Pub Date : 2023-10-09DOI: 10.1080/14790718.2023.2266515
Yule Peng, Shifa Chen, Yue Lang
{"title":"Morphological diversity and linguistic cognition <b>Morphological diversity and linguistic cognition</b> , edited by Andrea D. Sims, Adam Ussishkin, Jeff Parker and Samantha Wray, Cambridge/New York, Cambridge University Press, 2022, 355 pp., $125.00 (pbk), ISBN: 9781108479899, (ebook), ISBN: 9781108807951","authors":"Yule Peng, Shifa Chen, Yue Lang","doi":"10.1080/14790718.2023.2266515","DOIUrl":"https://doi.org/10.1080/14790718.2023.2266515","url":null,"abstract":"","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135044593","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 : 2023-10-05DOI: 10.1080/14790718.2023.2265396
Corey Fanglei Huang
ABSTRACTThe global marketisation of higher education has been evidenced by a wide range of discursive phenomena. This article examines how several sets of student service advertisements in a Hong Kong university employ multilingual writing to promote tailored services and experiences to different groups of student ‘consumers’. It draws on approaches from critical discourse studies, multimodality and research on language and the market to unpack and critique the semiotic and discursive mechanisms through which several deliberately designed multilingual texts help the advertisements pursue specific marketing goals. The analyses show that the examined multilingual writing practices (help) promote consumerist and hierarchical ideological approaches to multilingualism and multiculturalism in a higher education institution under the continuing influences of its Western colonial history and a globalised, Asian neoliberal knowledge economy.KEYWORDS: Multilingual writingCritical discourse studiesMultimodalityMarketisationHigher educationHong Kong Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Admittedly, there are many cases of Chinese-English bilingual writing in CEDARS’s publications which are excluded from the focal dataset of the study. These cases are usually brief (bilingual) names of material publishers or activity organizers such as CEDARS. I did not choose to discuss on them as these bilingual texts are simplistic cases that are much more of an authoritative, institutional discourse than of a promotional/marketing discourse which has been selected as the empirical focus of this study.
{"title":"Multilingual writing in a marketised university: a critical multimodal study of student service advertisements","authors":"Corey Fanglei Huang","doi":"10.1080/14790718.2023.2265396","DOIUrl":"https://doi.org/10.1080/14790718.2023.2265396","url":null,"abstract":"ABSTRACTThe global marketisation of higher education has been evidenced by a wide range of discursive phenomena. This article examines how several sets of student service advertisements in a Hong Kong university employ multilingual writing to promote tailored services and experiences to different groups of student ‘consumers’. It draws on approaches from critical discourse studies, multimodality and research on language and the market to unpack and critique the semiotic and discursive mechanisms through which several deliberately designed multilingual texts help the advertisements pursue specific marketing goals. The analyses show that the examined multilingual writing practices (help) promote consumerist and hierarchical ideological approaches to multilingualism and multiculturalism in a higher education institution under the continuing influences of its Western colonial history and a globalised, Asian neoliberal knowledge economy.KEYWORDS: Multilingual writingCritical discourse studiesMultimodalityMarketisationHigher educationHong Kong Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Admittedly, there are many cases of Chinese-English bilingual writing in CEDARS’s publications which are excluded from the focal dataset of the study. These cases are usually brief (bilingual) names of material publishers or activity organizers such as CEDARS. I did not choose to discuss on them as these bilingual texts are simplistic cases that are much more of an authoritative, institutional discourse than of a promotional/marketing discourse which has been selected as the empirical focus of this study.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481409","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 : 2023-10-02DOI: 10.1080/14790718.2023.2261825
Verena Platzgummer, Nadja Thoma
This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions. It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education. Building on this broad literature review as well as on recent socio-political developments, this introduction will identify key avenues for research in this field, and argue for three essential principles: the need of a nuanced understanding of the complex interplay between language policies and language practices within early childhood education; the adoption of a perspective that considers interrelations and interactions between all actors involved (i.e. children, teachers/educators, parents, policymakers, etc.); and the commitment to a critical perspective that asks questions of power, social difference and inequality. Finally, the introduction will present the contributions to the special issue and point out how they approach the identified avenues and principles for research on language policies and practices in early childhood education.
{"title":"Language policies and practices in early childhood education: perspectives across European migration societies. Introduction to the special issue","authors":"Verena Platzgummer, Nadja Thoma","doi":"10.1080/14790718.2023.2261825","DOIUrl":"https://doi.org/10.1080/14790718.2023.2261825","url":null,"abstract":"This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions. It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education. Building on this broad literature review as well as on recent socio-political developments, this introduction will identify key avenues for research in this field, and argue for three essential principles: the need of a nuanced understanding of the complex interplay between language policies and language practices within early childhood education; the adoption of a perspective that considers interrelations and interactions between all actors involved (i.e. children, teachers/educators, parents, policymakers, etc.); and the commitment to a critical perspective that asks questions of power, social difference and inequality. Finally, the introduction will present the contributions to the special issue and point out how they approach the identified avenues and principles for research on language policies and practices in early childhood education.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901161","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 : 2023-09-29DOI: 10.1080/14790718.2023.2256775
Chaoqun Lu, Michelle Mingyue Gu, John Chi-Kin Lee
ABSTRACTThe past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A search of five databases identified 103 publications on translanguging in EMI/CLIL contexts, published from April 2015 to May 2022. Among them, 66 were peer-reviewed journal articles, with research conducted in EMI/CLIL classrooms across various subject disciplines. In-depth analysis identifies five major research foci, including translanguaging practices in pedagogy, translanguaging practices and language ideology, translanguaging practices in teacher-student and/or peer interactions, and the effect of translanguaging practices on language and content learning. The review suggests a need of conducting more empirical research on translangugaing-oriented assessment in EMI/CLIL, the lack of which may lead to unsustainability of the discussions on the issues related to equity, repertoire and creativity in translanguaging pedagogy. Furthermore, more research is needed to explore translanguaging practices in EMI/CLIL with the affordance and constraint of digital practices, considering the increasing integration of digital technologies in learning and teaching. The implications of the findings for methodology, research directions, and pedagogy are discussed.KEYWORDS: TranslanguagingEMICLILmultilingual classrooms Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by General Research Fund (GRF) [grant number 18621622].
{"title":"A systematic review of research on translanguaging in EMI and CLIL classrooms","authors":"Chaoqun Lu, Michelle Mingyue Gu, John Chi-Kin Lee","doi":"10.1080/14790718.2023.2256775","DOIUrl":"https://doi.org/10.1080/14790718.2023.2256775","url":null,"abstract":"ABSTRACTThe past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A search of five databases identified 103 publications on translanguging in EMI/CLIL contexts, published from April 2015 to May 2022. Among them, 66 were peer-reviewed journal articles, with research conducted in EMI/CLIL classrooms across various subject disciplines. In-depth analysis identifies five major research foci, including translanguaging practices in pedagogy, translanguaging practices and language ideology, translanguaging practices in teacher-student and/or peer interactions, and the effect of translanguaging practices on language and content learning. The review suggests a need of conducting more empirical research on translangugaing-oriented assessment in EMI/CLIL, the lack of which may lead to unsustainability of the discussions on the issues related to equity, repertoire and creativity in translanguaging pedagogy. Furthermore, more research is needed to explore translanguaging practices in EMI/CLIL with the affordance and constraint of digital practices, considering the increasing integration of digital technologies in learning and teaching. The implications of the findings for methodology, research directions, and pedagogy are discussed.KEYWORDS: TranslanguagingEMICLILmultilingual classrooms Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by General Research Fund (GRF) [grant number 18621622].","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193544","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 : 2023-09-28DOI: 10.1080/14790718.2023.2262351
Edina Krompák
ABSTRACTThis commentary discusses the theoretical and methodological issues highlighted by the special issue ‘Language Policies and Practices in Early Childhood Education: Perspectives across European Migration Societies’. A systematic review of the seven contributions in this special issue makes evident the concept of agency. Consequently, this commentary introduces agency in language policy and planning with a focus on multilingual early childhood education and care, and discusses how this concept emerged from the theoretical background and its presence in the interpretation of results, as well as how it unfolds in different contexts. This is followed by a reflection on the continuities and discontinuities in the ethnographic approaches employed. To address agency in early childhood education and care in more depth, a model of agency will be introduced. Lastly, future directions for participatory approaches in ethnography and advocacy will be discussed as new avenues for the investigation of language policy and practice.KEYWORDS: Agencyearly childhood education and carelanguage policyethnographic approachadvocacy Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Commentary on the special issue “Language policies and practices in early childhood education: perspectives across European Migration Societies”. Agency in language policies and practices: a response to multilingual early childhood education and care","authors":"Edina Krompák","doi":"10.1080/14790718.2023.2262351","DOIUrl":"https://doi.org/10.1080/14790718.2023.2262351","url":null,"abstract":"ABSTRACTThis commentary discusses the theoretical and methodological issues highlighted by the special issue ‘Language Policies and Practices in Early Childhood Education: Perspectives across European Migration Societies’. A systematic review of the seven contributions in this special issue makes evident the concept of agency. Consequently, this commentary introduces agency in language policy and planning with a focus on multilingual early childhood education and care, and discusses how this concept emerged from the theoretical background and its presence in the interpretation of results, as well as how it unfolds in different contexts. This is followed by a reflection on the continuities and discontinuities in the ethnographic approaches employed. To address agency in early childhood education and care in more depth, a model of agency will be introduced. Lastly, future directions for participatory approaches in ethnography and advocacy will be discussed as new avenues for the investigation of language policy and practice.KEYWORDS: Agencyearly childhood education and carelanguage policyethnographic approachadvocacy Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135343819","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 : 2023-09-28DOI: 10.1080/14790718.2023.2256788
Roha M. Kaipa, Sarah Wendelbo
ABSTRACTThe research on language acquisition and retention has primarily focused on monolinguals and bilinguals, with comparatively few studies including trilinguals. To address this gap, the current study compares the acquisition and retention of a novel morphosyntactic rule in Spanish in twelve monolinguals, twelve bilinguals, and twelve trilinguals. The participants underwent training on the preterite verb tense in Spanish, and their ability to correctly identify the rule was tested after two days of training. The study also investigated the effect of verb type on the acquisition of novel morphosyntactic rules in monolinguals and multilinguals. The results revealed that all participants performed better during the delayed retention phase than the other phases. However, bilingual participants demonstrated significantly better accuracy in identifying newly learned tense forms than their monolingual and trilingual counterparts. The study also revealed that regular past tense forms were easier to learn than irregular past tense forms. Overall, the findings from this study suggest that individuals who speak more than two languages may face challenges in acquiring additional languages.KEYWORDS: Morphosyntaxtrilingualsmultilingualsnovel language Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementThe Institutional Review Board approved the current study at the authors’ university. This study was a part of the second author's master's thesis.
{"title":"Comparative analysis of morphosyntactic rule learning among monolingual, bilingual, and trilingual speakers: a study on Spanish preterite forms","authors":"Roha M. Kaipa, Sarah Wendelbo","doi":"10.1080/14790718.2023.2256788","DOIUrl":"https://doi.org/10.1080/14790718.2023.2256788","url":null,"abstract":"ABSTRACTThe research on language acquisition and retention has primarily focused on monolinguals and bilinguals, with comparatively few studies including trilinguals. To address this gap, the current study compares the acquisition and retention of a novel morphosyntactic rule in Spanish in twelve monolinguals, twelve bilinguals, and twelve trilinguals. The participants underwent training on the preterite verb tense in Spanish, and their ability to correctly identify the rule was tested after two days of training. The study also investigated the effect of verb type on the acquisition of novel morphosyntactic rules in monolinguals and multilinguals. The results revealed that all participants performed better during the delayed retention phase than the other phases. However, bilingual participants demonstrated significantly better accuracy in identifying newly learned tense forms than their monolingual and trilingual counterparts. The study also revealed that regular past tense forms were easier to learn than irregular past tense forms. Overall, the findings from this study suggest that individuals who speak more than two languages may face challenges in acquiring additional languages.KEYWORDS: Morphosyntaxtrilingualsmultilingualsnovel language Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementThe Institutional Review Board approved the current study at the authors’ university. This study was a part of the second author's master's thesis.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385832","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 : 2023-09-25DOI: 10.1080/14790718.2023.2260423
Tae-Sik Kim, Jong-Soo Ahn
ABSTRACTThis study analyses the multilingual linguistic landscapes made up of languages, visual materials, and built environments in Seongsu-dong, where old industrial sites and new commercial places are indiscriminately juxtaposed. This study focuses particularly on (1) how languages are associated with different built environments of new commercial places and old industrial sites, (2) how the local industrial heritage is visually mobilised by new commercial places in ‘the pursuit of visibility’, and (3) how remaining industrial sites are both linguistically and visually marginalised. The languages, built environments, and visual materials, along with the users of the spaces, create contrasting semiotic aggregates. These aggregates expose the hierarchical tension between the commercial and the vernacular landscape in the neighbourhood. The commercial places highlight the local industrial heritage as globally trendy visual components, achieved through well-designed Roman alphabet letters or minimally inscribed Korean letters. This creates a cosmopolitan commercial landscape. In contrast, old industrial sites are filled with banal industrial texts in Korean, resulting in a vernacular landscape. The visual representation of the trendy industrial heritage, the use of Western-originating languages, and their cosmopolitan values combine to form a semiotic aggregate that reveals the underlying aspiration embedded in the town’s nickname, the Brooklyn of Seoul.KEYWORDS: Seoulsemiotic aggregatelinguistic landscapeindustrial heritagevernacular landscapemultilingualism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The origin of the nickname, the Brooklyn of Seoul, as well as the individual responsible for coining it, remains uncertain. However, the comparison to Brooklyn gained prominence as commercial spaces transformed from old warehouses started to appear in Seongsu-dong. This analogy gained traction in various forms of media, social media posts, and marketing materials.The nickname has also been officially used by the local government promoting the urban regeneration as the panel was installed by the local government in the subway station.
{"title":"Celebrating local heritage while marginalizing local language: the multilingual linguistic landscapes of Seongsu-dong in Seoul","authors":"Tae-Sik Kim, Jong-Soo Ahn","doi":"10.1080/14790718.2023.2260423","DOIUrl":"https://doi.org/10.1080/14790718.2023.2260423","url":null,"abstract":"ABSTRACTThis study analyses the multilingual linguistic landscapes made up of languages, visual materials, and built environments in Seongsu-dong, where old industrial sites and new commercial places are indiscriminately juxtaposed. This study focuses particularly on (1) how languages are associated with different built environments of new commercial places and old industrial sites, (2) how the local industrial heritage is visually mobilised by new commercial places in ‘the pursuit of visibility’, and (3) how remaining industrial sites are both linguistically and visually marginalised. The languages, built environments, and visual materials, along with the users of the spaces, create contrasting semiotic aggregates. These aggregates expose the hierarchical tension between the commercial and the vernacular landscape in the neighbourhood. The commercial places highlight the local industrial heritage as globally trendy visual components, achieved through well-designed Roman alphabet letters or minimally inscribed Korean letters. This creates a cosmopolitan commercial landscape. In contrast, old industrial sites are filled with banal industrial texts in Korean, resulting in a vernacular landscape. The visual representation of the trendy industrial heritage, the use of Western-originating languages, and their cosmopolitan values combine to form a semiotic aggregate that reveals the underlying aspiration embedded in the town’s nickname, the Brooklyn of Seoul.KEYWORDS: Seoulsemiotic aggregatelinguistic landscapeindustrial heritagevernacular landscapemultilingualism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The origin of the nickname, the Brooklyn of Seoul, as well as the individual responsible for coining it, remains uncertain. However, the comparison to Brooklyn gained prominence as commercial spaces transformed from old warehouses started to appear in Seongsu-dong. This analogy gained traction in various forms of media, social media posts, and marketing materials.The nickname has also been officially used by the local government promoting the urban regeneration as the panel was installed by the local government in the subway station.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771154","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 : 2023-09-21DOI: 10.1080/14790718.2023.2253266
Evamaria Zettl
ABSTRACTThis study analyses practices regarding home languages in a nursery school from a multilingual district in Germany, and the language policies and discourses that become visible in these. First, the context is outlined of Early Childhood Education and Care for multilingual children in Germany; then, the concepts of practices, discourses and language policies are set into relation with each other. After an outline of the ethnographic research design, data are presented from participant observation and analysed with the help of Grounded Theory. Practices and policies of teachers, children and the researcher in a nursery group are explained that either forbid the home language Turkish or value it in accordance with discourses that consider multilingualism a deficit, respectively an asset. The practices of valuing Turkish have the side effect of co-constructing a ‘Turkish speaking’ identity with a child who is not a speaker of Turkish. The researcher unwittingly participated in this construction of a linguistic identity, which exemplifies the entanglements of research in this field. Both practices and policies of forbidding and valuing home languages generate a dichotomy between ‘German’ as the norm and ‘Turkish’ as different. This paper contributes to understanding how nursery teachers and children deal with multilingual contexts.KEYWORDS: German nurserymultilingual city districtmonolingualisationhome languageslinguistic identities AcknowledgementsI thank the journal’s editors and reviewers for their encouraging words and their insightful comments and my proofreader Jackie Pocklington for his thorough work. I am also grateful to the nursery school under research and its staff for their cordial cooperation.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 This widely and often imprecisely employed term (‘Migrationshintergrund’) is set in inverted commas as it can contribute to marking children labelled as migrant children as ‘different’ from the norm.2 A frame curriculum is a curriculum for all federal states of Germany, whereas more detailed curricula are written by the respective federal states.3 The term nursery school is used here as a translation for the so-called ‘Kitas’ or ‘Kindergärten’ in Germany. Nursery schools have curricula and legal regulations determined by the federal states. Although they are not compulsory, almost all children in Germany attend. Some nursery-school educators have diplomas from professional schools, others from colleges of higher education or, more recently, universities. Nursery schools focus on education and care; in the decades following the PISA 2000 study, language education (i.e. learning German) for immigrant children has received special focus.4 Otheguy et al. (Citation2015, p. 281) define translanguaging as ‘the deployment of a speaker’s full linguistic repertoire’ without distinguishing named languages, such as Turkish and German in this example.5 These issues
摘要本研究分析了德国一个多语区幼儿园的家庭语言实践，以及在这些实践中出现的语言政策和话语。首先，概述了德国多语儿童早期教育和护理的背景;然后，将实践、话语和语言政策的概念相互联系起来。在人种学研究设计大纲之后，从参与者观察中提供数据，并借助扎根理论进行分析。教师、儿童和幼儿园研究人员的做法和政策被解释为，要么禁止母语土耳其语，要么根据将多语视为缺陷的话语来重视它，而多语则分别是一种资产。重视土耳其语的做法有一个副作用，那就是与一个不会说土耳其语的孩子共同构建一个“说土耳其语”的身份。研究者不知不觉地参与了这种语言身份的建构，这体现了这一领域研究的复杂性。禁止和重视母语的做法和政策都产生了“德语”作为规范和“土耳其语”之间的二分法。本文有助于理解幼儿园教师和儿童如何处理多语言环境。关键词:德国托儿所多语城市地区单语家庭语言语言身份致谢我感谢杂志的编辑和审稿人的鼓励和他们富有洞察力的评论，以及我的校对Jackie Pocklington的彻底工作。我也非常感谢所研究的幼儿园及其工作人员的热情合作。披露声明作者未报告潜在的利益冲突。注1这个广泛使用但往往不准确的术语(“migrationshinterground”)用引号括起来，因为它有助于将被标记为流动儿童的儿童与正常情况“不同”框架课程是德国所有联邦州的课程，而更详细的课程由各自的联邦州编写幼儿园这个词在这里是德语中所谓的“Kitas”或“Kindergärten”的翻译。幼儿园的课程和法律法规由联邦各州制定。虽然不是强制性的，但几乎所有的德国孩子都去上学。一些幼儿园教育工作者有专业学校的文凭，另一些则有高等教育学院的文凭，最近则有大学的文凭。幼儿园侧重于教育和照顾;在PISA 2000研究之后的几十年里，移民儿童的语言教育(如学习德语)受到了特别的关注Otheguy等人(Citation2015, p. 281)将翻译定义为“使用说话者的全部语言技能”，而不区分命名语言，如本例中的土耳其语和德语这些问题与这里提供的数据无关，在Zettl (Citation2019, pp. 122-130)中有更详细的阐述在下文中，假设有三个层次的语言政策:微观(现场参与者，儿童群体)，中观(幼儿园和城市地区)和宏观(联邦州或整个德国)。按照Johnson (Citation2016, pp. 13-14)的说法，这些语言政策水平并不被视为静态的或具有单向的自上而下的影响。相反，在每个实践中，可能存在“许多潜在的社会语言学尺度在起作用”(Johnson, Citation2016，第14页)德文原文写着“ein bisschen Deutsch”，可能是“一些德语”的意思，在某种意义上说，是有一些德语能力，但也可能是“一些德语单词”。它也可以被解释为委婉委婉地表达“说德语”的方式由于匿名的原因，这些现场参与者保持匿名;这是与幼儿园商定的进行这项研究的条件之一出于数据保护的原因，本文没有提及涉及的联邦州名。在2010-2011年数据收集时，该州的ECEC课程已经将多语能力视为一种能力和资产在另一个场景中，两位幼儿园老师劳拉和布丽吉特甚至按照不同的政策并肩互动:布丽吉特说(我看不清她在对谁说话):“不要说土耳其语。”说德语”，而劳拉则用“Hosgeldiniz”(2011年5月10日)向来到幼儿园的人打招呼Diehm et al. (Citation2013a)报告称，在幼儿园儿童的标准化语言测试中，也会提出关于儿童家庭语言的类似问题;本文还将该测试应用于所研究的幼儿园。
{"title":"Forbidding and valuing home languages – divergent practices and policies in a German nursery school","authors":"Evamaria Zettl","doi":"10.1080/14790718.2023.2253266","DOIUrl":"https://doi.org/10.1080/14790718.2023.2253266","url":null,"abstract":"ABSTRACTThis study analyses practices regarding home languages in a nursery school from a multilingual district in Germany, and the language policies and discourses that become visible in these. First, the context is outlined of Early Childhood Education and Care for multilingual children in Germany; then, the concepts of practices, discourses and language policies are set into relation with each other. After an outline of the ethnographic research design, data are presented from participant observation and analysed with the help of Grounded Theory. Practices and policies of teachers, children and the researcher in a nursery group are explained that either forbid the home language Turkish or value it in accordance with discourses that consider multilingualism a deficit, respectively an asset. The practices of valuing Turkish have the side effect of co-constructing a ‘Turkish speaking’ identity with a child who is not a speaker of Turkish. The researcher unwittingly participated in this construction of a linguistic identity, which exemplifies the entanglements of research in this field. Both practices and policies of forbidding and valuing home languages generate a dichotomy between ‘German’ as the norm and ‘Turkish’ as different. This paper contributes to understanding how nursery teachers and children deal with multilingual contexts.KEYWORDS: German nurserymultilingual city districtmonolingualisationhome languageslinguistic identities AcknowledgementsI thank the journal’s editors and reviewers for their encouraging words and their insightful comments and my proofreader Jackie Pocklington for his thorough work. I am also grateful to the nursery school under research and its staff for their cordial cooperation.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 This widely and often imprecisely employed term (‘Migrationshintergrund’) is set in inverted commas as it can contribute to marking children labelled as migrant children as ‘different’ from the norm.2 A frame curriculum is a curriculum for all federal states of Germany, whereas more detailed curricula are written by the respective federal states.3 The term nursery school is used here as a translation for the so-called ‘Kitas’ or ‘Kindergärten’ in Germany. Nursery schools have curricula and legal regulations determined by the federal states. Although they are not compulsory, almost all children in Germany attend. Some nursery-school educators have diplomas from professional schools, others from colleges of higher education or, more recently, universities. Nursery schools focus on education and care; in the decades following the PISA 2000 study, language education (i.e. learning German) for immigrant children has received special focus.4 Otheguy et al. (Citation2015, p. 281) define translanguaging as ‘the deployment of a speaker’s full linguistic repertoire’ without distinguishing named languages, such as Turkish and German in this example.5 These issues","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136101906","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 : 2023-09-13DOI: 10.1080/14790718.2023.2256781
Gorka Basterretxea Santiso
Basque is one of the official languages spoken in the Basque Country and although it is usually considered the minoritised language, its situation might be different in rural areas. The presence of Basque and Spanish has been previously reported in urban areas [Cenoz, J., & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism, 3(1), 67–80. https://doi.org/10.1080/14790710608668386], but their presence in rural areas remains unknown. To address this gap, the linguistic landscape (LL) of a rural town (Ondarroa, Bizkaia) is examined. For such a purpose, the signs in the main shopping street of Ondarroa (both top-down and bottom-up signs) are included in the analysis. The results show that contrary to the situation of Basque in urban areas (Cenoz & Gorter, 2006), Basque is the language with the largest presence in the LL of the street in Ondarroa. This is an indicative of the reproduction of the linguistic situation of the town, which subverts the current institutional linguistic policies. This particular LL could be considered as highly bilingual due to the presence of bilingual signs in Basque and Spanish; the presence of Spanish monolingual signs is minimal. The analysis of this LL would indicate that Basque sometimes is the majority language, at least in rural Basque areas.
{"title":"Linguistic landscape in a rural Basque area: a case study in Ondarroa","authors":"Gorka Basterretxea Santiso","doi":"10.1080/14790718.2023.2256781","DOIUrl":"https://doi.org/10.1080/14790718.2023.2256781","url":null,"abstract":"Basque is one of the official languages spoken in the Basque Country and although it is usually considered the minoritised language, its situation might be different in rural areas. The presence of Basque and Spanish has been previously reported in urban areas [Cenoz, J., & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism, 3(1), 67–80. https://doi.org/10.1080/14790710608668386], but their presence in rural areas remains unknown. To address this gap, the linguistic landscape (LL) of a rural town (Ondarroa, Bizkaia) is examined. For such a purpose, the signs in the main shopping street of Ondarroa (both top-down and bottom-up signs) are included in the analysis. The results show that contrary to the situation of Basque in urban areas (Cenoz & Gorter, 2006), Basque is the language with the largest presence in the LL of the street in Ondarroa. This is an indicative of the reproduction of the linguistic situation of the town, which subverts the current institutional linguistic policies. This particular LL could be considered as highly bilingual due to the presence of bilingual signs in Basque and Spanish; the presence of Spanish monolingual signs is minimal. The analysis of this LL would indicate that Basque sometimes is the majority language, at least in rural Basque areas.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734348","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 : 2023-09-07DOI: 10.1080/14790718.2023.2237061
Nadja Thoma, Verena Platzgummer
ABSTRACT Linguistic minority spaces tend to have a long history of language-ideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as ‘German-speaking’, inevitably leading to challenges to the language education policies of these institutions. Drawing on ethnographic research, this paper investigates how teachers in early childhood education and care (ECEC) interpret and position themselves in relation to institutional and practiced language policies in this context. We show that teachers base their interpretations of language policies on a variety of sources, including written and ratified policy texts, the structural organisation of their institution, and their own beliefs and experience. We argue that contradictions embedded in institutional language policies require teachers to professionally navigate the demands placed on them in upholding the monolingualism of their institution, and in educating multilingual children. This paper sheds light on the complexities of (practiced) language policies in multilingual societies characterised by migration, providing insights into the challenges faced by ECEC teachers and highlighting the potential for ethnographic research to inform professional development initiatives.
{"title":"‘It’s a bit contradictory’: teachers’ stances to (practiced) language policies in German-language ECEC in Italy","authors":"Nadja Thoma, Verena Platzgummer","doi":"10.1080/14790718.2023.2237061","DOIUrl":"https://doi.org/10.1080/14790718.2023.2237061","url":null,"abstract":"ABSTRACT Linguistic minority spaces tend to have a long history of language-ideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as ‘German-speaking’, inevitably leading to challenges to the language education policies of these institutions. Drawing on ethnographic research, this paper investigates how teachers in early childhood education and care (ECEC) interpret and position themselves in relation to institutional and practiced language policies in this context. We show that teachers base their interpretations of language policies on a variety of sources, including written and ratified policy texts, the structural organisation of their institution, and their own beliefs and experience. We argue that contradictions embedded in institutional language policies require teachers to professionally navigate the demands placed on them in upholding the monolingualism of their institution, and in educating multilingual children. This paper sheds light on the complexities of (practiced) language policies in multilingual societies characterised by migration, providing insights into the challenges faced by ECEC teachers and highlighting the potential for ethnographic research to inform professional development initiatives.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48076925","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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