Pub Date : 2023-12-13DOI: 10.1080/14790718.2023.2284291
Megan L. Wood, Lydia Gunning, Cecile De Cat
Typically, families from ethnic minority backgrounds and socioeconomic disadvantage are underrepresented in research. Using secondary data from a survey of the language practices of multilingual fa...
{"title":"Achieving representativity in opportunity sampling: the ‘Bradford effect’ in the multilingual families Covid-19 survey","authors":"Megan L. Wood, Lydia Gunning, Cecile De Cat","doi":"10.1080/14790718.2023.2284291","DOIUrl":"https://doi.org/10.1080/14790718.2023.2284291","url":null,"abstract":"Typically, families from ethnic minority backgrounds and socioeconomic disadvantage are underrepresented in research. Using secondary data from a survey of the language practices of multilingual fa...","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138684201","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 : 2023-11-19DOI: 10.1080/14790718.2023.2269979
Yuanyuan Liu, Chenxin Wang, Hui Jin
Previous studies of affordance have not explored in detail how a special type of affordance – institutional affordance – worked in multilingualism. By drawing empirical voices of students, this stu...
{"title":"Learning additional language(s) in collegiate multilingual education programmes: how learners perceive and utilise institutional affordance","authors":"Yuanyuan Liu, Chenxin Wang, Hui Jin","doi":"10.1080/14790718.2023.2269979","DOIUrl":"https://doi.org/10.1080/14790718.2023.2269979","url":null,"abstract":"Previous studies of affordance have not explored in detail how a special type of affordance – institutional affordance – worked in multilingualism. By drawing empirical voices of students, this stu...","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508558","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 : 2023-11-14DOI: 10.1080/14790718.2023.2280682
Fernando Senar, Judit Janés, Àngel Huguet, Josep Ubalde
ABSTRACTThis study investigates the relationship between identification with the local territory, language attitudes and language proficiency in young immigrants in Catalonia, a region in Spain. The aims of the study are to examine how identification with the local territory affects attitudes and proficiency in languages, and whether language attitudes have a mediating effect on these relationships. The study used a sample of 543 students from the three main immigrant groups in Catalonia. Multigroup path analysis was performed. The results showed that identification with the local territory favoured attitudes to, and proficiency in, the language associated with that territory while disadvantaging the other language. However, the effect that identification with the local territory had on the level of language proficiency depended on the mediating effect of language attitudes. These findings help to explain why young immigrants’ acquisition of language proficiency varies, and they highlight the facilitating or attenuating roles in the process of language acquisition of identification with the local territory and language attitudes.KEYWORDS: Identification with the local territorylanguage attitudeslanguage proficiencysecond language acquisitionpath analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Spanish Ministry of Economy and Competitiveness under Grants EDU2017-82479-R & IJCI-2016-28250; and Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia under Grants 2017 SGR 322 and 2020 FI SDUR 00172.
摘要本研究探讨西班牙加泰罗尼亚地区青年移民的地域认同、语言态度和语言能力之间的关系。本研究的目的是研究对当地领土的认同如何影响语言态度和语言熟练程度，以及语言态度是否对这些关系有中介作用。这项研究使用了来自加泰罗尼亚三个主要移民群体的543名学生的样本。进行多组路径分析。结果表明，对当地领土的认同有利于对与该领土有关的语言的态度和熟练程度，而不利于其他语言。然而，地域认同对语言熟练程度的影响取决于语言态度的中介作用。这些发现有助于解释为什么年轻移民的语言能力习得存在差异，并强调了对当地领土的认同和语言态度在语言习得过程中的促进或减弱作用。关键词:地域认同、语言态度、语言熟练程度、第二语言习得路径分析披露声明作者未报告潜在利益冲突。本研究由西班牙经济和竞争力部资助，资助项目为EDU2017-82479-R & IJCI-2016-28250;以及加泰罗尼亚政府大学和研究资助管理机构(AGAUR)，资助金额为2017 SGR 322和2020 FI SDUR 00172。
{"title":"The mosaic of language and identity: territorial identification, linguistic attitudes, and proficiency in young immigrants of Catalonia","authors":"Fernando Senar, Judit Janés, Àngel Huguet, Josep Ubalde","doi":"10.1080/14790718.2023.2280682","DOIUrl":"https://doi.org/10.1080/14790718.2023.2280682","url":null,"abstract":"ABSTRACTThis study investigates the relationship between identification with the local territory, language attitudes and language proficiency in young immigrants in Catalonia, a region in Spain. The aims of the study are to examine how identification with the local territory affects attitudes and proficiency in languages, and whether language attitudes have a mediating effect on these relationships. The study used a sample of 543 students from the three main immigrant groups in Catalonia. Multigroup path analysis was performed. The results showed that identification with the local territory favoured attitudes to, and proficiency in, the language associated with that territory while disadvantaging the other language. However, the effect that identification with the local territory had on the level of language proficiency depended on the mediating effect of language attitudes. These findings help to explain why young immigrants’ acquisition of language proficiency varies, and they highlight the facilitating or attenuating roles in the process of language acquisition of identification with the local territory and language attitudes.KEYWORDS: Identification with the local territorylanguage attitudeslanguage proficiencysecond language acquisitionpath analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Spanish Ministry of Economy and Competitiveness under Grants EDU2017-82479-R & IJCI-2016-28250; and Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia under Grants 2017 SGR 322 and 2020 FI SDUR 00172.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957286","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 : 2023-10-17DOI: 10.1080/14790718.2023.2268124
Llorenç Comajoan-Colomé, Cristina Illamola, Montserrat Sendra, F. Xavier Vila i Moreno
ABSTRACTThis study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do individual and environmental variables contribute to the longitudinal development of language attitudes? The results from a sociolinguistic questionnaire showed that the participants demonstrated positive (for Catalan) and neutral (for Spanish) language attitudes. Regarding their longitudinal development, the findings indicate that the attitudes towards Catalan developed from positive to neutral. These attitudes developed significantly during the transition from primary to secondary and within secondary. Attitudes towards Spanish stayed neutral but significantly decreased over time between primary and secondary education. Results from longitudinal mixed models showed that the variables that accounted the most for attitude differences were environmental, which included the language used in the participant’s social network, at home, and with peers. These results are discussed in relation to the development of language attitudes and the impact of individual and environmental factors.KEYWORDS: Language attitudessocial psychologyCatalan sociolinguisticslongitudinal studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Ministerio de Ciencia e Innovación of the Spanish government. [Grant nos. HUM2006-05860, FFI2016-75416-P and FF12009-09968].
{"title":"The longitudinal development of language attitudes towards Spanish and Catalan during the transition from primary to secondary school","authors":"Llorenç Comajoan-Colomé, Cristina Illamola, Montserrat Sendra, F. Xavier Vila i Moreno","doi":"10.1080/14790718.2023.2268124","DOIUrl":"https://doi.org/10.1080/14790718.2023.2268124","url":null,"abstract":"ABSTRACTThis study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do individual and environmental variables contribute to the longitudinal development of language attitudes? The results from a sociolinguistic questionnaire showed that the participants demonstrated positive (for Catalan) and neutral (for Spanish) language attitudes. Regarding their longitudinal development, the findings indicate that the attitudes towards Catalan developed from positive to neutral. These attitudes developed significantly during the transition from primary to secondary and within secondary. Attitudes towards Spanish stayed neutral but significantly decreased over time between primary and secondary education. Results from longitudinal mixed models showed that the variables that accounted the most for attitude differences were environmental, which included the language used in the participant’s social network, at home, and with peers. These results are discussed in relation to the development of language attitudes and the impact of individual and environmental factors.KEYWORDS: Language attitudessocial psychologyCatalan sociolinguisticslongitudinal studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Ministerio de Ciencia e Innovación of the Spanish government. [Grant nos. HUM2006-05860, FFI2016-75416-P and FF12009-09968].","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136038383","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 : 2023-10-17DOI: 10.1080/14790718.2023.2268120
Rui Yuan, Shuwen Liu, Zhaoxuan Wang
ABSTRACTThis study examines how a teacher educator perceives and enacts translanguaging to humanise teacher education in an online English-medium instruction (EMI) course in China. Drawing on multiple sources of data, including classroom observations and the post-course interview, the findings reveal a set of translanguaging strategies, which helped the teacher educator humanise the students, field of knowledge, as well as himself in the online course. The findings enrich the existing understanding about the intertwined and mutually supportive relationship between translanguaging and humanising pedagogy. In particular, the study shows that when translanguaging is used in an embodied, emergent, and interactive manner, it can create a humanising space to support students’ content learning and whole-person development. The paper concludes with a clarion call for humanising teaching and teacher education through translanguaging in increasingly globalised and multilingual classrooms.KEYWORDS: English-medium instructionhumanising pedagogyonline teachingteacher educationtranslanguaging AcknowledgementThis article is supported by a start-up research grant [SRG2020-00028-FED] of the University of Macau as well as the Education Fund of the Macao SAR Government (Ref no. HSSUMAC-2021-12).Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course","authors":"Rui Yuan, Shuwen Liu, Zhaoxuan Wang","doi":"10.1080/14790718.2023.2268120","DOIUrl":"https://doi.org/10.1080/14790718.2023.2268120","url":null,"abstract":"ABSTRACTThis study examines how a teacher educator perceives and enacts translanguaging to humanise teacher education in an online English-medium instruction (EMI) course in China. Drawing on multiple sources of data, including classroom observations and the post-course interview, the findings reveal a set of translanguaging strategies, which helped the teacher educator humanise the students, field of knowledge, as well as himself in the online course. The findings enrich the existing understanding about the intertwined and mutually supportive relationship between translanguaging and humanising pedagogy. In particular, the study shows that when translanguaging is used in an embodied, emergent, and interactive manner, it can create a humanising space to support students’ content learning and whole-person development. The paper concludes with a clarion call for humanising teaching and teacher education through translanguaging in increasingly globalised and multilingual classrooms.KEYWORDS: English-medium instructionhumanising pedagogyonline teachingteacher educationtranslanguaging AcknowledgementThis article is supported by a start-up research grant [SRG2020-00028-FED] of the University of Macau as well as the Education Fund of the Macao SAR Government (Ref no. HSSUMAC-2021-12).Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992721","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 : 2023-10-10DOI: 10.1080/14790718.2023.2265428
Mir Afzal Tajik, Gulnara Namyssova, Duishon Shamatov, Syed Abdul Manan, Gulnissa Zhunussova, Seth Kwadwo Antwi
Kazakhstan has made remarkable strides forward in internationalisation of its higher education by adopting a trilingual education policy, joining the Bologna Process, cooperation with foreign universities, and academic mobility. As a result, there has been a dramatic increase in the number of English medium instruction (EMI) programmes offered by Kazakhstani universities. However, despite the growing popularity of EMI, there is very little empirical evidence on how EMI is received in Kazakhstan. Using a qualitative research design, this study investigated graduate students’ and instructors’ perceptions and experiences of EMI in three purposefully selected universities in Kazakhstan. The data collected through semi-structured interviews revealed that EMI, in general, is seen as a prestige and high social status, a passport that facilitates entry to universities and job markets around the globe, and a pedagogical tool. However, the data also explored that EMI is a factor that creates inequalities and hardships, causing stress and anxiety in students. There are also concerns over the way the EMI policy is implemented on the ground, indicating a gap between policy aspirations and implementation that can be witnessed in many other countries around the world.
{"title":"Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors","authors":"Mir Afzal Tajik, Gulnara Namyssova, Duishon Shamatov, Syed Abdul Manan, Gulnissa Zhunussova, Seth Kwadwo Antwi","doi":"10.1080/14790718.2023.2265428","DOIUrl":"https://doi.org/10.1080/14790718.2023.2265428","url":null,"abstract":"Kazakhstan has made remarkable strides forward in internationalisation of its higher education by adopting a trilingual education policy, joining the Bologna Process, cooperation with foreign universities, and academic mobility. As a result, there has been a dramatic increase in the number of English medium instruction (EMI) programmes offered by Kazakhstani universities. However, despite the growing popularity of EMI, there is very little empirical evidence on how EMI is received in Kazakhstan. Using a qualitative research design, this study investigated graduate students’ and instructors’ perceptions and experiences of EMI in three purposefully selected universities in Kazakhstan. The data collected through semi-structured interviews revealed that EMI, in general, is seen as a prestige and high social status, a passport that facilitates entry to universities and job markets around the globe, and a pedagogical tool. However, the data also explored that EMI is a factor that creates inequalities and hardships, causing stress and anxiety in students. There are also concerns over the way the EMI policy is implemented on the ground, indicating a gap between policy aspirations and implementation that can be witnessed in many other countries around the world.","PeriodicalId":47188,"journal":{"name":"International Journal of Multilingualism","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294412","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 : 2023-10-09DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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