Pub Date : 2021-08-13DOI: 10.26499/multilingual.v20i1.191
Rissari Yayuk Rissari yayuk
AbstrakMasalah penelitian ini yaitu integritas konversasi bertema kadada angsulan dalam Bahasa Banjar. Tujuan penelitian yaitu mendeskripsikan integritas konversasi bertema Kadada Angsulan dalam Bahasa Banjar. Metode yang digunakan deskriptif kualitatif. Teknik penelitian yaitu observasi, rekam , dan catat. Sumber data yaitu percakapan penjual dan pembeli makanan dan sayuran di Kota Banjarbaru.Langkah kerja penelitian yaitu pengumpulan data, penyuntingan data hasil observasi, rekam dan catat. Berikutnya pemilihan data yang akan dianalisis. Selanjutnya penyajian data. Adapun analisis data menggunakan teori pragmatik.Pengambilan data di lakukan di Bnajarbaru, Provinsi Kalimantan Selatan pada bulan Januari 2021. Hasil penelitian yaitu integritas konversasi bertema kadada angsulan dalam bahasa Banjar ini dapat dilihat dari pelaksanaan maksim kerjasama dan prinsip kesopanan berbahasa yang dilakukan oleh penjual maupun pembeli. Kesimpulannya yaitu integritas konversasi bertema kadada angsulan dalam bahasa Banjar ini salah satu wujud berfungsinya bahasa sebagai media komunikasi yang mampu mengekspresikan segala persoalan melalu ujaran bagi semua peserta tutur.
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Pub Date : 2021-08-13DOI: 10.26499/MULTILINGUAL.V20I1.204
Fathimatuzzahroh Fatma
Kata kongsi merupakan salah satu sinonim dari kata teman. Kata kongsi menjadi objek kajian penelitian bertujuan untuk melihat sejauh mana afiksasi yang dapat dibentuk dari kata kongsi dapat dipakai oleh pengguna Bahasa Indonesia. Data penelitian ini dikumpulkan melalui studi pustaka, yang mana sumber data berasal dari peneliti, koran elektronik serta sosial media. Metode peneltian ini menggunakan metode ekspansi dan subtitusi. Hasil penelitian ini menunjukkan adanya 6 afiks yang dapat melekat pada kata kongsi, tiga bentuk kata ulang pada kata kongsi, dan satu kata majemuk yang terdiri dari unsur kongsi. Tujuan penelitian untuk mengetahui produksi proses morfologik pada kata kongsi, mengingat kata kongsi ialah sinonim dari kata teman, yang mana kata teman dalam penggunaan bahasa lebih sering digunakan dibanding kata kongsi.Kata kunci: Afiks, Reduplikasi, Kata Majemuk, Kata Kongsi, Morfologi.
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Pub Date : 2021-08-13DOI: 10.26499/MULTILINGUAL.V20I1.179
Agus Yulianto
Abstrak Bahasa Banjar sebagai bahasa ibu bagi masyarakat Banjar di Kalimantan Selatan saat ini sedang mengalami pergeseran pemakaian akibat pengaruh globalisasi. Hal itu menyebabkan diperlukannya upaya pemertahanan bahasa Banjar di tengah masyarakat. Oleh sebab itu diperlukan banyak media sebagai sarana pemertahanan Bahasa Banjar melalui pelestarian kearifan lokal dalam tradisi lisan Banjar itu sendiri. Hal itu disebabkan media penyampai tradisi lisan Banjar adalah Bahasa Banjar. Hal itu berarti pelestarian kearifan lokal dalam tradisi lisan Banjar secara tidak langsung merupakan pemertahanan Bahasa Banjar itu sendiri. Oleh sebab itu, penelitian ini didasarkan pada dua tujuan penting, yaitu untuk mengetahui media-media penyampai kearifan lokal tradisi lisan Banjar dan untuk mengetahui tradisi lisan apa saja yang dapat digunakan untuk melestarikan bahasa ibu sebagai bentuk pelestarian kearifan lokal pada masyarakat Banjar yang ada di Kalimantan Selatan. Adapun masalah dalam penelitian ini adalah apa sajakah media-media yang dapat digunakan pemertahanan bahasa ibu melalui tradisi lisan dan jenis tradisi lisan apa saja yang dapat digunakan dalam pelestarian bahasa ibu sebagai wujud pelestarian kearifan lokal yang ada pada masyarakat Banjar di Kalimantan Selatan. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik studi pustaka. Berdasarkan hasil analisis dapat diketahui bahwa media-media yang dapat digunakan adalah: 1) menggunakan televisi sebagai sarana pelestarian tradisi lisan Banjar; 2) membuat lomba-lomba penciptaan sastra tradisi dengan menggunakan bahasa daerah; 3) membuat karya sastra tradisi pada saat pembelajaran mulok di sekolah dengan menggunakan bahasa daerah; 4) Pendokumentasian bahasa Banjar dan tradisi lisannya; 5) melakukan sosialisasi kepada para sastrawan, pelajar, dan budayawan mengenai pentingnya penggunaan bahasa daerah dalam penciptaan karya sastra sebagai bentuk pelestarian bahasa daerah dan kearifan lokal. Adapun tradisi lisan yang masih dapat digunakan untuk pelestarian bahasa daerah dan kearifan lokal adalah tradisi lisan yang masih hidup ditengah masyarakatnya, seperti: pantun, paribasa, dan cerita rakyat. Kata kunci: media, tradisi lisan, kearifan lokal
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Pub Date : 2021-08-13DOI: 10.26499/MULTILINGUAL.V20I1.199
Muhammad Yasif Femi Mifthah
AbstractCultural issues often become learning matters in the Indonesian as a foreign language (BIPA) program. In fact, ASEAN learners also face the learning experience. Hence, the use of folklores is an option to overcome the issue. The famous folklores from the learners’ country were considered on choosing Indonesian folklores as a learning material for BIPA learners. It regards the Gagne schema theory that emphasizes on the learner’s insight as the fundamental of understanding. This study elaborates the use of proper Indonesian folklores in learning BIPA, especially for ASEAN learners. The comparative literature focusing on the Aarne-Thompson motif-index was used to compare Indonesian folklores to target BIPA learners’. The result depicted that some of ASEAN folklores are identical to Indonesian folklores. The Indonesian folklores like ‘Ande-Ande Lumut’ or ‘Bawang Merah dan Putih’, ‘Si Kancil dan Pak Tani’ or ‘Raja Palsu (Petualangan si Kancil)’ have similarities in the Cinderella motif and the trickster motif to Thailand folklores like ‘Kao and the Golden Fish’ and ‘Xiang Miang and The Snail’; Vietnam folklores like ‘The Story of Tam and Cham’ and ‘The Peasant, ‘The Buffalo, and The Tiger’; Filipina folklores like ‘Abadeha’ and ‘Pilandok and the Sumusong-sa-Alongan’; and Malaysia folklores like ‘Bawang Merah dan Putih’ and ‘Kerbau and Buaya’. In brief, the Indonesian folklores having similarities to target learners’ can be considered as a cultural material in learning BIPA, especially for ASEAN learners.Key words: folklores, motif-index, BIPA. AbstrakMeski di ASEAN sekalipun, faktor budaya sering menjadi hambatan dalam pembelajaran BIPA. hal itu dapat dijembatani dengan memanfaatkan cerita rakyat Indonesia yang memiliki kesamaan dengan cerita dari negara asal pemelajar. Mengacu teori skema strategi pembelajaran bahasa asing Gagne, pembelajaran BIPA di ASEAN perlu mempertimbangkan dengan serius faktor budaya dalam pemilihan/penentuan bahan ajar. Kajian ini menawarkan teknik pemilihan cerita rakyat Indonesia yang akan digunakan sebagai bahan ajar BIPA dengan memanfaatkan metode sastra bandingan dan teori kesamaan tipe/indeks motif Aarne dan Thompson. Hasil kajian menunjukkan bahwa cerita rakyat di ASEAN identik dengan tipe/motif Cinderella dan the trickster. Cerita rakyat Indonesia dengan tipe Cinderella seperti; ‘Ande-Ande Lumut’ atau ‘Bawang Merah dan Putih’, dan cerita bertipe the trickster seperti; ‘Si Kancil dan Pak Tani’, atau cerita ‘Raja Palsu’ (Petualangan Si Kancil) dapat dijadikan bahan ajar BIPA di ASEAN karena memiliki kesamaan dengan cerita rakyat Thailand; ‘Kao and the Golden Fish’ dan ‘Xiang Miang and The Snail’, cerita rakyat Vietnam; ‘The Story of Tam and Cham’ dan ‘The Peasant, the Buffalo, and the Tiger’, cerita rakyat Filipina; ‘Abadeha’ dan ‘Pilandok and the Sumusong-sa-Alongan’ dan cerita rakyat Malaysia; ‘Bawang Merah dan Putih’ dan ‘Kerbau dan Buaya’.Kata-kata kunci: Cerita rakyat, tipe, motif, bahan ajar, BIPA
摘要在印尼语作为外语(BIPA)项目中，文化问题经常成为学习问题。事实上，东盟学习者也面临着学习经验。因此，利用民间传说是克服这一问题的一种选择。在选择印尼民间故事作为BIPA学习者的学习材料时，考虑了学习者所在国家的著名民间故事。它将强调学习者洞察力的加涅图式理论视为理解的基础。本研究阐述了适当的印尼民间故事在学习BIPA中的使用，特别是对东盟学习者。本研究以arne- thompson母题指数为中心，运用比较文学的方法，对印尼民间故事进行比较，并以BIPA学习者为研究对象。结果表明，东盟的一些民间传说与印尼的民间传说是相同的。印度尼西亚的民间传说如“Ande-Ande Lumut”或“Bawang Merah dan Putih”，“Si Kancil dan Pak Tani”或“Raja Palsu (Petualangan Si Kancil)”在灰姑娘主题和骗子主题方面与泰国民间传说如“花王与金鱼”和“香香与蜗牛”有相似之处;越南民间故事，如《谭占的故事》、《农民的故事》、《水牛和老虎》;菲律宾的民间传说，如“阿巴德哈”和“皮兰多克和苏苏松-萨-阿隆干”;还有马来西亚的民间传说，如“霸王美拉丹普提”和“Kerbau and Buaya”。总之，与目标学习者有相似之处的印尼民间传说可以作为学习BIPA的文化材料，尤其是东盟学习者。关键词:民间文学;母题指数;BIPA;[摘要][摘要][footnoteref: 1] [footnoteref: 1] [footnoteref: 1] [footnoteref: 1] [footnoteref: 1]。印度尼西亚，印度尼西亚，印度尼西亚，印度尼西亚，印度尼西亚，印度尼西亚，印度尼西亚。Mengacu teori skema strategi pembelajaran印尼语利用赢、pembelajaran BIPA di东盟perlu mempertimbangkan dengan胶faktor budaya dalam pemilihan / penentuan bahan半开。Kajian ini menawarkan teknik pemilihan cerita rakyat Indonesia yang akan digunakan sebagai bahan ajar BIPA dengan menanfaatkan mestra bandingan和dan kesamaan类型/索引motif arne dan Thompson。Hasil kajian menunjukkan bahwa cerita rakyat di ASEAN identik dengan类型/motif灰姑娘和骗子。印尼人民委员会(Cerita rakyat Indonesia)的灰姑娘系列;' Ande-Ande Lumut ' atau ' Bawang Merah dan Putih '，意思是骗子的名字;' Si Kancil dan Pak Tani '， atau cerita ' Raja Palsu ' (Petualangan Si Kancil) dapat dijadikan bahan ajar BIPA di ASEAN karena memiliki kesamaan dengan cerita rakyat Thailand;《花王与金鱼》、《香香与蜗牛》，越南;《Tam和Cham的故事》，《农民、水牛和老虎》，cerita rakyat菲律宾;“Abadeha”丹“Pilandok”和“Sumusong-sa-Alongan”丹马来西亚人民;' Bawang Merah dan Putih ' dan ' Kerbau dan Buaya '。Kata-kata kunci: Cerita rakyat，字体，图案，bahan ajar, BIPA
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Pub Date : 2021-07-27DOI: 10.1080/19313152.2021.1951941
Ahrum Jeon
ABSTRACT This study speaks to the larger question of how mobile upbringing that spans tensions between multiple communities across the globe influences one’s construction of identity and belonging. In this paper, I examine how young adults who have been living in multiple countries in their formative years- most prominently referred to as Third Culture Kids -reflect upon their transnational life trajectories. With a particular focus on their construction of identity and belonging vis-à-vis language, literacy, and culture, I pair the concept of capital (Bourdieu, 1986) with habitus (Appadurai,1996; Bourdieu,1991). My analyses suggest that Third Culture Kids foregrounded multilingual competence and diversity in articulating their mobile upbringing, and they finally chose to live in the US in addition to maintaining transnational ties with Korea in their adulthood. Their sense of belonging to the US was cultivated as a response to feelings of estrangement from Korean society, where they are privileged in terms of social class but feel excluded due to the high cultural esteem for ethnic solidarity among local Koreans. With the growing number of transnational communities that mobilize funds of knowledge from heterogenic resources across the globe, this study highlights the need for educators to incorporate students’ funds of knowledge into language and literacy curriculum.
{"title":"Growing up (un)bounded: globalization, mobility and belonging among Korean third culture kids","authors":"Ahrum Jeon","doi":"10.1080/19313152.2021.1951941","DOIUrl":"https://doi.org/10.1080/19313152.2021.1951941","url":null,"abstract":"ABSTRACT This study speaks to the larger question of how mobile upbringing that spans tensions between multiple communities across the globe influences one’s construction of identity and belonging. In this paper, I examine how young adults who have been living in multiple countries in their formative years- most prominently referred to as Third Culture Kids -reflect upon their transnational life trajectories. With a particular focus on their construction of identity and belonging vis-à-vis language, literacy, and culture, I pair the concept of capital (Bourdieu, 1986) with habitus (Appadurai,1996; Bourdieu,1991). My analyses suggest that Third Culture Kids foregrounded multilingual competence and diversity in articulating their mobile upbringing, and they finally chose to live in the US in addition to maintaining transnational ties with Korea in their adulthood. Their sense of belonging to the US was cultivated as a response to feelings of estrangement from Korean society, where they are privileged in terms of social class but feel excluded due to the high cultural esteem for ethnic solidarity among local Koreans. With the growing number of transnational communities that mobilize funds of knowledge from heterogenic resources across the globe, this study highlights the need for educators to incorporate students’ funds of knowledge into language and literacy curriculum.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"65 - 77"},"PeriodicalIF":2.1,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1951941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915085","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 : 2021-06-03DOI: 10.1080/19313152.2021.1929761
Mahbube Tavakol, Mansoor Tavakoli, S. Ketabi
ABSTRACT Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Their measured English proficiency corresponded to A2 level. They were presented with two similar grammar-based tasks on sessions 11 and 12 with different pairing configurations and an isomorphic version of both tasks on session 13 to be completed individually. Data from pair talks and individual performances were analyzed in three stages to: a) find the major factors distinguishing the quality of interactions, b) compare the quality of L2ers and L3ers’ interactions when they were matched or mixed, and c) examine the learning benefits of the interactions across L2ers and L3ers in terms of transferring knowledge from interactions to their subsequent individual productions. The findings indicated a role for linguistic background in mediating the nature of pair interactions and shaping dyadic relationships by impacting L2ers and L3ers’ perception of each other’s proficiency.
{"title":"The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language","authors":"Mahbube Tavakol, Mansoor Tavakoli, S. Ketabi","doi":"10.1080/19313152.2021.1929761","DOIUrl":"https://doi.org/10.1080/19313152.2021.1929761","url":null,"abstract":"ABSTRACT Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Their measured English proficiency corresponded to A2 level. They were presented with two similar grammar-based tasks on sessions 11 and 12 with different pairing configurations and an isomorphic version of both tasks on session 13 to be completed individually. Data from pair talks and individual performances were analyzed in three stages to: a) find the major factors distinguishing the quality of interactions, b) compare the quality of L2ers and L3ers’ interactions when they were matched or mixed, and c) examine the learning benefits of the interactions across L2ers and L3ers in terms of transferring knowledge from interactions to their subsequent individual productions. The findings indicated a role for linguistic background in mediating the nature of pair interactions and shaping dyadic relationships by impacting L2ers and L3ers’ perception of each other’s proficiency.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"1 - 26"},"PeriodicalIF":2.1,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1929761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41395864","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 : 2021-06-02DOI: 10.1080/19313152.2021.1929762
Juan A. Freire, James A. Gambrell, G. Kasun, L. Dorner, Claudia G. Cervantes-Soon
ABSTRACT A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions.
{"title":"The expropriation of dual language bilingual education: deconstructing neoliberalism, whitestreaming, and English-hegemony","authors":"Juan A. Freire, James A. Gambrell, G. Kasun, L. Dorner, Claudia G. Cervantes-Soon","doi":"10.1080/19313152.2021.1929762","DOIUrl":"https://doi.org/10.1080/19313152.2021.1929762","url":null,"abstract":"ABSTRACT A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"27 - 46"},"PeriodicalIF":2.1,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1929762","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48086863","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 : 2021-05-31DOI: 10.1080/19313152.2021.1928843
Sham Haidar
ABSTRACT English, being used predominantly at the official level, in higher education, and in the job market, is the most sought after language in Pakistan. Access to quality instruction in and for English, however, remains a dream for most of the socio-economically disadvantaged students. This study explores the amount, intensity, and quality of access to English instruction in general school systems in Pakistan through a phenomenological multi-case study perspective. Employing symbolic power and sociolinguistics of globalization as theoretical framework, observations of and interviews with the relevant stakeholders were used as instruments of data collection. The data were analyzed using a constructivist grounded theory approach. The findings suggest that the very education system hinders the students studying at general schools from ever achieving the high-level English skills that could accrue cultural, symbolic or economic capital for them. The general schools inculcate in students a habit to be dependent instead of original thinkers and to resolve with the fate of serving at lower social positions, thereby perpetuating their dominated status. The general schools are thus breeding social inequality and stifling the mobility of the underprivileged students. Language education policymakers and practitioners, therefore, need to reform education systems in order to rectify the inequality perpetuated.
{"title":"Designed for failure: English instruction as a tool for the perpetuation of students’ dependent and dominated status","authors":"Sham Haidar","doi":"10.1080/19313152.2021.1928843","DOIUrl":"https://doi.org/10.1080/19313152.2021.1928843","url":null,"abstract":"ABSTRACT English, being used predominantly at the official level, in higher education, and in the job market, is the most sought after language in Pakistan. Access to quality instruction in and for English, however, remains a dream for most of the socio-economically disadvantaged students. This study explores the amount, intensity, and quality of access to English instruction in general school systems in Pakistan through a phenomenological multi-case study perspective. Employing symbolic power and sociolinguistics of globalization as theoretical framework, observations of and interviews with the relevant stakeholders were used as instruments of data collection. The data were analyzed using a constructivist grounded theory approach. The findings suggest that the very education system hinders the students studying at general schools from ever achieving the high-level English skills that could accrue cultural, symbolic or economic capital for them. The general schools inculcate in students a habit to be dependent instead of original thinkers and to resolve with the fate of serving at lower social positions, thereby perpetuating their dominated status. The general schools are thus breeding social inequality and stifling the mobility of the underprivileged students. Language education policymakers and practitioners, therefore, need to reform education systems in order to rectify the inequality perpetuated.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"363 - 377"},"PeriodicalIF":2.1,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1928843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43794487","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 : 2021-05-27DOI: 10.1080/19313152.2021.1930647
Jungmin Kwon, P. Martínez-Álvarez
ABSTRACT Siblings play crucial roles in each other’s cognitive and language development because they observe, imitate, and receive guidance and support from each other during their interactions. In this research, we examined trilingual siblings (ages 6 and 9) from an immigrant family with a rarely explored cultural background (American-born children of Korean Chinese parents) and their multilingual interactions with a researcher. Employing cultural historical activity theory (CHAT) and Vygotsky’s notion of mediation (Vygotsky, 1978), we particularly focused on the roles that the older multilingual sibling took on during interactions and what mediations of meaning-making took place that created learning opportunities. Our analysis was based on the interaction data between the siblings. Findings revealed that the older sibling played a unique role as a linguistic and cultural mediator, assisting meaning-maintaining processes in multilingual interactions by providing interlingual and intralingual interpretation and transferring linguistic and cultural knowledge. Given the current educational landscape that prioritizes learning English, and the complexities of maintaining three languages for trilingual children, this study adds to the literature highlighting the unique roles multilingual children can play in expanding others’ languages, literacies, and cultures, as well as facilitating multilingual communicative events.
{"title":"A young linguistic and cultural mediator: a case of trilingual siblings’ interaction","authors":"Jungmin Kwon, P. Martínez-Álvarez","doi":"10.1080/19313152.2021.1930647","DOIUrl":"https://doi.org/10.1080/19313152.2021.1930647","url":null,"abstract":"ABSTRACT Siblings play crucial roles in each other’s cognitive and language development because they observe, imitate, and receive guidance and support from each other during their interactions. In this research, we examined trilingual siblings (ages 6 and 9) from an immigrant family with a rarely explored cultural background (American-born children of Korean Chinese parents) and their multilingual interactions with a researcher. Employing cultural historical activity theory (CHAT) and Vygotsky’s notion of mediation (Vygotsky, 1978), we particularly focused on the roles that the older multilingual sibling took on during interactions and what mediations of meaning-making took place that created learning opportunities. Our analysis was based on the interaction data between the siblings. Findings revealed that the older sibling played a unique role as a linguistic and cultural mediator, assisting meaning-maintaining processes in multilingual interactions by providing interlingual and intralingual interpretation and transferring linguistic and cultural knowledge. Given the current educational landscape that prioritizes learning English, and the complexities of maintaining three languages for trilingual children, this study adds to the literature highlighting the unique roles multilingual children can play in expanding others’ languages, literacies, and cultures, as well as facilitating multilingual communicative events.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"47 - 64"},"PeriodicalIF":2.1,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1930647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335793","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 : 2021-04-14DOI: 10.1080/19313152.2021.1911191
Hongzhi Yang, Huijia Shen
ABSTRACT This research investigated Australian community languages school (CLS) teachers’ emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers’ pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers’ varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered.
{"title":"Community languages school teachers’ pedagogical habitus in transition: an Australian perspective","authors":"Hongzhi Yang, Huijia Shen","doi":"10.1080/19313152.2021.1911191","DOIUrl":"https://doi.org/10.1080/19313152.2021.1911191","url":null,"abstract":"ABSTRACT This research investigated Australian community languages school (CLS) teachers’ emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers’ pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers’ varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"346 - 362"},"PeriodicalIF":2.1,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1911191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48127776","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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