Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina & Jessner 2002), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST perspective on multilingual learning and teaching with a focus on metacognition will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness, comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as a core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as a core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches in order to foster multilingualism. A holistic approach is needed to deal with the ongoing tensions between complexity, dynamics, adaptation and stability. Although it becomes clear that the nature of multilingualism can only be understood in relation to its context, it is nevertheless possible to isolate and define constant factors in an efficient multilingual awareness training as provided by the Five Building Blocks of Holistic Multilingual Education.
{"title":"Metacognition in multilingual learning and teaching","authors":"Ulrike Jessner, Elisabeth Allgäuer-Hackl","doi":"10.1075/aila.22010.jes","DOIUrl":"https://doi.org/10.1075/aila.22010.jes","url":null,"abstract":"\u0000Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina & Jessner 2002), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST perspective on multilingual learning and teaching with a focus on metacognition will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness, comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as a core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as a core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches in order to foster multilingualism. A holistic approach is needed to deal with the ongoing tensions between complexity, dynamics, adaptation and stability. Although it becomes clear that the nature of multilingualism can only be understood in relation to its context, it is nevertheless possible to isolate and define constant factors in an efficient multilingual awareness training as provided by the Five Building Blocks of Holistic Multilingual Education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols, J. Viljoen
Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher diversity at a predominantly English-medium Australian university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity, accountability, diversity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.
{"title":"Multilingualism, translanguaging and transknowledging","authors":"K. Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols, J. Viljoen","doi":"10.1075/aila.22011.heu","DOIUrl":"https://doi.org/10.1075/aila.22011.heu","url":null,"abstract":"\u0000 Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language\u0000 Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of\u0000 South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the\u0000 challenges and opportunities afforded by increasing student and teacher diversity at a predominantly English-medium Australian\u0000 university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This\u0000 technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence\u0000 (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital\u0000 Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity,\u0000 accountability, diversity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual\u0000 pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt\u0000 inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.
尽管几十年来的研究支持学习者的多语资源对他们的语言和学术发展的教学价值，但职前教师经常进入大学，被灌输以单语意识形态为基础的“仅目标语”实践。教师教育面临的挑战是有效地打破关于语言信念的日常观念，并促使人们重新考虑未来的课堂实践。借鉴Douglas Fir Group(2016)的工作，本文探讨了两名学生教师的身份、信仰和价值观，因为他们在一个创新的英德多语教学项目中出现了。该项目涉及德国学生教师为六年级学生开发语言画像项目;学生-教师使用项目数据进行本科作业;英语硕士学生通过视频会议采访年轻学习者，了解他们的语言概况。视频会议为年轻学习者提供了更多的机会来使用他们的多语言资源，并为硕士学生提供了关于身份和投资的作业数据。与DFG的框架(2016)合作，我们研究了大型项目设计的中观和宏观维度的相互作用，以及活动内部和活动之间有时相互矛盾的价值观和身份索引。分析表明，设计选择有时会无意中强化与项目目标不一致的语言意识形态，尽管这些冲突也会让学生和老师产生意想不到的见解。最后，我们对这个基于设计的研究项目的第一次迭代对教师教育中多语教学法的进步的影响进行了个人反思。
{"title":"Plurilingual practice in language teacher education","authors":"D. Potts, Euline Cutrim Schmid","doi":"10.1075/aila.22007.pot","DOIUrl":"https://doi.org/10.1075/aila.22007.pot","url":null,"abstract":"\u0000Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Emerging trends in multilingual learning and teaching","authors":"Larissa Aronin, Susan Coetzee-Van Rooy","doi":"10.1075/aila.00053.aro","DOIUrl":"https://doi.org/10.1075/aila.00053.aro","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_19
Qilong Nie, Yixiang Chen, H. Tao
{"title":"A Novel Trustworthiness Measurement Method for Software System Based on Fuzzy Set","authors":"Qilong Nie, Yixiang Chen, H. Tao","doi":"10.1007/978-981-19-7510-3_19","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_19","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75374763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_10
Kuo Pang, Ning Kang, L. Zou, Mingyu Lu
{"title":"Fuzzy-Classical Linguistic Concept Acquisition Approach Based on Attribute Topology","authors":"Kuo Pang, Ning Kang, L. Zou, Mingyu Lu","doi":"10.1007/978-981-19-7510-3_10","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_10","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73386468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_16
Donghong Liu
{"title":"New Modification to Toulmin Model as an Analytical Framework for Argumentative Essays","authors":"Donghong Liu","doi":"10.1007/978-981-19-7510-3_16","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_16","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88185837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_12
Ning Kang, Kuo Pang, L. Zou, Meiqiao Sun
{"title":"A Transformation Model for Different Granularity Linguistic Concept Formal Context","authors":"Ning Kang, Kuo Pang, L. Zou, Meiqiao Sun","doi":"10.1007/978-981-19-7510-3_12","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_12","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90330652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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