Pub Date : 2023-09-10DOI: 10.1080/19313152.2023.2255777
Sitwe Benson Mkandawire, Stephanie Simmons Zuilkowski, Joseph Mwenya Mwansa, Peter Chomba Manchishi
{"title":"Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia","authors":"Sitwe Benson Mkandawire, Stephanie Simmons Zuilkowski, Joseph Mwenya Mwansa, Peter Chomba Manchishi","doi":"10.1080/19313152.2023.2255777","DOIUrl":"https://doi.org/10.1080/19313152.2023.2255777","url":null,"abstract":"","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1080/19313152.2023.2218789
Amanda K. Kibler, April S. Salerno, Elena Andrei
{"title":"Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance","authors":"Amanda K. Kibler, April S. Salerno, Elena Andrei","doi":"10.1080/19313152.2023.2218789","DOIUrl":"https://doi.org/10.1080/19313152.2023.2218789","url":null,"abstract":"","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46876522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1080/19313152.2023.2208510
Anshika Bhasin, M. Castro, Diego Román
ABSTRACT This article focuses on translanguaging, which has been posited as a language practice, pedagogical tool, and lens that values individuals’ linguistic resources and deems them valuable. Scholars have postulated that translanguaging is rooted in social justice, as it aims to address social inequities among emergent bilinguals. Yet, do educators address social justice objectives when using translanguaging strategies, or do they merely conceptualize translanguaging as a pedagogical tool in teaching and learning as a means to assimilate and help students succeed within an unjust system rather than changing the system? Using a historical review of the literature and data gathered through an online survey, this study sought to examine: what understanding do educators hold about the connection between translanguaging and social justice? And in what ways, if any, do these understandings align with their teaching practices? The findings from our study show that only a few educators proposed a connection between translanguaging and social justice. Moreover, even those educators who suggested a connection between the two shared little evidence of the enactment of this relationship in their practice. This article discusses these observations in the context of the education of emergent bilingual students and the development of critical awareness among their educators.
{"title":"Translanguaging through the lens of social justice: unpacking educators’ understanding and practices","authors":"Anshika Bhasin, M. Castro, Diego Román","doi":"10.1080/19313152.2023.2208510","DOIUrl":"https://doi.org/10.1080/19313152.2023.2208510","url":null,"abstract":"ABSTRACT This article focuses on translanguaging, which has been posited as a language practice, pedagogical tool, and lens that values individuals’ linguistic resources and deems them valuable. Scholars have postulated that translanguaging is rooted in social justice, as it aims to address social inequities among emergent bilinguals. Yet, do educators address social justice objectives when using translanguaging strategies, or do they merely conceptualize translanguaging as a pedagogical tool in teaching and learning as a means to assimilate and help students succeed within an unjust system rather than changing the system? Using a historical review of the literature and data gathered through an online survey, this study sought to examine: what understanding do educators hold about the connection between translanguaging and social justice? And in what ways, if any, do these understandings align with their teaching practices? The findings from our study show that only a few educators proposed a connection between translanguaging and social justice. Moreover, even those educators who suggested a connection between the two shared little evidence of the enactment of this relationship in their practice. This article discusses these observations in the context of the education of emergent bilingual students and the development of critical awareness among their educators.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"304 - 317"},"PeriodicalIF":2.1,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44998244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/19313152.2023.2212938
Agra Rajapakse
{"title":"The impact of linguistic racism and coloniality on Sri Lankan English studies: the case of Burgher English","authors":"Agra Rajapakse","doi":"10.1080/19313152.2023.2212938","DOIUrl":"https://doi.org/10.1080/19313152.2023.2212938","url":null,"abstract":"","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46601398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-14DOI: 10.1080/19313152.2023.2209368
Fethi Helal
{"title":"Multilingualism in linguistic landscapes in Tunisia: a critical discourse analysis of language policy activities","authors":"Fethi Helal","doi":"10.1080/19313152.2023.2209368","DOIUrl":"https://doi.org/10.1080/19313152.2023.2209368","url":null,"abstract":"","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49210237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/19313152.2023.2208509
Tobias Schroedler, Alice Chik, P. Benson
ABSTRACT This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on the value of language skills, it is suggested that language(s) have different kinds of value in multilingual societies. Sociolinguists often emphasize the value languages have to their speakers and highlight the importance of social justice and equality between languages. Language economists argue that proficiencies in languages other than the dominant language are a form of human capital that can have a range of direct or indirect benefits. In language economics this is captured by the concepts of non-market and market value. Based on the example of the situation of languages in Australia, this paper argues that migration-induced multilingualism deserves more substantial support from both perspectives. Employing a theory-generating approach, this paper argues that multilingualism forms an important addition to Australia’s human capital. For sustainable development, both on economic and social levels, it appears necessary to maintain and support languages in order to enable the country to cater for present and future linguistic needs. These linguistic needs include job market demands, but extend to other aspects of social participation and cohesion.
{"title":"The value of multilingualism for sustainable development: a case study of languages in Australia","authors":"Tobias Schroedler, Alice Chik, P. Benson","doi":"10.1080/19313152.2023.2208509","DOIUrl":"https://doi.org/10.1080/19313152.2023.2208509","url":null,"abstract":"ABSTRACT This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on the value of language skills, it is suggested that language(s) have different kinds of value in multilingual societies. Sociolinguists often emphasize the value languages have to their speakers and highlight the importance of social justice and equality between languages. Language economists argue that proficiencies in languages other than the dominant language are a form of human capital that can have a range of direct or indirect benefits. In language economics this is captured by the concepts of non-market and market value. Based on the example of the situation of languages in Australia, this paper argues that migration-induced multilingualism deserves more substantial support from both perspectives. Employing a theory-generating approach, this paper argues that multilingualism forms an important addition to Australia’s human capital. For sustainable development, both on economic and social levels, it appears necessary to maintain and support languages in order to enable the country to cater for present and future linguistic needs. These linguistic needs include job market demands, but extend to other aspects of social participation and cohesion.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"289 - 303"},"PeriodicalIF":2.1,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1080/19313152.2023.2208508
Jenny Uddling, Anne Reath Warren
ABSTRACT Research indicates that encouraging translanguaging can enhance learning in a range of contexts. However, there are few studies examining translanguaging for learning among newcomers in science education. This case study fills this research gap by examining in what ways a newcomer to the school uses translanguaging practices with his classmate to participate more fully in a linguistically diverse physics classroom, where neither the teacher nor a majority of the students share the same home language. The data comprises transcriptions of video and audio recordings and photographs from nine physics lessons (students aged 14–15 years). Translanguaging practices 1 1 In this study the languages that students use in contexts beyond the classroom are called home languages. Here we draw on Eisenschlas and Schalley (2020) who argue that in reference to languages that “home” is “not the same as “house one lives in” (i.e. the physical space), and should be understood more broadly as referring to a “point of reference from which speakers navigate the world” (p. 34). were identified and analyzed from a sociocultural perspective. Benito, the newcomer, spontaneously used English, Swedish, Spanish and Portuguese and prior knowledge in creative ways in interactions with his classmate during pair work, something that was not possible in whole class instruction. Multilingual peer dialogue, multilingual private speech and the use of multilingual artifacts increased learning opportunities. Moreover, Benito and his classmate Edin engaged in exploratory talk and demonstrated metalinguistic awareness. This study indicates that teachers who actively facilitate the use of students' multiple linguistic resources for sensemaking can contribute to a more egalitarian education and increase opportunities for learning in linguistically diverse classrooms.
{"title":"A newcomer’s spontaneous translanguaging in lower-secondary physics education","authors":"Jenny Uddling, Anne Reath Warren","doi":"10.1080/19313152.2023.2208508","DOIUrl":"https://doi.org/10.1080/19313152.2023.2208508","url":null,"abstract":"ABSTRACT Research indicates that encouraging translanguaging can enhance learning in a range of contexts. However, there are few studies examining translanguaging for learning among newcomers in science education. This case study fills this research gap by examining in what ways a newcomer to the school uses translanguaging practices with his classmate to participate more fully in a linguistically diverse physics classroom, where neither the teacher nor a majority of the students share the same home language. The data comprises transcriptions of video and audio recordings and photographs from nine physics lessons (students aged 14–15 years). Translanguaging practices 1 1 In this study the languages that students use in contexts beyond the classroom are called home languages. Here we draw on Eisenschlas and Schalley (2020) who argue that in reference to languages that “home” is “not the same as “house one lives in” (i.e. the physical space), and should be understood more broadly as referring to a “point of reference from which speakers navigate the world” (p. 34). were identified and analyzed from a sociocultural perspective. Benito, the newcomer, spontaneously used English, Swedish, Spanish and Portuguese and prior knowledge in creative ways in interactions with his classmate during pair work, something that was not possible in whole class instruction. Multilingual peer dialogue, multilingual private speech and the use of multilingual artifacts increased learning opportunities. Moreover, Benito and his classmate Edin engaged in exploratory talk and demonstrated metalinguistic awareness. This study indicates that teachers who actively facilitate the use of students' multiple linguistic resources for sensemaking can contribute to a more egalitarian education and increase opportunities for learning in linguistically diverse classrooms.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"270 - 288"},"PeriodicalIF":2.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47443451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1080/19313152.2023.2209358
X. Tang, Yongyan Zheng
ABSTRACT This study aims to explore how a group of Chinese American families transcend essentialist thinking through negotiating with different ideological orientations toward their heritage language and how these families’ different ideological profiles could influence the home language maintenance. Data were collected through three rounds of semi-structured interviews with six Chinese migrant families in Boston, U.S. Qualitative content analysis was carried out to analyze the complexity of parents’ ideologies. The findings revealed these migrant families’ capability of perceiving their heritage language as a problem, a right, and a resource to cope with real-life problems they encounter in the host country. Moreover, the possible coexistence and contradiction of multiple ideological orientations within each family may be associated with the intergenerational linguistic transmission. The study uncovers the underlying process of language preservation at the micro-level, elicits a more expansive understanding of language ideology as a complex assemblage, and substantiates Ruiz’s tripartite orientations as a practical heuristic for analyzing the interplay of differing beliefs. Crucially, whether to maintain one’s heritage language in migrant families is less of a nostalgia for their home country, but rather more of an ongoing process situated in their agentive attempts for meaning-making as members of their new multilingual society.
{"title":"Unpacking complex language ideologies toward heritage language maintenance: a case of Chinese migrant families in the US","authors":"X. Tang, Yongyan Zheng","doi":"10.1080/19313152.2023.2209358","DOIUrl":"https://doi.org/10.1080/19313152.2023.2209358","url":null,"abstract":"ABSTRACT This study aims to explore how a group of Chinese American families transcend essentialist thinking through negotiating with different ideological orientations toward their heritage language and how these families’ different ideological profiles could influence the home language maintenance. Data were collected through three rounds of semi-structured interviews with six Chinese migrant families in Boston, U.S. Qualitative content analysis was carried out to analyze the complexity of parents’ ideologies. The findings revealed these migrant families’ capability of perceiving their heritage language as a problem, a right, and a resource to cope with real-life problems they encounter in the host country. Moreover, the possible coexistence and contradiction of multiple ideological orientations within each family may be associated with the intergenerational linguistic transmission. The study uncovers the underlying process of language preservation at the micro-level, elicits a more expansive understanding of language ideology as a complex assemblage, and substantiates Ruiz’s tripartite orientations as a practical heuristic for analyzing the interplay of differing beliefs. Crucially, whether to maintain one’s heritage language in migrant families is less of a nostalgia for their home country, but rather more of an ongoing process situated in their agentive attempts for meaning-making as members of their new multilingual society.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"333 - 350"},"PeriodicalIF":2.1,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44558318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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