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There are very few studies on Cambodia’s linguistic landscapes, on the use of Khmer in linguistic landscapes, and even less on the use of Khmer linguistic landscapes in education. As part of a joint research project involving Cambodian and French teams, we examined the linguistic landscapes of the town of Siem Reap, where we carried out joint fieldwork in 2022. This paper presents the first observations we made, based on a study of the regulations concerning public displays on the one hand and on the scriptural practices on the other. We also share some activity around the material we collected on the field for teaching Khmer, in Cambodia as well as in France.

The design of the texts that characterise the linguistic landscape of a university is essentially determined by the needs and expectations of the communication participants using the academic space, who today are often characterised by a relatively high degree of linguistic and cultural diversity. It is not unusual to find Polish-language texts in the linguistic landscape of a university in Poland – such as the University of Opole, which is the focus of this study – where the majority of students and employees have a Polish linguistic and cultural background. However, since the UO is located in a region with a diverse linguistic and cultural tradition and is also claimed by people of different languages and cultures as its direct users, it is also nothing unusual that this landscape also includes texts that are realised in languages other than Polish. This raises the question of what forms these texts take and what functions can be ascribed to them and – following on from this – whether a certain connection can be established between the respective languages and the discourse functions of the signs appearing in them. The answers obtained in turn form the basis for considerations on the extent to which the individual languages correlate with the history and present of the university and its current actors.

This study investigated the effectiveness of employing multilingualism in the teaching and learning of accounting in secondary schools within the Chris Hani West District, South Africa. The primary purpose was to assess whether multilingual approaches enhance or impede the educational experience in accounting classrooms. A qualitative research methodology was adopted, involving interviews conducted across three high schools in the district. Participants included teachers and learners, providing diverse perspectives on implementing multilingualism in accounting education. Findings revealed mixed opinions regarding the use of multiple languages in instruction. While multilingualism was found to promote increased participation and enjoyment among learners, it also posed challenges, such as extended instructional time due to code-switching and a greater emphasis on linguistic skills over subject content. Teachers expressed concerns about the additional time required to effectively employ multiple languages, which could detract from covering essential accounting concepts. The study recommends that the Department of Education, policymakers, and relevant stakeholders develop and implement inclusive education strategies that address language barriers without marginalizing any learners. This includes providing support and resources for teachers to effectively manage multilingual classrooms and ensuring that educational policies accommodate diverse linguistic needs. The study contributes to existing scholarship by highlighting the complex dynamics of multilingual education in accounting classrooms. These findings can inform future educational policies and teaching practices aimed at creating more inclusive and effective learning environments that leverage linguistic diversity as a resource rather than a hindrance.

Identity plays a crucial role in determining whether diasporic minority communities either integrate into the host country or resist acculturation and assimilation. Since identity is performed and negotiated through discourse, the study of connections between identity and language practices of migrant groups is crucial in understanding how language is used to express their multilayered identities. Using sociolinguistic interviews as the primary data source, this research analyzes how three generations of a Pangasinan-American family negotiate their complex identities and express their attitudes towards English, Filipino, and Pangasinan. Findings show that their Pangasinan-American identity is performed through translingual practices, which enable the portrayal of their membership to their home community and their integration into the host society. Each participant situates their Pangasinan identity in relation to their other identities – Filipino and American – which emerge in the diasporic context. This study contributes to the research on the role of language in the development of community membership and allegiances of bi-/multilingual transmigrants.

Multilingualism and multiculturalism have been integral aspects of human civilization throughout history, yet they continue to present significant communicative challenges. Jacques Derrida likened the effort to understand others through translation to the reconstruction of the Tower of Babel, emphasizing the difficulty of finding precise expressions across different languages and cultural contexts (Derrida, 1985). This paper argues that learning and studying diverse languages are essential not only for thriving in a multicultural world but also for fostering peace and mutual trust in an increasingly interconnected global society. The central thesis posits that global development trends and intercultural communication should be embraced as opportunities to promote multilingualism rather than as competitive barriers. Drawing on interculturalism theories by scholars such as Zapata-Barrero, Kymlicka, and Vertovec, this paper underscores the importance of creating a superdiverse world where multilingualism ensures cultural-linguistic inclusivity. The study further highlights the necessity of pragmatic approaches to integrate linguistic diversity into global and local policies, particularly in regions like Southeast Europe. By doing so, it seeks to position language studies as crucial to the era of globalization.

A bi- or multilingual repertoire is a complex and dynamic system of languages (Herdina & Jessner, 2002; Herwig, 2001; Larsen-Freeman & Cameron, 2008; Stotz & Cardoso, 2022) which interact with each other and with the conceptual system (Kroll & Stewart, 1994; Pavlenko, 2009). Importantly, fluent and regularly used native languages are not spared from the influence of later acquired non-native ones. The paper presents the results of a case study conducted with a native speaker of Polish with three additional languages: English, German, and French. Based on the analysis of the instances of lexical reverse transfer observed in the spoken production in her L1, it is concluded that reverse transfer may lead to partial L1 attrition, at least when the monolingual perspective is taken. From the multilingualism point of view, reverse transfer should rather be treated as a phenomenon leading to partial restructuring and enhancement of mother tongue competences.

Multilingualism and multiculturalism have always been phenomena present in folklore. Since the last decades of the 20th century, due to changes in lifestyle influenced by factors such as globalization, intense migration, development of social media, and information technologies, manifestations of multilingualism and multiculturalism have become even more noticeable and, in consequence, are becoming an important feature of contemporary folkloric creation. Focusing on a few genres, namely, counting-out rhymes, games, horror stories and horror verses, this article presents and discusses manifestations of multilingualism in Lithuanian children’s folklore. The following are the main research questions that the present study aims to investigate: How does multilingualism manifest in children’s folklore and what functions does it perform? How do children adopt and transmit folklore, i.e. how do they adopt and creatively reinterpret texts and plots, namely, forms and contents from other languages? Which foreign languages have major impact on Lithuanian children’s folklore? The methodology of the research consists of analytical descriptive and comparative analyses. The research has shown that Lithuanian children’s folklore is dynamic and open to other languages and cultures. Children are attracted by linguistic play and feel comfortable with texts containing foreign or unknown words. In Lithuanian folklore, two major influences can be traced: Russian influence, particularly from World War II until the beginning of the 21st century, and influence from English-speaking countries, beginning in the 1990s and continuing to the present. Children translate folklore, sometimes word for word, adapt foreign texts, plots, traditions, take over certain genres, or integrate separate words or phrases from other languages into Lithuanian folklore.

This study addresses the challenges faced by pre-primary teachers (specialists and non-specialists in additional languages) in multilingual settings, with a specific focus on attention to diversity. Nowadays, schools are becoming more diverse both linguistically (Robinson-Jones, Duarte & Günther-van der Meij, 2022) and through the inclusion of special educational needs (SEN) students (Ramberg & Watkins, 2020). This study aims to identify the teachers’ needs in these contexts and to bring to light emergent topics on multilingualism and diversity. Ten focus groups were conducted for this purpose, and participants (pre-primary teachers) were asked to reflect on their competencies to address groups of young learners in multilingual settings. The participants originate from five different locations in Spain, characterized by different linguistic and social realities. The discussions were recorded and transcribed verbatim, and the software MAXQDA was used to facilitate the content analysis of the obtained data. Information was gathered from two perspectives: specialists and non-specialist teachers of additional languages. The findings reveal the complexity of adopting and incorporating the tailored approaches required by the increasingly linguistically diverse students and by those with special educational needs. Several key findings emerged, including the difficulties of the teachers when adapting to changing educational contexts, the lack of guidelines to facilitate teaching in multilingual contexts, and the teachers’ concern about diverse students. The results of this research underscore the importance of providing pre-primary teachers in multilingual contexts with multifaceted support (specific legal framework, training sessions, and classroom assistants, among others) to facilitate the inclusiveness of diverse young learners. The research, embedded in a national research project on pre-primary teachers’ competencies in multilingual contexts, contributes insights into teaching strategies in diverse multilingual settings.

Transcarpathia is one of the westernmost counties of Ukraine with a century-long multilingual tradition. The biggest minority group in the region is formed by Hungarians whose main educational and cultural centre is the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education. The linguistic landscape of the region has been analysed several times, but the same cannot be said about schoolscape studies. Therefore, the present paper aimed to solve this research gap and investigate how a minority higher education institution can implement current educational and language policies in its linguistic landscape. The study employed a qualitative approach to show the symbolic significance of the languages used in an educational setting. Altogether 394 pictures were taken in the corridors of the main building of the Transcarpathian Hungarian College, in the Philology Campus, in several classrooms, and in the near environment of the institution. The pictures were divided into eight distinct categories, ranging from bottom-up to top-down initiatives: decorations, symbolic inscriptions, advertisements, instructions related to crises, names of rooms, educational documents, library signage, and other signs and announcements. In addition, the official website and the social networking sites of the Transcarpathian Hungarian College were analysed briefly as part of a virtual schoolscape analysis. Based on the results, the Rákóczi College follows a strong bilingual tradition by making everything available in at least two languages (Ukrainian and Hungarian), but the bottom-up domain is also subject to monolingualism. Furthermore, the online schoolscape of the institution is multilingual because everything is published in three languages (Ukrainian, Hungarian, and English). The research can be further expanded with the help of the aforementioned qualitative approach of schoolscaping in other Transcarpathian Hungarian educational institutions to get a deeper insight into the applied multilingual practices in a war-torn country.

When speaking or writing, people tend to re-use the syntactic structures they recently encountered (structural priming). Individuals differ in the extent to which they are primed (primeability). Previous research has suggested that perspective-taking, that is, the ability to imagine the feelings, thoughts and perceptions of others, predicts the magnitude of priming in adults. The present study investigates if this also holds for monolingual and bilingual children. We primed the possessive structure in monolingual Dutch children and bilingual children with varying L2s. There was individual variation in children’s primeability in both groups. For both monolinguals and bilinguals, we found that the better children were at perspective-taking, the more likely they were to be primed. Dutch language proficiency also influenced children’s primeability: higher language proficiency resulted in more priming in both groups. The findings suggest that structural priming serves a social function which is mediated by perspective-taking abilities.

The post-apartheid government in South Africa adopted a multilingual education policy to provide education in learners' home languages as a foundation for learning while promoting proficiency in at least two additional official languages. This marked a paradigm shift from the apartheid regime, which was characterised by racial segregation and discrimination, prioritising Afrikaans and English at the expense of indigenous African languages. Although widely celebrated, achieving the multilingual promise ushered in by the democratic dispensation remains a challenge for post-apartheid South African higher education. This study explored students' experiences of language-based discrimination at a selected South African university. Using a qualitative approach, data were collected from 20 purposively sampled final-year students through an open-ended questionnaire that was distributed electronically to students in the Education faculty and analysed thematically. The findings revealed that minority language speakers grappled with feelings of invisibility, alienation, frustration, and exclusion in their academic and social lives, making it difficult for them to engage fully in university life. Various coping mechanisms were also reported, demonstrating the agency of these minority groups; however, these were found to be insufficient. The study thus recommended prioritising inclusive language policies and training that foster lingua-cultural empathy among students and staff, among other things.

The article is devoted to the actual problems of neural machine translation optimization, which are caused by the inclusion of multilingualism in the functionality of online resources for providing equal access to information for all users. The results of analyzing the machine translation of English-, German- and French-language content of museums’ media discourse into Russian are based on the usage of built-in browser systems from Yandex, Google and Microsoft. The selection of fragments for comparative analysis is carried out taking into account the random choice of the source language by users. The functional capabilities of machine translation systems, optimized by neural network technologies, are viewed as denotative equivalence provision, correct transference of the majority of proper names and adequate actualization of the lexical units meanings with their reference to the context. Several cases stated that browser-based translators used correspondences without taking into account the context, linguacultural tradition, pragmatic meaning of language units, which demonstrates the limited capabilities of these systems to create an adequate, stylistically and discursively designed translation. It is established that the greatest difficulty lies in the translation of isolated nominations (section names, language selection buttons, etc.), which indicates a high level of artificial intelligence involved in machine translation systems, that imitate humans in their mandatory desire to obtain a context that actualizes the meaning of a word.

Globalization has changed the world deeply, and culture has not escaped its influence. This paper tackles several concepts such as bilingualism, multilingualism, and interculturally competent teachers, by analyzing the EU teaching context, covering both theoretical and practical issues. Since teachers need to empower their students by developing their 21st century skills, certain issues and recommendations concerning education will be discussed. Thus, elements such as learning and assessment, as well as some cultural aspects placed in social contexts will be analyzed. An outline of a case study – aimed at testing the efficacy of the solutions forwarded in this study – will also be presented.

Abstract This study examines the relationship between multilingualism and criminality through the lens of symbolic interactionism theory. A qualitative approach was adopted, utilizing an ethnographic research design to explore the intricate connections between communication symbolism and deviant behavior within the Ghanaian cultural context. The researchers conducted semi-structured interviews with three (3) categories of participants: ten (10) deviant individuals, including criminals from Ankaful Prison and community members, eight (8) community members, and four (4) law enforcement officers. A purposive sampling method was employed to ensure participants possessed relevant expertise and firsthand knowledge of communication symbolism in deviant subcultures. The findings indicate that communication through multilingualism serves as an effective symbol of group identity and connection. Furthermore, the complex dynamics surrounding the stigmatization and labeling of language symbolism significantly impact the self-esteem of deviant individuals and their interactions with law enforcement. To effectively identify and understand such communication symbolism within deviant and criminal subcultures, this study suggests that policymakers establish a collaborative task force comprising law enforcement officers, community leaders, and cultural experts.

Today, 98% of peer-reviewed scientific publishing is in English, which is also the official language of most scientific events and international academic journals. UNESCO, through its Recommendation on Open Science, has called on scientific institutions to foster multilingualism in the practice of science, in scientific publications, and in academic communications. At The Lancet, we recognize the need to provide more equitable and inclusive access to scientific knowledge by providing abstracts translated into relevant languages. Following a pilot, a workflow for abstract translation was devised. I present here details of our abstract translation procedure and rollout.

This study investigated the effects of language policies implemented in Nigeria and South Africa on linguistic diversity and how these two nations categorized their indigenous languages. In this present study, qualitative research methodology was used, and a purposive sampling method was used to select Nigeria’s 2013 Language Policy from the National Policy of Education and South Africa’s 1996 Language in Education Policy. Thematic analysis was carried out using Latent Dirichlet Allocation (LDA) software which is a topic modeling methodology that assists in identifying basic themes within wide textual data. The latent level of analysis converged on the implicit ideas, suppositions, notions, and orientations that describe or point out the meaning of the data. The action of incorporating LDA software intensifies the efficiency and level of the qualitative research methodology used to critically examine the language policies of Nigeria and South Africa. The results revealed that the language policies in Nigeria and South Africa have a notable influence on linguistic diversity, supporting the principles of translanguaging and multilingualism. Also, the policies give priority to the inclusion of indigenous languages in education to improve unity and preserve cultural heritage. With a careful survey of language policies and their significance, the results give important and useful recommendations on the increase of inclusivity in language policies for the preservation and promotion of linguistic diversity in different cultural environments. Native languages should be given a notable preference in language policies so that there will be room for the use of translanguaging and multilingual pedagogies in the school systems.

Transnational families in Indonesia currently still have many difficulties in developing and creating an ideology of language use that they implement in their families, with a variety of languages to maintain their family's ethnic identity. This research explores three research questions, as follows. (1) How did parents perceive the roles of various languages in shaping their children's future? (2) What languages were used in the family? This research finds the choice of language use within the context of Indonesian transnational families with different ethnic backgrounds. Employing a qualitative approach with a case study design (Yin, 2014), this study employs 2 participants, a woman, and her mother, both of them are scholarship awardees, who negotiate language ideologies, practices, and policies within their families among linguistic diversity and transnational mobility. Through thematic analysis (Saldana, 2012) of data collection from semi-structured interviews and observation, revealed several initial, open, and axial codes. This finding of this research reveals 1). The differences ideology between two generation. 2). The family's efforts to balance maintaining English and Bahasa Indonesia language. The implication of this study is made for the language policy maker and other transnational parent. In conclusion, this study highlights the complexities of language use in transnational families and demonstrates that these families face challenges and opportunities in creating an environment that supports language learning.

Translanguaging, a practice that recognises and utilizes multilingual students’ linguistic repertoires has emerged as a crucial approach in challenging traditional language policies, particularly in the South African educational landscape.Despite its embrace, a colonial stance still persists in teaching practices. Through a critical analysis of teaching materials used in an academic literacy course, this paper explores how translanguaging is currently being used in teaching and learning. Findings reveal a tension in the sense that even though students’ language practices are acknowledged, the materials still maintain a dominant position for English. This highlights the need to move beyond a simplistic view of multilingualism towards a more holistic embrace of translanguaging.Set against this background, this research argues that translanguaging can bridge the abyssal divide created by colonialism. It emphasizes the unifying potential of translanguaging, fostering an educational landscape that celebrates South Africa's rich linguistic diversity and cultural heritage. Ultimately, the study calls upon educators to move beyond the limitations of standardized languages and fully embrace translanguaging as a transformative force for decolonization.At the end, the paper calls for further research.

This research investigates language practices, including code-switching and code-mixing, among lower primary bilingual students, age 8-11, in an Albanian language instruction school. The primary aim is to explore the dynamics of language use, perceptions, and behaviors among students and teachers. Utilizing a mixed-methods approach, the study incorporates student and teacher questionnaires, as well as observational data. Findings reveal the prevalence of Bosnian in home environments, with students exhibiting a preference for Albanian in classroom settings. Teachers recognize code switching as a pedagogical tool but express concerns about students' overreliance on Bosnian. Observational data illuminate nuanced language choices and patterns of code switching among students, highlighting the complexity of bilingual communication in educational contexts.

This paper explores variation in the patterns of reflexivity marking in the Mano language and possible influence from the Kpelle language by using an experimental design with a picture questionnaire. While Kpelle does not have a morphological distinction between reflexive and basic pronouns, the Mano variety spoken by Mano-dominant individuals does possess such a distinction in 3sg. In contrast, the Mano variety spoken by Kpelle-dominant individuals shows a pattern borrowing from Kpelle into Mano, whereby the basic pronoun is used for both coreferential and disjoint readings. In a bilingual village, however, despite daily usage of both languages, almost all speakers from our sample manifest a uniform pattern that aligns closely with the monolingual Mano pattern of reflexivity marking. Therefore, the intensity of contact alone does not predict the amount of influence of Kpelle on Mano. Contrary to predictions by Labov (2010. Principles of linguistic change. Volume 3, Cognitive and cultural factors. Hoboken: Wiley-Blackwell: 5), we conclude that the languages spoken in a multilingual speech community do not necessarily converge and that a balanced multilingual community may provide enough input to acquire monolingual-like competence, at least according to the specific parameter under investigation. In the long run, however, convergence between Mano and Kpelle could indeed be taking place, with Mano losing its reflexivity contrasts, having already lost the contrast in 3pl.

The present study examines Indonesian lecturers’ attitudes towards translanguaging and its pedagogical benefits in their English as a foreign language classroom. It also explores the significant relationships between lecturers’ attitudes and the variables of gender, age, experience, university and faculty. The study included English as a foreign language lecturers using surveys (n = 50) and in-depth interviews (n = 5). The collected data were analysed through mixed-methods analyses. The findings reveal that, in general, Indonesian lecturers hold optimal, virtual and maximal attitudes towards translanguaging. They perceive translanguaging as beneficial, as it facilitates student-student and student-teacher interactions, scaffolds students’ understanding, and creates a familiar and secure classroom atmosphere. Integrating translanguaging supports the development of students’ critical thinking skills and self-confidence. The lecturers’ feel a sense of agency to reclaim their identity and question the perceived linguistic hierarchy that dominates their English as a foreign language landscape. Additionally, the findings revealed a disparity in the perceived benefits of translanguaging depending on the lecturers’ age and experience, indicating a potential generational gap that might influence their adaptability to multilingual teaching methodologies.

The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress. They also completed the Strengths and Difficulties Questionnaire (SDQ), which assessed their children’s socio-emotional and behavioral characteristics. The results from regression analyses showed that parents’ depressive symptoms were significant concurrent predictors of children’s conduct problems. In contrast, higher acculturation stress was associated with more emotional problems and better prosociality in children, although the stronger predictor for the latter variable was parents’ self-efficacy. Positive beliefs about bilingualism were not related to children’s well-being. The discussion highlights the importance of targeting parents’ depressive traits and acculturation stress as possible risk factors for children’s emotional and behavioral problems. Conversely, fostering parental self-efficacy may promote children’s prosociality.

This article provides an initial sociolinguistic and structural characterization of the multilingual repertoire of the Haitian migrant community in Chapecó, Santa Catarina, Brazil, based on a corpus of interviews I compiled myself. The focus is primarily on two languages from the repertoire, French and Spanish, which I consider ‘forgotten’ in two senses. First, in a scholarly context, since studies in migration linguistics often pay less attention to languages that are neither the in-group language of the migrant population (in this case, Haitian Creole) nor the main language of the host country (in this case, Portuguese); indeed, French is the official, post-colonial language used by the social elites in the homeland, while Spanish is the language of a first country of migration (the Dominican Republic) for some Haitians before their current migration to Brazil. Second, at the cognitive level, because although these languages are part of the speakers’ experiential baggage, they are seldom actively spoken in the new Brazilian context. Lastly, the article highlights how speakers efficiently utilize the different languages in their repertoire, giving rise to contact-induced linguistic features (which, following traditional criteria, are classified here as the result of transfer or borrowing).

This paper sought to examine the impact of code-switching in the Lower Gweru community of Midlands Religion in Zimbabwe where IsiNdebele and ChiShona co-exist as first and third languages respectively. The main thrust of the paper was to establish the impact of code-switching involving IsiNdebele and ChiShona in bilingual and multilingual situations such as schools and communities. This study used a qualitative research approach and focused on two intentionally selected primary schools and two secondary schools as representatives of the whole population in the community. Since the selection of participants was purposively done, the sample had twenty participants. Key instruments used in the collection of data included Interviews, Observations and Document Analysis because of their relationship with the qualitative approach characterised by the use of words in explaining phenomena as they obtain in their natural settings. Collected data was presented and analysed depending on the nature of the gathered responses. Findings from this research revealed that code-switching is an indispensable issue in bilingual communities. Hence, it has both positive and negative impacts on learning in the target language. In conclusion, the study categorically established that the impact of code-switching is inevitable in bilingualism and diversified communities. The study recommends that educators and teachers be equipped with basic strategic skills of handling code-switching in bilingual and multilingual classrooms. The research adds knowledge in the sphere of education in multilingualism and mu

Teachers heavily rely on the dominant language of instruction—a spoken and written mode of communication—rather than expressing creative art forms through actions, signs, symbols, and other means. The reliance on monolingual forms of instruction to teach these art forms may diminish their efficacy. This research thus aimed to optimise the use of multilingualism in the context of Creative Arts and expression. Teachers teach Creative Arts with the aim of equipping learners with fundamental knowledge and skills in the arts, thereby fostering creativity, imagination, and appreciation for artistic activities. Multilingualism also entails using the human senses to see, understand, and navigate the various symbolic worlds humans encounter. The study adopted a transformational paradigm based on qualitative participatory research, focusing on ten eighth-grade learners purposefully selected from a particular school. Semiotics, the study of signals and the epistemology of their presence in society, served as the theoretical foundation for the research. The researcher collected data through focus groups and observations and then used a narrative analysis method for analysis. The findings revealed that limitations such as insufficient instructional time, a lack of training and linguistic dominance, a lack of resources, and limited preparedness impede the effective use of multilingual instructional methodologies. The researcher concludes that compulsory incorporation of semiotics in Creative Arts instruction may be crucial in fostering creative thinkers who cannot only express creative practices in a conventional manner but also use their talents in other domains, such as animation in creative practice.

Multilingualism in the Translation of Bernardo Atxaga’s Zeru Horiek (1995) into Finnish and Estonian. Zeru horiek (1995, The Lone Woman, English translation by Margaret Jull Costa) is the second most multilingual novel written by Bernardo Atxaga after Obabakoak. While Basque is the source language of his literary works, his fictional world is multilingual. In Zeru horiek seven natural languages appear together with Basque: English, Spanish, French, Italian, Catalan, Galician and Latin. This paper investigates how and why these languages are used in the novel, based on the theoretical approaches presented by Manterola (2019) and Verschik and Saagpakk (2023). Another purpose is to bring into the spotlight two translations of the novel never studied before: the Finnish version Tuolla taivaalla (1999, translated by Tarja Roinila) and the Estonian version Need taevad (2022, by the author of this article). Twenty-three years separate these translations, but the literary contexts of their publication are not very different. Firstly, because of the dominance of English as a main source language of literary translations, and secondly, on account of the fact that Basque, Latin and Romance language skills are not very common in its target readers. Tuolla taivaalla is an example of early and indirect translation and, according to the model of Delabastita (1993), tends to substitute some expressions and passages in other languages, used by Atxaga, with elements of Finnish. The substitution reduces multilingualism, omits all reference to Galician and modifies some literary aspects such as the relationships between characters. Modifications in Esos cielos (the autotranslation by Atxaga) used as source text and an effort to make the text understandable for the reader can explain this linguistic and cultural homogenisation. Need taevad illustrates a late and direct translation that conventionally preserves and reproduces the multilingualism of the original. It even increases it in two ways: by restoring the source language in some passages (in English and French) presented in Basque in Zeru horiek, and by including some expressions in Basque. The strategy that allows this is permutation (translation in a footnote). Hence, two types of Estonian reader have been kept in mind: those who know some of these languages and those who do not.

This study, investigates how multilingualism influences lateral and critical thinking and its relationship to endowment. Lateral thinking involves generating different solutions, while critical thinking focuses on evaluating information. Both are essential for creativity and problem-solving. The research explores whether multilingual individuals exhibit improved skills in these areas compared to monolinguals, and how these skills relate to gifted traits such as creativity and advanced problem-solving. The study includes a literature review, standardized tests for lateral and critical thinking, and qualitative interviews. The results indicate that multilingualism increases cognitive flexibility, enhancing these thinking skills. In addition, multilingual individuals exhibit traits associated with endowment, suggesting a link between multilingualism and advanced cognitive abilities. The study’s findings underscore the importance of promoting multilingualism in education to foster cognitive and creative growth, and underscore the need for further research into its long-term effects on cognitive development and supergifting.

This study investigates the impact of forced migration on family language policy among Ukrainian families, with a particular focus on women who have relocated to Poland with their children due to the war in Ukraine. Utilizing data from in-depth interviews, it explores the language situation in refugee families. The analysis concentrates on changes in language behaviour caused by shifts in emotional attitudes towards their language repertoire, due to the traumatic experience of war. It is noteworthy that there has been an increase in the use of the Ukrainian language in family communication, an intentional familiarization of children with the linguistic situation in Ukraine, and a conscious avoidance of the Russian language in public places abroad. Despite these trends, some families continue to predominantly use Russian at home as the primary language for family communication, or they frequently engage in language code-switching. The study examines patterns of changes in language behaviour resulting from the rejection of the Russian language in daily communication, highlighting politically motivated decisions to alter language use and the corresponding strategies of language behaviour. These changes in adults' speech behaviour significantly affect the speech practices of children, one manifestation of which is language attrition. Special attention is given to the phenomenon of language shame and self-shame associated with the use or non-use of the Russian language, the evolution of language attitudes, and their influence on language choice in family language practices.

The article analyses the content, structure and functional purpose of an academic paper which examines the multilingualism of refugees from Ukraine who moved to Poland after the full-scale invasion by Russia. The methodological basis of the study is characterized, and the effectiveness of using the method of language biographies and questionnaires is emphasized.

Answers by: Federico Bertoni, Helena C. Buescu, Astrid Erll, Matthieu Letourneux, Sonja Stojmenska-Elzeser, Marcelo Topuzian, Johannes Türk

This essay deals with both the crisis of Comparative Literature and the aspects that should be considered in a renewed version of the discipline. In recent years, Comparative Literature has been struggling with newer disciplines, like Cultural Studies, Gender Studies, Postcolonial Studies, World Literature, each of them with their new research interests and methodologies. But Comparative Literature has also been quite successful in the integration of these new topics, questions and insights, even if it sometimes did so by abandoning elements that should remain at the core of its business, like multilingualism, a strong historical perspective, and a persistent focus on textual objects and close reading. This article addresses the importance of these three elements, illustrating them with, first, a literary example (Eric Vuillard’s novel 14 juillet) and, second, a literary-historical example that might serve as a possible model of what Comparative Literature may stand for in the coming years (Nicholas Dames, The Chapter).

The article examines the multilingual practice of Lazar Baranovych in the context of the sociolinguistic situation of Ukraine in the early modern period. Multilingualism is inherent in border societies, including Ukrainian society in the seventeenth century, and the choice of language in each case depends on a combination of factors – religious, pragmatic, communicative, cultural, and artistic/stylistic. The study analyzes the phenomenon of codeswitching on the example of Baranovych’s own marginal notes, made in Polish, Ruthenian (prosta mova) and Church Slavonic. The Ukrainian recension of Church Slavonic reflects the influence of spoken Ukrainian, which can be traced in texts from the cultural centers in the Polish-Lithuanian Commonwealth and later the Russian Empire. This is illustrated by the language of the collection of sermons Трубы на дни нарочитыя праздникɷвъ [Trumpets for Major Feast Days] (1674), which Lazar Baranovych could not publish in Moscow not only for political reasons but also because of the peculiarity of the language.

At the crossroad between German and Italian worlds, merchants in Bolzano (South Tyrol, Italy) played a crucial role in promoting multilingualism. This work will explore the language management of merchants’ life as emerging from the documents of their official institution, the so-called Magistrato Mercantile (1635-1851). For this first linguistic survey, a sub-set of documents has been selected from 1736 to 1740/1, in order to illustrate how multilingualism was applied in the everyday life of the Magistrato Mercantile, and how language alternation was used on specific occasions for specific purposes. In particular, it will be shown how acts were written in all four languages used in the Magistrato (i.e., Italian, German, Latin, and French), but how glosses were essentially in one language or another, without internal code-mixing.

Children’s books communicate responsibilities and obligations such as good manners or how to overcome personal challenges. Through these stories, children learn how their society expects them to look and behave. Using a sample of bilingual picture books from the Nal’ibali reading campaign in South Africa, this research investigates the naturalised meanings projected to young readers by English stories and their Afrikaans translations. The visual symmetry of the English and Afrikaans versions of the story on a page may lead readers to think that these are direct translations or that the children are accessing similar meanings. The research questions ask whether the English readers are exposed to the same norms as the Afrikaans readers. Using a systemic functional linguistic framework to code evaluations of the books’ characters, we foreground the differences in interpersonal meaning between the English and Afrikaans translations and why these are ideologically significant. Findings show that the Afrikaans translations prioritise a young girl’s looks above her creativity, but they also construe a dedicated father who spends time with his child. Despite the small corpus, these preliminary findings indicate a need for a wider study of translation in children’s books to investigate the congruency of their translations.

This review examines Manual de Neuroeducación y Neurociencias del Bilingüismo (Handbook of Neuroeducation and Neuroscience of Bilingualism), co-authored by Dr. Rafael Emilio Bello Díaz and Dr. Karen Bello Llinás. The book, published under the auspices of the Dominican Republic's Vice-Ministry of Supervision, Evaluation and Control of Educational Quality, offers a comprehensive exploration of the neurological and educational dimensions of bilingualism. Divided into ten chapters, it delves into topics such as brain-language interaction, the bilingual mind, neurolinguistics, and executive functions, emphasizing the intersection of neuroscience and language learning. While the structure may initially appear intricate due to the breadth of content, extensive citations and rigorous analysis ensure its value as a reliable research resource. The book's depth and focus make it a noteworthy contribution to neuroeducation and bilingualism studies, appealing especially to scholars and practitioners in these fields.

This paper presents the practical aspects of the production of the Multilingual Medical Metadictionary of the Medica Digital Library, a project funded by the Collex-Persée research infrastructure. We highlight how, during the process of selectively tagging in TEI XML the OCRised text of several ancient medical dictionaries, the principles adopted (provide reliable data from a philological point of view, stick to the analyses provided by the dictionaries, preserve unprocessed information) interacted with digital practice. We describe the trade-offs that have been made in order to deliver already quite comprehensive results as quickly as possible, while trying to maintain philological accuracy, and we indicate the areas for improvement that have been identified.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that impacts many areas of a person's life. So far little is known on how ADHD affects the learning and usage of additional languages. The present study investigates what potential challenges and benefits adults with ADHD experience in second language (L2) learning, and what strategies they have developed to offset ADHD-related differences in cognition and behaviour. As part of a larger questionnaire, 59 participants with ADHD provided written responses, answering questions on how ADHD has influenced their learning and use of multiple languages. After a multiple-step classification process, three overarching topics were identified: (1) the effects of cognition on language learning and use; (2) how different language components and language modalities are affected by ADHD; and (3) what language learning strategies adults with ADHD apply. In our analysis, we present authentic quotes from individuals with ADHD and place them into the larger context of research on neurodivergence and L2 acquisition. Our results highlight the great heterogeneity in learning experiences and pathways in adults with ADHD. Interestingly, many respondents embrace their neurodiversity and develop individual strategies to enhance L2 proficiency. Our research aims to contribute to a better understanding of multilingualism within neurodiverse populations.

This paper reports on small-scale action research conducted with students in the final year of their degree at Kotebe University of Education. We had identified a problem whereby students majoring in Biology tended to express their content knowledge in the form of lists rather than in coherent sentences and complete paragraphs. We consequently designed an intervention that explicitly guided the students to compose short pieces of academic writing within four scientific genres: description, comparison, components and classification. The intervention was evaluated using pre- and post-tests and a student focus group discussion involving around one third of the class. The results showed that after six weeks, all the students were able to write coherent, well-organized paragraphs using appropriate scientific language. Students attributed their improvement to the formative feedback they received throughout the six-week intervention. This small-scale study suggests that cross-curricular language support has considerable potential for developing pre-service teachers’ writing skills. However, realizing this potential requires collaboration between language and other subject teachers. We relate the findings to previous research in Tanzania, which focused on developing pre-service teachers’ pedagogic skills for supporting learners through language transition. The policy implications of using home language (in this case Amharic) as the medium of instruction in higher education institutions where English is the language of instruction should be considered for science teachers. We conclude by arguing for a joined-up approach to teacher education for multilingual education systems and suggest some priorities for further research.

This paper seeks to offer a broad examination of themes related to personal names within the context of migration. It gives a survey of how language contact effects the name form and reviews various socio-onomastic perspectives, including name choice and multilingual identity, name changes and social belonging, names in multilingual interaction, as well as legal considerations surrounding foreign names in contemporary societies. For a thorough perspective, this overview includes research pertaining to both present-day and historical situations.

In the literature, we encounter papers reporting manipulating pitch contours in speech tokens for a specific problem to be addressed in experiments (e.g., learning pitch patterns superimposed onto a pseudo-syllable), usually in the field of Speech Perception and Spoken Word Recognition. This type of research often tests listeners’ perceptual and processing skills in tonal languages (e.g., Mandarin, Thai, etc.), and requires superimposing a pitch contour onto a spoken syllable. However, very few studies reported in detail how this critical manipulation was done to meet specific experimental needs. In addition, there was neither specific guideline or description of the techniques being used, nor how ‘natural’ these manipulated tokens sounded in a particular language upon speech synthesis. Because this technique is crucial in establishing the conclusions in various studies, here, we will demonstrate our method of establishing this technique of tone superimposition (i.e., lexical tones in Mandarin) onto English syllables. In line with the open science model, we will also show our stimuli and procedures via OSF for readers to evaluate the validity of this technique. Manipulating the pitch contour in a spoken syllable can be complicated and change the perception of the spoken syllable in a significant way. Thus, we will also show the important factors to be considered in this process for doing research in Speech Sciences.

The current linguistic landscape study aims to analyze the multilingualism aspects observable in the school-scape of an exemplary institution of Darussalam Islamic Educational Complex of Gontor. A descriptive research project, this study obtained the data from both top-down and bottom-up signs visible in public places within the educational complex; thus, only signs apparent from outside of buildings totaling 148 signs were analyzed. The data analysis shows that there are four languages observable in the vicinity with English and Arabic as the most often employed languages. This situation shows a strong loyalty the institution’s language policy. Although the educational complex is a multilingual community, multilingual signs are the least among the public signs. Most of the signs are monolingual signs of either English or Arabic. The enacted language policy provides bigger rooms for English and Arabic to be visible in the school-scape, which leads to the subsumption of the national language of Bahasa Indonesia and the local language of Javanese. This condition reveals their pragmatic concern to empower the students to be ready for various facets of international life. As such, this study informs the school management about the value of the linguistic diversity and offer insights that potentially guide the development of educational strategies that leverage the linguistic landscape as a source for language learning and cultural enrichment. The findings also inform government policymakers about the importance of linguistic diversity in educational settings.

Previous research has highlighted the limitations encountered in representing the dynamism of language use and contacts. Here, linguistic landscapes from five towns in Northern Sweden are the point of departure for investigating novel perspectives through the geovisualization of multilingualism, with the ultimate aim of understanding how languages in our surroundings help construct public spaces. As an outcome, a web GIS application, based on 6865 thematically analyzed photographs, was developed as an interactive resource for visualizing and sharing the data and enabling new modes of analysis and new research questions. The article describes the data collection and curation processes, app development using GIS software and software-as-a-service, the eventual app design and interaction, and the update and maintenance plans, as well as discussing challenges and considerations related to temporalities, spatialities, and technicalities. The web GIS has potential applications in spatial analysis, research communication, and education.

This study investigates how parental language ideologies and attitudes shape Family Language Policy (FLP) in Italian transnational families in the UK. There has been an increasing interest in FLP research in recent years; however, the Italian community in the UK is under-studied. This exploratory study aimed at investigating how language ideologies in Italian transnational families affect language practices and management. The findings suggest that language ideologies such as the ‘bilingual advantage’ have a significant impact on language practices and management in the family domain. However, language ideologies are not always in line with language practices with conflicting language ideologies being more common in mixed marriage families. Additionally, the study offers new insights into the complexities of emotions surrounding FLP and bilingual upbringing as well as how parental future aspirations can shape FLP. Further research is suggested with regards to the role that siblings' dynamics can play on the negotiation of FLP as well as longitudinal research which will offer insights into the constantly evolving linguistic environment of transnational families.

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students’ diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students’ plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers’ beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

The paper presents findings from a scoping review of scientific articles, projects, networks, and legal documents concerning multilingual practices at the pre-primary level in Slovenia, Croatia, Austria, and Italy aimed at exploring the extent and nature of multilingual educational practices, as well as research findings related to multilingual education at the pre-primary level in these countries. The primary objective was to assess the current situation, challenges, and future prospects of multilingual practices in preschool institutions. The results offer valuable insights into multilingual practices in these countries, highlighting the need for enhancing teachers' competence to effectively work in linguistically diverse environments.

The article lays out the method of the participatory Oral History project “Multilingual Memory of Migration” against the political background of an unacknowledged Austrian migration history and the political paradigm of monolingualism. The participatory concept engages students in a research process of Austrian migration history, addressing especially (but not exclusively) students with an own migration and multilingual background to conduct intergenerational biographical interviews. By benefitting from the students’ language skills and community outreach, the project aims at creating a contribution to a national “archive of migration” as such not institu–tionalized in Austria.

The number of the multilingual speakers all over the world has been increasing steadily, which calls for closer analyses of multilingualism as a phenomenon. The current study aims at investigating multilingual speakers’ spoken and written English productions in formal and informal contexts within the boundaries of social context of migration. As for the purposes of the study, data coming from four groups in Germany and the US (32 participants and 24 speakers from RUEG corpus, 56 people in total) via data collection tools such as Language Situations (Wiese 2018), Linguistic Background Questionnaire and c-tests were analyzed both qualitatively and quantitatively. The results were divergent. The comparison of -ing use only revealed that the acquisition of the progressive marker in L3? English differs in Germany and the US while -ing use in total Communication Units (henceforth CU) ratio signaled some cross-linguistic effects. However, there was no difference in within group comparisons obscuring multilingual-monolingual dichotomy within both Germany and the US. Also, task modality and registers were found to have a prominent effect on L3 patterns of English progressive morpheme -ing.