Pub Date : 2024-05-27DOI: 10.1177/13670069241252725
Ezequiel M. Durand-López, Juan J. Garrido-Pozú
Aims/Objectives:The present study investigates whether lexical frequency can be increased experimentally, and whether an increase in lexical frequency facilitates L2 morphological processing.Design:English L2 learners of Spanish were randomly assigned to either a treatment or control group. Both groups completed a pre/post lexical decision task containing L2 words with either two or three morphemes, and a pre/post lexical frequency task. In addition, the treatment group completed four sessions in which they read texts containing low frequency words.Data/analysis:Linear mixed models and Bayes factors were used to analyze participants’ performance.Findings/Conclusions:Both groups took significantly longer to process morphologically complex words with three than with two morphemes at pretest. While this pattern was observed also at posttest for the control group, the treatment group took roughly the same to process both types of words following training. Taken together, the findings suggest that an increased exposure to low-frequency L2 words switches learners’ morphological computation strategies from decomposition to whole word processing.Originality:While previous cross-sectional studies have assessed the role of frequency on L2 morphological decomposition, this has not been confirmed by longitudinal data.Significance/Implications:The results support hybrid word recognition models claiming that frequency modulates morphological computation.
{"title":"Experimental increase in lexical frequency improves morphological computation of Spanish","authors":"Ezequiel M. Durand-López, Juan J. Garrido-Pozú","doi":"10.1177/13670069241252725","DOIUrl":"https://doi.org/10.1177/13670069241252725","url":null,"abstract":"Aims/Objectives:The present study investigates whether lexical frequency can be increased experimentally, and whether an increase in lexical frequency facilitates L2 morphological processing.Design:English L2 learners of Spanish were randomly assigned to either a treatment or control group. Both groups completed a pre/post lexical decision task containing L2 words with either two or three morphemes, and a pre/post lexical frequency task. In addition, the treatment group completed four sessions in which they read texts containing low frequency words.Data/analysis:Linear mixed models and Bayes factors were used to analyze participants’ performance.Findings/Conclusions:Both groups took significantly longer to process morphologically complex words with three than with two morphemes at pretest. While this pattern was observed also at posttest for the control group, the treatment group took roughly the same to process both types of words following training. Taken together, the findings suggest that an increased exposure to low-frequency L2 words switches learners’ morphological computation strategies from decomposition to whole word processing.Originality:While previous cross-sectional studies have assessed the role of frequency on L2 morphological decomposition, this has not been confirmed by longitudinal data.Significance/Implications:The results support hybrid word recognition models claiming that frequency modulates morphological computation.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/13670069241246523
Zhong Jian Chee, Yee Thung Lee, Omid R. Fani, Tze Wei Yong, Marieke de Vries
Aims Conducting psychological research in different countries and cultures necessitates measures in different languages. However, the language of a measure might influence responses, even within the same multilingual individual. The cultural accommodation theory proposes that one’s association with a language influences their responses. Moreover, response styles (RSs), such as an extreme or acquiescence RS, might systematically affect responses regardless of the content of the measure. These effects were reported on culture-related measures but are unclear on culture-free measures. Methodology and analyses We aimed to investigate the effects of language on psychological measures that do not explicitly examine cultural factors. Multilingual Malaysians ( n = 111) filled in the Adult Executive Functioning Inventory (ADEXI), the Depression, Anxiety, and Stress Scale—21 items (DASS-21), the Brief Coping Orientation to Problems Experienced Inventory (Brief COPE), the Pediatric Quality of Life Inventory (PedsQL), and the Traditional Masculinity-Femininity Scale (TMF) in Bahasa Malaysia and English, or in Mandarin and English Findings. There were no language differences on the ADEXI and TMF. However, several subscales of the Brief COPE, the Stress subscale of the DASS, and the PedsQL scores were higher in Mandarin than in English. On the Brief COPE and the PedsQL, there were also differences in RS between Mandarin and English, which might explain (part of) these differences. There were no differences between Bahasa Malaysia and English in scores. However, there was a more extreme RS in English than in Bahasa Malaysia and a more acquiescence RS in Bahasa Malaysia than in English on the Brief COPE. These differences suggest that the measures are not culture-free or that previously reported language differences did not result from culture alone. The language of a measure might be an additional important factor. When using different translations of the same measure, it is important to take cultural accommodation and RS into account.
{"title":"Answering tendencies on questionnaires: Comparing Mandarin and Bahasa Malaysia versus English","authors":"Zhong Jian Chee, Yee Thung Lee, Omid R. Fani, Tze Wei Yong, Marieke de Vries","doi":"10.1177/13670069241246523","DOIUrl":"https://doi.org/10.1177/13670069241246523","url":null,"abstract":"Aims Conducting psychological research in different countries and cultures necessitates measures in different languages. However, the language of a measure might influence responses, even within the same multilingual individual. The cultural accommodation theory proposes that one’s association with a language influences their responses. Moreover, response styles (RSs), such as an extreme or acquiescence RS, might systematically affect responses regardless of the content of the measure. These effects were reported on culture-related measures but are unclear on culture-free measures. Methodology and analyses We aimed to investigate the effects of language on psychological measures that do not explicitly examine cultural factors. Multilingual Malaysians ( n = 111) filled in the Adult Executive Functioning Inventory (ADEXI), the Depression, Anxiety, and Stress Scale—21 items (DASS-21), the Brief Coping Orientation to Problems Experienced Inventory (Brief COPE), the Pediatric Quality of Life Inventory (PedsQL), and the Traditional Masculinity-Femininity Scale (TMF) in Bahasa Malaysia and English, or in Mandarin and English Findings. There were no language differences on the ADEXI and TMF. However, several subscales of the Brief COPE, the Stress subscale of the DASS, and the PedsQL scores were higher in Mandarin than in English. On the Brief COPE and the PedsQL, there were also differences in RS between Mandarin and English, which might explain (part of) these differences. There were no differences between Bahasa Malaysia and English in scores. However, there was a more extreme RS in English than in Bahasa Malaysia and a more acquiescence RS in Bahasa Malaysia than in English on the Brief COPE. These differences suggest that the measures are not culture-free or that previously reported language differences did not result from culture alone. The language of a measure might be an additional important factor. When using different translations of the same measure, it is important to take cultural accommodation and RS into account.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"47 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1177/13670069241240962
Muhammad Alasmari
Aims and objectives:Adopting an autoethnography research framework, this study draws upon insider insights into family life to investigate the language policy of Arabic-speaking Saudi families in the United States. This approach contributes to family language policy (FLP) scholarship. Leveraging the well-established tradition of autoethnography in sociolinguistic studies, the study examines language socialization within a transnational family and the resulting changes in their FLP.Methodology:This study adopted Spolsky’s framework of language policy, which consists of ideology, management, and planning. Due to the amount and variation of data, analytical induction was used because it identifies recurring patterns and develops initial insights by examining similarities between phenomena. This method also offers analytical lenses for studying personal experiences and social interactions.Data collection and analysis:The data presented in this research were obtained from a larger corpus set obtained during a primary longitudinal study that examined language socialization processes within an Arabic Muslim family temporarily residing in a Western context for a period of 3 years. However, for the purpose of this autoethnographic study, the data analysis was limited to a 2-year period because this analytical method examines broad categories of understanding and then creates sub-categories. Fieldnotes, journals, and recordings were logged and coded to find important patterns.Findings:This study shows autoethnography as a useful approach to greater access to an Arabic-speaking Muslim family living in the United States. It also revealed aspects related to internal conflict and the different views parents can have about raising a bilingual child. The role of contextual factors in impacting FLP is also explained. By considering the broader social and cultural influences on language policy, the study showcased the complex interplay between macro-level factors and micro-level family dynamics.Originality:This study is the one of the rare studies that highlights the autoethnographic approach to FLP with relation to Arabophone Muslim families living in the United States. Also, the study demonstrates the value of the autoethnographic approach to FLP, as it helps to explore insider perspectives to understand the dynamic nature of FLP, the contextual factors influencing it, and how families construct meaning through their language use.Significance:This study lays the groundwork for future sociolinguists interested in FLP research to delve deeper into family language dynamics and explore how children navigate their parents’ language policies through the use of autoethnography approaches.
{"title":"Unpacking family language policy through autoethnography: Insights from a transnational Arabic-speaking family in the United States","authors":"Muhammad Alasmari","doi":"10.1177/13670069241240962","DOIUrl":"https://doi.org/10.1177/13670069241240962","url":null,"abstract":"Aims and objectives:Adopting an autoethnography research framework, this study draws upon insider insights into family life to investigate the language policy of Arabic-speaking Saudi families in the United States. This approach contributes to family language policy (FLP) scholarship. Leveraging the well-established tradition of autoethnography in sociolinguistic studies, the study examines language socialization within a transnational family and the resulting changes in their FLP.Methodology:This study adopted Spolsky’s framework of language policy, which consists of ideology, management, and planning. Due to the amount and variation of data, analytical induction was used because it identifies recurring patterns and develops initial insights by examining similarities between phenomena. This method also offers analytical lenses for studying personal experiences and social interactions.Data collection and analysis:The data presented in this research were obtained from a larger corpus set obtained during a primary longitudinal study that examined language socialization processes within an Arabic Muslim family temporarily residing in a Western context for a period of 3 years. However, for the purpose of this autoethnographic study, the data analysis was limited to a 2-year period because this analytical method examines broad categories of understanding and then creates sub-categories. Fieldnotes, journals, and recordings were logged and coded to find important patterns.Findings:This study shows autoethnography as a useful approach to greater access to an Arabic-speaking Muslim family living in the United States. It also revealed aspects related to internal conflict and the different views parents can have about raising a bilingual child. The role of contextual factors in impacting FLP is also explained. By considering the broader social and cultural influences on language policy, the study showcased the complex interplay between macro-level factors and micro-level family dynamics.Originality:This study is the one of the rare studies that highlights the autoethnographic approach to FLP with relation to Arabophone Muslim families living in the United States. Also, the study demonstrates the value of the autoethnographic approach to FLP, as it helps to explore insider perspectives to understand the dynamic nature of FLP, the contextual factors influencing it, and how families construct meaning through their language use.Significance:This study lays the groundwork for future sociolinguists interested in FLP research to delve deeper into family language dynamics and explore how children navigate their parents’ language policies through the use of autoethnography approaches.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.1177/13670069241240953
Miriam Gade, Andrea M. Philipp, Anat Prior
Aims and Objective:Bilingualism has been proposed to affect cognitive flexibility, but findings in the literature are mixed. One reason for this might be the different trajectories of how participants acquired the second language, either through immersion or formal education. The present study investigates differences and commonalities of becoming bilingual depending on trajectory.Methodology:To assess cognitive flexibility, participants completed a task-switching and a language-switching paradigm, which were well-matched to each other. Language capabilities were assessed by self-report, objective fluency measures, and balance quotients. We assessed participants of five bilingual populations who together spoke five different languages.Data and Analysis:We analyzed global mixing costs, reflecting proactive language and task control, as well as local switch costs, reflecting reactive language and task control processes. The impact of language capabilities on mixing costs was assessed using linear mixed models. We also report correlations among language capability measures, sociodemographic variables, and working memory.Findings:We observed reliable mixing costs but no switch costs. Task and language mixing costs were smaller in participants who had a later age of L2 onset and higher L2 phonemic fluency, namely those who followed the formal education path to bilingualism. L2 phonemic fluency was the most consistent predictor for overall performance speed and reduced mixing costs.Originality:Using three different study sites and participants differing in their trajectory of becoming bilingual, this study provides a more diverse picture than many previous studies. Furthermore, using small language populations, the study shows the benefits of language fluency measures that are widely available.Significance and Implications:The present study bolsters the conceptualization of bilingualism as a multifaceted experience. Nonetheless, in the current study, bilingualism led to comparable outcomes in cognitive flexibility. Finally, measuring language capabilities should carefully consider cognitive processes not related to language that could explain variability in performance.
{"title":"Different trajectories for becoming bilingual lead to comparable outcomes in cognitive flexibility","authors":"Miriam Gade, Andrea M. Philipp, Anat Prior","doi":"10.1177/13670069241240953","DOIUrl":"https://doi.org/10.1177/13670069241240953","url":null,"abstract":"Aims and Objective:Bilingualism has been proposed to affect cognitive flexibility, but findings in the literature are mixed. One reason for this might be the different trajectories of how participants acquired the second language, either through immersion or formal education. The present study investigates differences and commonalities of becoming bilingual depending on trajectory.Methodology:To assess cognitive flexibility, participants completed a task-switching and a language-switching paradigm, which were well-matched to each other. Language capabilities were assessed by self-report, objective fluency measures, and balance quotients. We assessed participants of five bilingual populations who together spoke five different languages.Data and Analysis:We analyzed global mixing costs, reflecting proactive language and task control, as well as local switch costs, reflecting reactive language and task control processes. The impact of language capabilities on mixing costs was assessed using linear mixed models. We also report correlations among language capability measures, sociodemographic variables, and working memory.Findings:We observed reliable mixing costs but no switch costs. Task and language mixing costs were smaller in participants who had a later age of L2 onset and higher L2 phonemic fluency, namely those who followed the formal education path to bilingualism. L2 phonemic fluency was the most consistent predictor for overall performance speed and reduced mixing costs.Originality:Using three different study sites and participants differing in their trajectory of becoming bilingual, this study provides a more diverse picture than many previous studies. Furthermore, using small language populations, the study shows the benefits of language fluency measures that are widely available.Significance and Implications:The present study bolsters the conceptualization of bilingualism as a multifaceted experience. Nonetheless, in the current study, bilingualism led to comparable outcomes in cognitive flexibility. Finally, measuring language capabilities should carefully consider cognitive processes not related to language that could explain variability in performance.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/13670069241236703
Jeff MacSwan, Kellie Rolstad
Aims:The authors develop a contrast between grounded and ungrounded language ideologies, defining grounded ideologies as those which are anchored empirically and ungrounded ideologies as those which are not. This framework guides a description of the history of translanguaging theory from early translanguaging theory, grounded in empirical research on codeswitching and other scholarship on bilingualism, to late translanguaging theory, which changed under the influence of a postmodernist approach to language policy known as deconstructivism. The authors further discuss charges of “abyssal thinking” attributed to those who do not accept deconstructivism.Approach:The approach is argumentative.Data and Analysis:The authors draw on a wide range of previously published empirical work to support their conclusions.Conclusions:The authors conclude that late translanguaging theory is at odds with empirical research and holds negative consequences for pluralist language ideologies and civil rights advocacy.Originality:The article makes original contributions to language ideology, the history of translanguaging theory, and the relationship between language theory and language ideology.Significance:The article makes a significant critical contribution to the literature on multilingual language theory by drawing attention to significant limitations of translanguaging theory as a resource for language ideology.
{"title":"(Un)grounded language ideologies: A brief history of translanguaging theory","authors":"Jeff MacSwan, Kellie Rolstad","doi":"10.1177/13670069241236703","DOIUrl":"https://doi.org/10.1177/13670069241236703","url":null,"abstract":"Aims:The authors develop a contrast between grounded and ungrounded language ideologies, defining grounded ideologies as those which are anchored empirically and ungrounded ideologies as those which are not. This framework guides a description of the history of translanguaging theory from early translanguaging theory, grounded in empirical research on codeswitching and other scholarship on bilingualism, to late translanguaging theory, which changed under the influence of a postmodernist approach to language policy known as deconstructivism. The authors further discuss charges of “abyssal thinking” attributed to those who do not accept deconstructivism.Approach:The approach is argumentative.Data and Analysis:The authors draw on a wide range of previously published empirical work to support their conclusions.Conclusions:The authors conclude that late translanguaging theory is at odds with empirical research and holds negative consequences for pluralist language ideologies and civil rights advocacy.Originality:The article makes original contributions to language ideology, the history of translanguaging theory, and the relationship between language theory and language ideology.Significance:The article makes a significant critical contribution to the literature on multilingual language theory by drawing attention to significant limitations of translanguaging theory as a resource for language ideology.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"26 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.1177/13670069241236683
Cory Buckband, Yalda M. Kaveh, Seda Ozbek-Damar, Brandon Yuhas
Aims:The goal of the study is to examine bi/multilingual children’s language beliefs and their contributions to school and family language policies in a two-way dual language bilingual education (DLBE) program in the United States while participating in online schooling from home.Methodology:We report from a larger critical ethnographic study with a Title I K-8 school in Arizona. The data for this study are based on ethnographic fieldwork during the 2020–2021 academic year with a DLBE kindergarten cohort.Data and analysis:We conducted semi-weekly class observations and individual semi-structured interviews with 12 bi/multilingual kindergarten children. Data analysis entailed a multi-step thematic analysis through several rounds of focused coding.Findings:Our findings show that the children were deeply aware of the languages they spoke, their proficiency in each, how they chose to express those proficiencies, and the way they identified with each language. We identify ways that children agentively used language to transcend separative language policies by using language fluidly.Originality:The study contributes to the literature on young children’s language policymaking and their reproductive and resistive forms of agency. Our child participants were 5 and 6 years old, an underrepresented age in research that connects school and family language policies. Furthermore, this group’s linguistic, racial-ethnic, and cultural diversity allows for a deeper glimpse into how bi/multilingual children develop complex identities.Implications:The study has implications for the importance of pedagogical and linguistic flexibility with young children in DLBE programs. The study shows the importance of how young bi/multilingual children respond to the processes of implementing a program by highlighting the role and position of each language in their home and school environments.
{"title":"“Puro English and a little bit of Spanish”: Bi/multilingual kindergarteners’ language ideologies in a dual language bilingual class during the COVID-19 pandemic","authors":"Cory Buckband, Yalda M. Kaveh, Seda Ozbek-Damar, Brandon Yuhas","doi":"10.1177/13670069241236683","DOIUrl":"https://doi.org/10.1177/13670069241236683","url":null,"abstract":"Aims:The goal of the study is to examine bi/multilingual children’s language beliefs and their contributions to school and family language policies in a two-way dual language bilingual education (DLBE) program in the United States while participating in online schooling from home.Methodology:We report from a larger critical ethnographic study with a Title I K-8 school in Arizona. The data for this study are based on ethnographic fieldwork during the 2020–2021 academic year with a DLBE kindergarten cohort.Data and analysis:We conducted semi-weekly class observations and individual semi-structured interviews with 12 bi/multilingual kindergarten children. Data analysis entailed a multi-step thematic analysis through several rounds of focused coding.Findings:Our findings show that the children were deeply aware of the languages they spoke, their proficiency in each, how they chose to express those proficiencies, and the way they identified with each language. We identify ways that children agentively used language to transcend separative language policies by using language fluidly.Originality:The study contributes to the literature on young children’s language policymaking and their reproductive and resistive forms of agency. Our child participants were 5 and 6 years old, an underrepresented age in research that connects school and family language policies. Furthermore, this group’s linguistic, racial-ethnic, and cultural diversity allows for a deeper glimpse into how bi/multilingual children develop complex identities.Implications:The study has implications for the importance of pedagogical and linguistic flexibility with young children in DLBE programs. The study shows the importance of how young bi/multilingual children respond to the processes of implementing a program by highlighting the role and position of each language in their home and school environments.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"71 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.1177/13670069241236702
Wendy D. Bokhorst-Heng, Kelle Marshall
Purpose:New Brunswick, Canada, established its English-French Official Languages Act (OLA) in 1969 to promote linguistic equality for historically minoritized Francophones, premised on a language-as-right ideology. The OLA has been presented to Anglophones, however, as creating access to English-French bilingualism for various kinds of capital through a neoliberal language-as-resource ideology. In this context of conflicting ideologies, we wondered about the perspective of French immersion (FI) educators – the interface between policy and practice – regarding the purposes of bilingualism. We frame our question within Bakhtin’s notion of ideological becoming, asking: As potential mediators of their students’ ideological becoming, what are the perspectives of FI teachers and principals regarding the purposes of bilingualism?Design/data:We examine nine principals’ and 17 FI teachers’ discourse in semi-structured interviews conducted in New Brunswick. Data were analysed using constructivist grounded theory procedures, and further categorized according to Bourdieu’s constructs of capital.Findings:Our analysis indicates the dialogic nature of ideological becoming. On the one hand, authoritative neoliberal ideologies dominate the educators’ discourse regarding the purposes of bilingualism for their students. There was little attention to a socially-situated view of bilingualism enacted in a variety of communities of practice. On the other hand, we also note evidence of resistance against and distancing from this dominant ideology in educators’ own ideological becoming regarding bilingualism’s purposes for themselves.Originality:Bakhtin’s theory of ideological becoming provides a way to consider the entangled workings of ideology within language education for both educators and students.Implications:We thus propose professional development for educators to understand their own ideological becoming and develop students’ ideological becoming and their identities as bi/multilingual speakers.
{"title":"‘Being bilingual will open doors for them’: Ideologies informing French immersion educators’ perspectives on bilingualism","authors":"Wendy D. Bokhorst-Heng, Kelle Marshall","doi":"10.1177/13670069241236702","DOIUrl":"https://doi.org/10.1177/13670069241236702","url":null,"abstract":"Purpose:New Brunswick, Canada, established its English-French Official Languages Act (OLA) in 1969 to promote linguistic equality for historically minoritized Francophones, premised on a language-as-right ideology. The OLA has been presented to Anglophones, however, as creating access to English-French bilingualism for various kinds of capital through a neoliberal language-as-resource ideology. In this context of conflicting ideologies, we wondered about the perspective of French immersion (FI) educators – the interface between policy and practice – regarding the purposes of bilingualism. We frame our question within Bakhtin’s notion of ideological becoming, asking: As potential mediators of their students’ ideological becoming, what are the perspectives of FI teachers and principals regarding the purposes of bilingualism?Design/data:We examine nine principals’ and 17 FI teachers’ discourse in semi-structured interviews conducted in New Brunswick. Data were analysed using constructivist grounded theory procedures, and further categorized according to Bourdieu’s constructs of capital.Findings:Our analysis indicates the dialogic nature of ideological becoming. On the one hand, authoritative neoliberal ideologies dominate the educators’ discourse regarding the purposes of bilingualism for their students. There was little attention to a socially-situated view of bilingualism enacted in a variety of communities of practice. On the other hand, we also note evidence of resistance against and distancing from this dominant ideology in educators’ own ideological becoming regarding bilingualism’s purposes for themselves.Originality:Bakhtin’s theory of ideological becoming provides a way to consider the entangled workings of ideology within language education for both educators and students.Implications:We thus propose professional development for educators to understand their own ideological becoming and develop students’ ideological becoming and their identities as bi/multilingual speakers.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1177/13670069241236682
Kate T. Anderson, Chris Chang-Bacon, Maria Guzmán Antelo
Aims:We examine how educators articulate tensions between linguistic pluralism and linguistic normativity in written Linguistic Autobiographies through their metacommentary about student language and their role as educators. We specifically focus on “Yes, BUT” objections articulated by 17 participants that frame monolingualism and adherence to idealized forms of English as necessary, despite rhetorical nods to embracing linguistic diversity.Research questions:(1) How do participating educators construct “Yes, BUT” objections to linguistic pluralism in their written Linguistic Autobiographies? (2) What language ideologies inform these objections? (3) What ideological positions for educators are implicated?Design/methodology/approach:Collaborative emergent qualitative coding and inductive discourse analysis.Data and analysis:We analyzed Linguistic Autobiographies written by 50 educators taking an online master’s class in Sociolinguistics for Bilingual Educators and examined features of “Yes, BUT” objections and their ideological justification using collaborative, emergent coding and inductive discourse analysis.Findings/conclusions:We document how educators’ “Yes, BUT” objections illuminate discursive moves that justify the seeming embrace, yet ultimate rejection of, linguistic diversity.Originality:This study disentangles monolingual language ideologies to address objections inherent to educators’ “Yes, BUT” constructions that arise as common barriers in teacher education. We reframe these objections as emergent degrees of linguistic pluralism, which serve as evidence of the contextual difficulties educators often encounter in schools. We thus acknowledge rather than dismiss the tensions educators face in fostering linguistic pluralism.Significance/implications:This study illuminates how language ideologies shape (and possibly offer insights for undoing) complacency in what is often discussed as a long-standing tension between the seemingly mutually exclusive positions of linguistic pluralism and linguistic normativity. We argue that analyzing and addressing these “Yes, BUT” objections in educators’ narratives is key to the disruption of monolingual language ideologies in educational settings and beyond.
{"title":"Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom","authors":"Kate T. Anderson, Chris Chang-Bacon, Maria Guzmán Antelo","doi":"10.1177/13670069241236682","DOIUrl":"https://doi.org/10.1177/13670069241236682","url":null,"abstract":"Aims:We examine how educators articulate tensions between linguistic pluralism and linguistic normativity in written Linguistic Autobiographies through their metacommentary about student language and their role as educators. We specifically focus on “Yes, BUT” objections articulated by 17 participants that frame monolingualism and adherence to idealized forms of English as necessary, despite rhetorical nods to embracing linguistic diversity.Research questions:(1) How do participating educators construct “Yes, BUT” objections to linguistic pluralism in their written Linguistic Autobiographies? (2) What language ideologies inform these objections? (3) What ideological positions for educators are implicated?Design/methodology/approach:Collaborative emergent qualitative coding and inductive discourse analysis.Data and analysis:We analyzed Linguistic Autobiographies written by 50 educators taking an online master’s class in Sociolinguistics for Bilingual Educators and examined features of “Yes, BUT” objections and their ideological justification using collaborative, emergent coding and inductive discourse analysis.Findings/conclusions:We document how educators’ “Yes, BUT” objections illuminate discursive moves that justify the seeming embrace, yet ultimate rejection of, linguistic diversity.Originality:This study disentangles monolingual language ideologies to address objections inherent to educators’ “Yes, BUT” constructions that arise as common barriers in teacher education. We reframe these objections as emergent degrees of linguistic pluralism, which serve as evidence of the contextual difficulties educators often encounter in schools. We thus acknowledge rather than dismiss the tensions educators face in fostering linguistic pluralism.Significance/implications:This study illuminates how language ideologies shape (and possibly offer insights for undoing) complacency in what is often discussed as a long-standing tension between the seemingly mutually exclusive positions of linguistic pluralism and linguistic normativity. We argue that analyzing and addressing these “Yes, BUT” objections in educators’ narratives is key to the disruption of monolingual language ideologies in educational settings and beyond.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"40 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-16DOI: 10.1177/13670069241236701
Pramod K. Sah
Aims:This study explored the language ideologies that guide teachers’ language beliefs and practices in English-medium instruction (EMI) classrooms. It also sought to uncover the ways teachers’ beliefs and practices reproduce language ideologies and, thereby, social hierarchies within educational contexts.Design:Drawing on a narrative research design, the study utilized semi-structured interviews and focus groups to examine the language beliefs of content subject teachers from EMI higher education programs in Nepal. The data were analyzed through a thematic approach.Findings:The study’s results shed light on the prevailing language ideologies in EMI classrooms, where English holds a dominant position, followed by Nepali and other local/Indigenous languages. This linguistic hierarchy reflects deeply ingrained nationalist and neoliberal beliefs inherent in Nepal’s educational landscape. Moreover, the research underscores how these ideologies perpetuate societal hierarchies as educators emphasize the pivotal role of English proficiency for students’ upward socioeconomic mobility and access to global opportunities, while concurrently endorsing a deficient perspective on local/Indigenous languages. Consequently, this linguistic hierarchy perpetuates disparities in language treatment, thereby prompting concerns regarding equity and inclusivity in EMI programs.Originality:It sheds light on teachers’ complex beliefs and practices regarding the use of different languages in EMI settings. The study also highlights the language hierarchy that emerges within these classrooms, emphasizing the original contribution to understanding the complexities and implications of language ideologies within EMI programs.Significance:The study’s findings serve as a valuable resource for fostering meaningful discussions and facilitating evidence-based practices in the field of EMI, ultimately contributing to the improvement of multilingual higher education settings worldwide.
{"title":"Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal","authors":"Pramod K. Sah","doi":"10.1177/13670069241236701","DOIUrl":"https://doi.org/10.1177/13670069241236701","url":null,"abstract":"Aims:This study explored the language ideologies that guide teachers’ language beliefs and practices in English-medium instruction (EMI) classrooms. It also sought to uncover the ways teachers’ beliefs and practices reproduce language ideologies and, thereby, social hierarchies within educational contexts.Design:Drawing on a narrative research design, the study utilized semi-structured interviews and focus groups to examine the language beliefs of content subject teachers from EMI higher education programs in Nepal. The data were analyzed through a thematic approach.Findings:The study’s results shed light on the prevailing language ideologies in EMI classrooms, where English holds a dominant position, followed by Nepali and other local/Indigenous languages. This linguistic hierarchy reflects deeply ingrained nationalist and neoliberal beliefs inherent in Nepal’s educational landscape. Moreover, the research underscores how these ideologies perpetuate societal hierarchies as educators emphasize the pivotal role of English proficiency for students’ upward socioeconomic mobility and access to global opportunities, while concurrently endorsing a deficient perspective on local/Indigenous languages. Consequently, this linguistic hierarchy perpetuates disparities in language treatment, thereby prompting concerns regarding equity and inclusivity in EMI programs.Originality:It sheds light on teachers’ complex beliefs and practices regarding the use of different languages in EMI settings. The study also highlights the language hierarchy that emerges within these classrooms, emphasizing the original contribution to understanding the complexities and implications of language ideologies within EMI programs.Significance:The study’s findings serve as a valuable resource for fostering meaningful discussions and facilitating evidence-based practices in the field of EMI, ultimately contributing to the improvement of multilingual higher education settings worldwide.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.1177/13670069241236698
Huseyin Uysal
Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at the University of Calgary in Canada. In 1987, he received his PhD degree in applied linguistics from the University of California, Los Angeles. Around his research interest in language policies in the context of minority languages in North America, he has conducted numerous international projects. He is the editor of the foundational reference work An introduction to language policy: Theory and method. Also, he is the author of the recent book Refugees in Canada: On the loss of social and cultural capital and has numerous books published in international venues. He has co-edited special issues in well-established journals such as TESOL Quarterly and Language Policy. Furthermore, his articles appeared in venues such as Journal of Sociolinguistics, Discourse & Society, and Journal of Language, Identity & Education. On 17 April 2023, Dr. Huseyin Uysal conducted this interview with Dr. Ricento virtually. Later, he transcribed the recorded audio and edited the text to maximize the readability.
Thomas K. Ricento 博士是加拿大卡尔加里大学 Werklund 教育学院的名誉教育学教授。1987 年，他获得加利福尼亚大学洛杉矶分校应用语言学博士学位。围绕他对北美少数民族语言背景下的语言政策的研究兴趣，他开展了许多国际项目。他是基础参考书《语言政策导论》的编辑：理论与方法》的编辑。此外，他还是最近出版的《加拿大难民》一书的作者：On the loss of social and cultural capital》一书的作者。他还与《TESOL 季刊》和《语言政策》等知名期刊合编过特刊。此外，他的文章还发表在《社会语言学杂志》、《话语与社会》和《语言、身份与教育杂志》等刊物上。2023 年 4 月 17 日，Huseyin Uysal 博士对 Ricento 博士进行了虚拟采访。随后，他转录了录音，并对文本进行了编辑，以最大限度地提高可读性。
{"title":"On language ideology and education policies: A conversation with Thomas Ricento","authors":"Huseyin Uysal","doi":"10.1177/13670069241236698","DOIUrl":"https://doi.org/10.1177/13670069241236698","url":null,"abstract":"Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at the University of Calgary in Canada. In 1987, he received his PhD degree in applied linguistics from the University of California, Los Angeles. Around his research interest in language policies in the context of minority languages in North America, he has conducted numerous international projects. He is the editor of the foundational reference work An introduction to language policy: Theory and method. Also, he is the author of the recent book Refugees in Canada: On the loss of social and cultural capital and has numerous books published in international venues. He has co-edited special issues in well-established journals such as TESOL Quarterly and Language Policy. Furthermore, his articles appeared in venues such as Journal of Sociolinguistics, Discourse & Society, and Journal of Language, Identity & Education. On 17 April 2023, Dr. Huseyin Uysal conducted this interview with Dr. Ricento virtually. Later, he transcribed the recorded audio and edited the text to maximize the readability.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"14 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：