
|
|
| 9. |
- Fuster, Carles, 1991-
(författare)
-
Lexical transfer as a resource in pedagogical translanguaging
- 2024
-
Ingår i: International Journal of Multilingualism. - : Informa UK Limited. - 1479-0718 .- 1747-7530. ; 21:1, s. 325-345
-
Tidskriftsartikel (refereegranskat)abstract
- ‘Translanguaging’ has become the most popular term in discussions about how to use learners’ languages as resources for target language teaching/learning, but it has also become ambiguous because it is being developed in proposals adopting different perspectives on multilingualism. The first aim of this article is to offer an overview of the two main current proposals of translanguaging together: García and colleagues’ ‘spontaneous translanguaging’ and Cenoz and Gorter’s ‘pedagogical translanguaging’. ‘Spontaneous translanguaging’ argues that languages in the mind are represented as one single system and that the notion of transfer, consequently, must be rejected. This article argues that this view may not be practical because it makes it difficult for teachers to conceptualise what they are doing when raising awareness of similarities between learners’ languages. ‘Pedagogical translanguaging’, by contrast, centres around transfer. Whereas transfer is traditionally seen as unintentional ‘interference’, pedagogical translanguaging considers it a phenomenon that learners can use intentionally and creatively, and which teachers could promote by raising learners’ awareness of similarities between their languages. However, very little is known about how learners use transfer unintentionally versus intentionally. This article discusses key findings and implications from Fuster’s (2022) initial study on intentionality in lexical transfer within pedagogical translanguaging.
|
|
| 10. |
- Henry, Alastair, 1963-
(författare)
-
Examining the impact of L2 English on L3 Selves : A case study
- 2011
-
Ingår i: International Journal of Multilingualism. - : Routledge. - 1479-0718 .- 1747-7530. ; 8:3, s. 235-255
-
Tidskriftsartikel (refereegranskat)abstract
- In this Swedish case study of four upper secondary students engaged in simultaneous L2 (English) and L3 (Spanish, French and Russian) learning, a possible selves approach was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using Interpretive Phenomenological Analysis techniques. In analysing the data Markus and Nurius’ (1986) theory of the working self-concept was used to examine experiences of and cognitive responses to the presence of L2 English in L3 learning situations. The results indicate that for these individuals an L2 English self-concept is an active constituent with a referential function in working self-concepts activated in L3 learning situations. To offset the potentially negative effects of the incursion of L2 English, some of the individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant the powerful referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus.
|
|
