Summary Sao Tome and Principe (STP) is a developing country where several languages coexist, although only one of them, Portuguese, serves as the official language. The rest of the languages are limited to private use and many of them are at risk of disappearing. As a pilot experiment to find formulas for the preservation of these languages, this work takes Forro Creole as a reference. Forro is no longer transmitted from parents to children, nor is it studied in schools, and it is mainly the elderly who maintain it. At the same time, elders form a social group that suffers abandonment and discrimination from their community. In this context, we wondered whether subtitling would be useful to preserve and promote Forro Creole and to contribute to the integration of the elderly into society; what the linguistic perceptions of Forro-speaking elderly and non-elderly Santomeans are; and, finally, what experts in International Cooperation (IC), Audiovisual Translation (TAV) and Linguistic Cooperation (LC) think of the possibilities of subtitling in this area. The results show the participants’ perception of Forro, the situation of elders and subtitling, and lead to a final proposal: the recording of videos in Forro, subtitled in Portuguese and aimed at children whose protagonists would be elders who would encourage Forro learning and the ancestral culture through stories or songs that could be screened in schools or in the communities as a mobile cinema.
{"title":"Multilingualism in Sao Tomé and Principe: Use of Subtitling Approach","authors":"M. Montroy","doi":"10.2478/sm-2022-0012","DOIUrl":"https://doi.org/10.2478/sm-2022-0012","url":null,"abstract":"Summary Sao Tome and Principe (STP) is a developing country where several languages coexist, although only one of them, Portuguese, serves as the official language. The rest of the languages are limited to private use and many of them are at risk of disappearing. As a pilot experiment to find formulas for the preservation of these languages, this work takes Forro Creole as a reference. Forro is no longer transmitted from parents to children, nor is it studied in schools, and it is mainly the elderly who maintain it. At the same time, elders form a social group that suffers abandonment and discrimination from their community. In this context, we wondered whether subtitling would be useful to preserve and promote Forro Creole and to contribute to the integration of the elderly into society; what the linguistic perceptions of Forro-speaking elderly and non-elderly Santomeans are; and, finally, what experts in International Cooperation (IC), Audiovisual Translation (TAV) and Linguistic Cooperation (LC) think of the possibilities of subtitling in this area. The results show the participants’ perception of Forro, the situation of elders and subtitling, and lead to a final proposal: the recording of videos in Forro, subtitled in Portuguese and aimed at children whose protagonists would be elders who would encourage Forro learning and the ancestral culture through stories or songs that could be screened in schools or in the communities as a mobile cinema.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"26 - 55"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44864044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engelina Maria Smeins, Kirsten Wildenburg, J. Duarte
Summary As language diversity in education gradually increases, several challenges for primary school teachers arise. According to previous studies, there are not many adequate teacher training programs that prepare teachers in linguistically diverse classrooms and, therefore, teachers that teach pupils with linguistically/culturally diverse backgrounds highly depend on their own engagement with plurilingualism. This shows the need for initial plurilingual(-oriented) pre-service teacher training and in-service teachers’ continuing professional development that focus on acquiring language awareness and obtaining strategies for promoting and recognizing linguistic diversity in the classroom. In addition, most teachers feel the need for further professionalization and tools to help them manage and acknowledge the diversity in their classrooms. Through a pre-post-intervention design, this study examined a) the effects of digital tools for teacher professionalization for plurilingual education on pre-service teachers’ attitudes and knowledge, and (b) how AR-games can be used to further language awareness and openness towards plurilingualism of pre-service teachers and their pupils. The participants reported that the digital tools contributed to their knowledge of linguistic diversity in the classroom, as well as ways to implement plurilingualism in their teaching practices and further language awareness.
{"title":"The Use of Digital Tools in Pre-Service Teachers’ Professional Development Towards Linguistic Diversity in Primary Education","authors":"Engelina Maria Smeins, Kirsten Wildenburg, J. Duarte","doi":"10.2478/sm-2022-0017","DOIUrl":"https://doi.org/10.2478/sm-2022-0017","url":null,"abstract":"Summary As language diversity in education gradually increases, several challenges for primary school teachers arise. According to previous studies, there are not many adequate teacher training programs that prepare teachers in linguistically diverse classrooms and, therefore, teachers that teach pupils with linguistically/culturally diverse backgrounds highly depend on their own engagement with plurilingualism. This shows the need for initial plurilingual(-oriented) pre-service teacher training and in-service teachers’ continuing professional development that focus on acquiring language awareness and obtaining strategies for promoting and recognizing linguistic diversity in the classroom. In addition, most teachers feel the need for further professionalization and tools to help them manage and acknowledge the diversity in their classrooms. Through a pre-post-intervention design, this study examined a) the effects of digital tools for teacher professionalization for plurilingual education on pre-service teachers’ attitudes and knowledge, and (b) how AR-games can be used to further language awareness and openness towards plurilingualism of pre-service teachers and their pupils. The participants reported that the digital tools contributed to their knowledge of linguistic diversity in the classroom, as well as ways to implement plurilingualism in their teaching practices and further language awareness.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"166 - 196"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary The present study is based on flash fiction texts as a tool for literacy. Literacy has been highlighted as one of the main ideas in the new Educational Standard of Latvia (in force since September 2020). This fact, followed by Solvita Berra’s recent research on original texts in foreign language teaching, leads to the exploration of flash fiction stories (sp. microrrelatos) as an authentic text and a perfect tool for promoting literacy in the Spanish as a foreign language (ELE) classroom, since it blends perfectly with a variety of creative writing exercises. The flash fiction is a narrative genre that has had a great impact on the Spanish academic field in recent decades. The introduction of flash fiction in the ELE classroom has so far been proposed in several master’s dissertations, but its research at a scientific level is still very scarce. The benefits of the introduction of this literary genre in didactics have been treated at the doctoral thesis level by Belén Mateos Blanco (University of Valladolid) and later published in the manual “The flash fiction as a didactic tool in the teaching of ELE”, and few others. However, flash fiction stories are good socio-cultural references and serve both, for the teaching of different literary, linguistic and sociocultural aspects, as well as for the promotion of literacy. In addition, they represent a great variety of Spanish, since they have been written by authors from almost all Spanish-speaking countries. The empirical part of the article presents two didactic Units developed based on the use of flash fiction stories for the A1–A2 and B1 Spanish acquisition level. These two units form part of a 20-unit didactic material created as a result of a doctoral thesis. Here published proposal has been proved in the classwork with University of Liepaja students of the 1st and 2nd year of Spanish studies.
{"title":"Flash Fiction Story, an Authentic Text for Literacy Development in Spanish as a Foreign Language","authors":"A. Babina","doi":"10.2478/sm-2022-0018","DOIUrl":"https://doi.org/10.2478/sm-2022-0018","url":null,"abstract":"Summary The present study is based on flash fiction texts as a tool for literacy. Literacy has been highlighted as one of the main ideas in the new Educational Standard of Latvia (in force since September 2020). This fact, followed by Solvita Berra’s recent research on original texts in foreign language teaching, leads to the exploration of flash fiction stories (sp. microrrelatos) as an authentic text and a perfect tool for promoting literacy in the Spanish as a foreign language (ELE) classroom, since it blends perfectly with a variety of creative writing exercises. The flash fiction is a narrative genre that has had a great impact on the Spanish academic field in recent decades. The introduction of flash fiction in the ELE classroom has so far been proposed in several master’s dissertations, but its research at a scientific level is still very scarce. The benefits of the introduction of this literary genre in didactics have been treated at the doctoral thesis level by Belén Mateos Blanco (University of Valladolid) and later published in the manual “The flash fiction as a didactic tool in the teaching of ELE”, and few others. However, flash fiction stories are good socio-cultural references and serve both, for the teaching of different literary, linguistic and sociocultural aspects, as well as for the promotion of literacy. In addition, they represent a great variety of Spanish, since they have been written by authors from almost all Spanish-speaking countries. The empirical part of the article presents two didactic Units developed based on the use of flash fiction stories for the A1–A2 and B1 Spanish acquisition level. These two units form part of a 20-unit didactic material created as a result of a doctoral thesis. Here published proposal has been proved in the classwork with University of Liepaja students of the 1st and 2nd year of Spanish studies.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"197 - 226"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary Sociolinguists suggest language death entails significant cultural, personal, and ecological loss. Socio-cultural and socio-political factors exacerbate language erosion and encourage supplantation by another more dominant language. Hence, we ask: what are the sociocognitive principles which make language death hurtful and symbolic? Within this article, we attempt to outline a sociocognitive account of language death, situating the Hallidayan perspective of language as a “social-semiotic” system alongside a Cognitive Linguistic approach. We further contextualise language as inseparable from culture, drawing insight from the sociological thought of Bourdieu. We contend that language death entails psychological trauma, representing the destruction of cultural genealogy and the loss of knowledge intrinsic to personal self-imagery and identity. To this end, we present a case study of the Māori languaculture in Aotearoa (New Zealand), tracing the impact of colonialism and marginalisation to current efforts and ambitions to ensure the languacultural survival of Māori and reclaim space in Aotearoa as a respected knowledge system and means of expression, particularly in the socio-technical age of artificial intelligence (AI) and the Web. We argue that our analysis bodes practical implications for language maintenance and revitalisation, concluding that sociolinguistic practitioners should consider a socio-cognitivist as well as socio-technical paradigm for language intervention. In closing, we discuss leveraging AI technologies towards language heritage, archival, and preservation to limit the destructive impact of the death of a language.
{"title":"Endangered Languages: A Sociocognitive Approach to Language Death, Identity Loss, and Preservation in the Age of Artificial Intelligence","authors":"D. Low, Isaac Mcneill, Michael James Day","doi":"10.2478/sm-2022-0011","DOIUrl":"https://doi.org/10.2478/sm-2022-0011","url":null,"abstract":"Summary Sociolinguists suggest language death entails significant cultural, personal, and ecological loss. Socio-cultural and socio-political factors exacerbate language erosion and encourage supplantation by another more dominant language. Hence, we ask: what are the sociocognitive principles which make language death hurtful and symbolic? Within this article, we attempt to outline a sociocognitive account of language death, situating the Hallidayan perspective of language as a “social-semiotic” system alongside a Cognitive Linguistic approach. We further contextualise language as inseparable from culture, drawing insight from the sociological thought of Bourdieu. We contend that language death entails psychological trauma, representing the destruction of cultural genealogy and the loss of knowledge intrinsic to personal self-imagery and identity. To this end, we present a case study of the Māori languaculture in Aotearoa (New Zealand), tracing the impact of colonialism and marginalisation to current efforts and ambitions to ensure the languacultural survival of Māori and reclaim space in Aotearoa as a respected knowledge system and means of expression, particularly in the socio-technical age of artificial intelligence (AI) and the Web. We argue that our analysis bodes practical implications for language maintenance and revitalisation, concluding that sociolinguistic practitioners should consider a socio-cognitivist as well as socio-technical paradigm for language intervention. In closing, we discuss leveraging AI technologies towards language heritage, archival, and preservation to limit the destructive impact of the death of a language.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"1 - 25"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47995332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary The importance of promoting individual multilingualism is emphasized repeatedly around the world. Likewise, in the Common European Framework of Reference for Languages (2020), the prior knowledge of the learners and the networking of languages are pointed out. For this reason, the principles and methods of multilingual didactics with their positive effects occupy a prominent place in foreign language teaching, and the question of how individual differences between learners regarding their linguistic backgrounds can be considered in language teaching is increasingly being dealt with. This article examines the question of whether and how Lithuanian university students see their multilingual repertoire as a resource for learning German. For this purpose, a survey was carried out among the students at Vilnius University who are studying German as their major or German as an elective course. The aim of this study was to find out whether the previous knowledge of other languages helps the students to learn German or whether they see the influences of their mother language and other foreign languages as interference phenomena and judge them negatively. The data obtained from the survey present the students’ attitudes towards multilingualism, their multilingual skills, and language awareness as well as their language-related experience in acquiring German as a foreign language.
{"title":"Multilingual Competence of Philology Students: Results of a Case Study on Multilingualism as a Resource in German as a Foreign Language Lessons","authors":"Diana Babusyte, Justina Daunorienė","doi":"10.2478/sm-2022-0014","DOIUrl":"https://doi.org/10.2478/sm-2022-0014","url":null,"abstract":"Summary The importance of promoting individual multilingualism is emphasized repeatedly around the world. Likewise, in the Common European Framework of Reference for Languages (2020), the prior knowledge of the learners and the networking of languages are pointed out. For this reason, the principles and methods of multilingual didactics with their positive effects occupy a prominent place in foreign language teaching, and the question of how individual differences between learners regarding their linguistic backgrounds can be considered in language teaching is increasingly being dealt with. This article examines the question of whether and how Lithuanian university students see their multilingual repertoire as a resource for learning German. For this purpose, a survey was carried out among the students at Vilnius University who are studying German as their major or German as an elective course. The aim of this study was to find out whether the previous knowledge of other languages helps the students to learn German or whether they see the influences of their mother language and other foreign languages as interference phenomena and judge them negatively. The data obtained from the survey present the students’ attitudes towards multilingualism, their multilingual skills, and language awareness as well as their language-related experience in acquiring German as a foreign language.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"86 - 104"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44867222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary European schools have seen a considerable increase in the number of multilingual students (Bergroth et al., 2021). Teaching languages separately restricts the use of students’ entire linguistic repertoire; however, new lines of research have pointed out the usefulness of multilingualism and the potential benefits of pedagogical translanguaging (Leonet et al., 2017). In this context, Linguistically Sensitive Teaching (LST) allows teachers to make multilingualism visible in their classrooms (Llompart & Birello, 2020). This qualitative research study was conducted in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages. In most cases, English is taught as a Foreign Language. Even though the minority language is not the student’s first language in many cases, most students’ families choose Basque as the language of instruction (Basque Government, 2020). This study analyses in-service primary teachers’ perspectives on multilingual education in a government aided semiprivate school. Data were collected through linguistic landscape analysis, observations, and a focus group discussion. Two researchers observed one hundred six primary multilingual students and eight in-service language and content teachers for three weeks. Teachers who participated in the study were at least bilingual and fluent in Basque and Spanish and some (4) were also fluent in English (B2–C1 according to the Common European Framework of Reference for languages). The findings reveal that in-service primary teachers are aware of the utility of putting LST into practice, and they are willing to teach and flexibly use languages. In addition, they believe in transferences across languages and highlight the value of using language to learn content. Although in many cases, multilingual strategies are appropriate for adapting to the current situation, those strategies are not systematized, creating a climate of insecurity. The results suggest the need for more linguistically sensitive education and training.
欧洲学校的多语言学生数量大幅增加（Bergroth等人，2021）。单独教授语言会限制学生使用全部语言；然而，新的研究方向指出了使用多种语言的有用性和跨语言教学的潜在好处（Leonet et al.，2017）。在这种情况下，语言敏感教学（LST）允许教师在课堂上使用多种语言（Llompart&Birello，2020）。这项定性研究是在巴斯克自治区（BAC）进行的，巴斯克语和西班牙语是该自治区的官方语言。在大多数情况下，英语是作为外语来教授的。尽管在许多情况下，少数民族语言不是学生的第一语言，但大多数学生的家庭选择巴斯克语作为教学语言（巴斯克政府，2020）。本研究分析了一所政府资助的半私立学校在职小学教师对多语言教育的看法。数据是通过语言景观分析、观察和焦点小组讨论收集的。两名研究人员对106名小学多语言学生和8名在职语言和内容教师进行了为期三周的观察。参与这项研究的教师至少会说两种语言，能流利地说巴斯克语和西班牙语，有些（4）也能流利地讲英语（根据欧洲通用语言参考框架，B2–C1）。研究结果表明，在职小学教师意识到将LST付诸实践的效用，他们愿意教授和灵活使用语言。此外，他们相信跨语言的迁移，并强调使用语言学习内容的价值。尽管在许多情况下，多语言战略适合适应当前局势，但这些战略没有系统化，造成了不安全的气氛。研究结果表明，有必要对语言进行更敏感的教育和培训。
{"title":"In-Service Primary Teachers’ Practices and Beliefs About Multilingualism: Linguistically Sensitive Teaching in the Basque Autonomous Community","authors":"Eider Saragueta, Oihane Galdos, Leire Ituiño Aguirre","doi":"10.2478/sm-2022-0016","DOIUrl":"https://doi.org/10.2478/sm-2022-0016","url":null,"abstract":"Summary European schools have seen a considerable increase in the number of multilingual students (Bergroth et al., 2021). Teaching languages separately restricts the use of students’ entire linguistic repertoire; however, new lines of research have pointed out the usefulness of multilingualism and the potential benefits of pedagogical translanguaging (Leonet et al., 2017). In this context, Linguistically Sensitive Teaching (LST) allows teachers to make multilingualism visible in their classrooms (Llompart & Birello, 2020). This qualitative research study was conducted in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages. In most cases, English is taught as a Foreign Language. Even though the minority language is not the student’s first language in many cases, most students’ families choose Basque as the language of instruction (Basque Government, 2020). This study analyses in-service primary teachers’ perspectives on multilingual education in a government aided semiprivate school. Data were collected through linguistic landscape analysis, observations, and a focus group discussion. Two researchers observed one hundred six primary multilingual students and eight in-service language and content teachers for three weeks. Teachers who participated in the study were at least bilingual and fluent in Basque and Spanish and some (4) were also fluent in English (B2–C1 according to the Common European Framework of Reference for languages). The findings reveal that in-service primary teachers are aware of the utility of putting LST into practice, and they are willing to teach and flexibly use languages. In addition, they believe in transferences across languages and highlight the value of using language to learn content. Although in many cases, multilingual strategies are appropriate for adapting to the current situation, those strategies are not systematized, creating a climate of insecurity. The results suggest the need for more linguistically sensitive education and training.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"143 - 165"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47764334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary With an increase in the number of colleges and universities offering courses in English in the education market globally, higher education institutions face serious challenges. In non-native settings where English is favoured as a prestigious choice for the medium of instruction, learners struggle with the huge barrier between demanding course contents and necessary language proficiency levels, which encourages them to use translanguaging and alternative strategies extensively in and out of classrooms. In this light, this study aims to look at an under-researched topic by questioning how university students’ and lecturers’ views on translanguaging practices show parallels and differences in literature and engineering courses from a comparative perspective. The data of the study were collected at English Language and Literature (ELL) and Food Science (FS) programmes of Gaziantep University (GAUN) in Turkey through face-to-face interviews and class observations. The classrooms were visited and observed for 21 lesson hours. 15 students and 6 lecturers from each department volunteered to participate in the study. The recorded and transcribed data were analysed then by using content analysis. The results show that while the lecturers from the FS programme stress that L2 use is vital for students to develop content knowledge and linguistic skills, the lecturers from the ELL programme claim it to be a context-sensitive practice, so some courses might necessitate more frequent use of L1 or translanguaging during the delivery, analysis or comprehension of the specific content or in formal or informal exchanges. The study has thus revealed how lecturers’ and students’ views in different departments change substantially based on the requirements of/expectations from the courses and how translanguaging functions as an effective and essential learning/teaching tool in the content-based courses. Accordingly, the findings should encourage teachers, lecturers and policy-makers in countries such as Turkey to reconsider the nature of bilingual teaching and learning in different areas of tertiary level education.
{"title":"Attitudes Towards Translanguaging Practices: A Comparative Study of Literature and Food Engineering Classes","authors":"Vildan İnci-Kavak, Yasemin Kırkgöz","doi":"10.2478/sm-2022-0015","DOIUrl":"https://doi.org/10.2478/sm-2022-0015","url":null,"abstract":"Summary With an increase in the number of colleges and universities offering courses in English in the education market globally, higher education institutions face serious challenges. In non-native settings where English is favoured as a prestigious choice for the medium of instruction, learners struggle with the huge barrier between demanding course contents and necessary language proficiency levels, which encourages them to use translanguaging and alternative strategies extensively in and out of classrooms. In this light, this study aims to look at an under-researched topic by questioning how university students’ and lecturers’ views on translanguaging practices show parallels and differences in literature and engineering courses from a comparative perspective. The data of the study were collected at English Language and Literature (ELL) and Food Science (FS) programmes of Gaziantep University (GAUN) in Turkey through face-to-face interviews and class observations. The classrooms were visited and observed for 21 lesson hours. 15 students and 6 lecturers from each department volunteered to participate in the study. The recorded and transcribed data were analysed then by using content analysis. The results show that while the lecturers from the FS programme stress that L2 use is vital for students to develop content knowledge and linguistic skills, the lecturers from the ELL programme claim it to be a context-sensitive practice, so some courses might necessitate more frequent use of L1 or translanguaging during the delivery, analysis or comprehension of the specific content or in formal or informal exchanges. The study has thus revealed how lecturers’ and students’ views in different departments change substantially based on the requirements of/expectations from the courses and how translanguaging functions as an effective and essential learning/teaching tool in the content-based courses. Accordingly, the findings should encourage teachers, lecturers and policy-makers in countries such as Turkey to reconsider the nature of bilingual teaching and learning in different areas of tertiary level education.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"105 - 142"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42171167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary The most widely believed misconception about bilingualism purports that exposure to a second language within the community will automatically yield bilingual children, who can apply their balanced language skills in every domain of their future employment. However, this misconception does not represent the real-life experiences of most bilinguals. Through a pivotal focus on individual cases, this study was designed to manifest (1) bilingual identity formation and (2) career prospects of early and sequential bilinguals. The study analyzed collected data from individual surveys and in-person interviews with bilingual professional adults. Findings revealed that conscious engagement with the languages they were exposed to as children plays an active role in a bilingual speaker’s identity formation process and influences their career pursuits, instead of the common notion that being exposed to a second language is adequate to embrace bilingualism. Hence, this article brings implications to consider on career pursuits of bilingual speakers as the results indicate bilingual career pursuits transcend language-related occupations.
{"title":"Identity Formation and Career Prospects of Bilingual Professionals: Blending Language Skills to Create Novel Applications to Career Pursuits","authors":"O. Ural, Kenan Dikilitaş","doi":"10.2478/sm-2022-0013","DOIUrl":"https://doi.org/10.2478/sm-2022-0013","url":null,"abstract":"Summary The most widely believed misconception about bilingualism purports that exposure to a second language within the community will automatically yield bilingual children, who can apply their balanced language skills in every domain of their future employment. However, this misconception does not represent the real-life experiences of most bilinguals. Through a pivotal focus on individual cases, this study was designed to manifest (1) bilingual identity formation and (2) career prospects of early and sequential bilinguals. The study analyzed collected data from individual surveys and in-person interviews with bilingual professional adults. Findings revealed that conscious engagement with the languages they were exposed to as children plays an active role in a bilingual speaker’s identity formation process and influences their career pursuits, instead of the common notion that being exposed to a second language is adequate to embrace bilingualism. Hence, this article brings implications to consider on career pursuits of bilingual speakers as the results indicate bilingual career pursuits transcend language-related occupations.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"56 - 85"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48368635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary As the intensity of communication increases, the number of language mistakes/errors increases. Nowadays, the acquisition and use of a foreign language often takes place in parallel, and language mistakes/errors are a natural part of this process but this does not mean that they must be tolerated. The study is based on the results of a sociolinguistic survey obtained in 2018 and 2019. 253 students of four Universities and specialties, as well as different study levels from Liepāja, Ventspils and Rīga participated in the survey anonymously. Most of the respondents indicated that Latvian was their mother tongue; for a small number of participants, it was a second language or a foreign language. The surveyed students also differed in the type and number of foreign languages acquired. The present paper is the second part of a wider study (see the results of the first stage of the research by Laiveniece and Lauze, 2020). The aim of this paper is to characterize students’ linguistic attitude towards language errors in learning and using a foreign language: how to evaluate errors, whether errors are generally permissible, what affects them, and how to eliminate them. In the course of the research, an assumption emerged: the more foreign languages are learned, the more tolerant the linguistic attitude is towards mistakes/errors that are made when speaking a foreign language. However, the analysis of the questionnaire findings did not confirm this. Most of the respondents attributed errors to the language learning process. Whether or not errors were made when speaking a foreign language was determined by the situation and purpose of the communication, as well as the level of language acquisition.
{"title":"Students’ Linguistic Attitude Towards Language Mistakes/Errors in Learning and Using a Foreign Language","authors":"Diāna Laiveniece, Linda Lauze","doi":"10.2478/sm-2022-0019","DOIUrl":"https://doi.org/10.2478/sm-2022-0019","url":null,"abstract":"Summary As the intensity of communication increases, the number of language mistakes/errors increases. Nowadays, the acquisition and use of a foreign language often takes place in parallel, and language mistakes/errors are a natural part of this process but this does not mean that they must be tolerated. The study is based on the results of a sociolinguistic survey obtained in 2018 and 2019. 253 students of four Universities and specialties, as well as different study levels from Liepāja, Ventspils and Rīga participated in the survey anonymously. Most of the respondents indicated that Latvian was their mother tongue; for a small number of participants, it was a second language or a foreign language. The surveyed students also differed in the type and number of foreign languages acquired. The present paper is the second part of a wider study (see the results of the first stage of the research by Laiveniece and Lauze, 2020). The aim of this paper is to characterize students’ linguistic attitude towards language errors in learning and using a foreign language: how to evaluate errors, whether errors are generally permissible, what affects them, and how to eliminate them. In the course of the research, an assumption emerged: the more foreign languages are learned, the more tolerant the linguistic attitude is towards mistakes/errors that are made when speaking a foreign language. However, the analysis of the questionnaire findings did not confirm this. Most of the respondents attributed errors to the language learning process. Whether or not errors were made when speaking a foreign language was determined by the situation and purpose of the communication, as well as the level of language acquisition.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"227 - 248"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49632186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary The article analyses German-Lithuanian business negotiations in the English language, focusing on questions of the dynamics of power and solidarity (Tannen, 1993, 1995), realized through various politeness strategies (Brown & Levinson, 1987). In the evaluation of the audio material and the determination of the type of conversation as “business negotiation”, it has been assumed that this is a communication situation in which the participants want to make an agreement based on different or identical objectives (Wagner, 1995). In the first phase of the analysis, the excerpts of the discussions were selected to determine which goal is being pursued by the participants. In the next phase, the politeness strategies used by the participants are explained to determine how the dynamics of power and solidarity arise locally and which intentions are thereby realized by the participants or what special purpose the local dynamics serve against the background of the general discussion goal. The exemplary analysis refers to the theoretical-methodological approaches of Gumperz, Brown, and Levinson as well as Tannen, whereby special importance is given to the studies that deal with the politeness strategies with regard to the generation of the dynamics of power and solidarity in institutional interaction, especially from the point of view of conversational analysis (Kulbayeva, 2020; Zhuang & Huang, 2020). The results of the analysis could be helpful for learners and teachers of a foreign language, especially if they are interested in intercultural business communication and teaching language for specific purposes and want to deal with authentic material.
{"title":"Interactional-Sociolinguistic Analysis of the Dynamics of Power and Solidarity in German– Lithuanian Business Negotiations","authors":"Gintarė Gelūnaitė-Malinauskienė","doi":"10.2478/sm-2022-0020","DOIUrl":"https://doi.org/10.2478/sm-2022-0020","url":null,"abstract":"Summary The article analyses German-Lithuanian business negotiations in the English language, focusing on questions of the dynamics of power and solidarity (Tannen, 1993, 1995), realized through various politeness strategies (Brown & Levinson, 1987). In the evaluation of the audio material and the determination of the type of conversation as “business negotiation”, it has been assumed that this is a communication situation in which the participants want to make an agreement based on different or identical objectives (Wagner, 1995). In the first phase of the analysis, the excerpts of the discussions were selected to determine which goal is being pursued by the participants. In the next phase, the politeness strategies used by the participants are explained to determine how the dynamics of power and solidarity arise locally and which intentions are thereby realized by the participants or what special purpose the local dynamics serve against the background of the general discussion goal. The exemplary analysis refers to the theoretical-methodological approaches of Gumperz, Brown, and Levinson as well as Tannen, whereby special importance is given to the studies that deal with the politeness strategies with regard to the generation of the dynamics of power and solidarity in institutional interaction, especially from the point of view of conversational analysis (Kulbayeva, 2020; Zhuang & Huang, 2020). The results of the analysis could be helpful for learners and teachers of a foreign language, especially if they are interested in intercultural business communication and teaching language for specific purposes and want to deal with authentic material.","PeriodicalId":52368,"journal":{"name":"Sustainable Multilingualism","volume":"21 1","pages":"249 - 275"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49540704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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