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Aims and objectives: What exactly happens to a mixed language's system in a multilingual contact setting? This study aims to investigate the interactions between speakers' exposure to, frequency of, and proficiency in four languages (English, Tagalog, Hokkien, and Mandarin) and their influences on the why -fronting only wh -question system of Lánnang-uè, a mixed language used by the metropolitan Manila Lannangs. It also aims to test the validity of the assertion that symbiotic mixed languages are more likely to be in flux. Methodology: The Lánnang-uè speakers participated in production and acceptability experiments. Data analysis: Likelihood to front (production) and responses to a 7-point Likert-type scale (acceptability) were the dependent variables for several Bayesian linear mixed-effects models with age, frequency of language use, and language proficiency as primary fixed effects, sociolinguistic factors (e.g., attitudes, identity) as covariates, and participant (and when appropriate, item) as a random effect. Findings: Both production and acceptability results showed that the effects of contact are numerous and far from homogeneous. They vary depending on the source language, wh- phrase type, and degree of consciousness. They corroborate the widely held belief that mixed languages are less stable in symbiotic contexts. However, this paper goes an extra step to show that this "instability" or variability is not always a consequence of contact-induced transfer. It demonstrates that when the source languages influence the stability or development of the mixed language, the effects can be diverse, encompassing aspects such as identity processes, language attitudes, structural transfer, and/or other sociolinguistic innovations. Originality: This article is one of the first studies to examine the effects of contact between multiple languages on a mixed language variable using both production and acceptability experimental data in a five-language context. It is one of the very few variationist works in the Philippines that considers the effects of multilingualism on variation and change. [ABSTRACT FROM AUTHOR]

Language in CLIL is dependent on the subject that embraces it, as it is the case of Physical Education. The present descriptive exploratory case study examines how content and language are integrated into Physical Education lessons with CLIL in secondary education. It applies the Cognitive Discourse Function construct as a heuristic to analyse 19 lessons. The results show that all the acts of thinking are used, but not equally. The specific unit and the approach used by the teacher seem to affect the prevalence of each category and the students' engagement when verbalising their acts of thinking. In addition, a number of features (i.e., the role of questions, simple language, explicit language teaching, multimodality, translanguaging) were identified in order to integrate content, language and literacy. These findings can thus inform researchers, teachers and teacher training programmes to understand how integration takes place and promotes deep learning. [ABSTRACT FROM AUTHOR]

Most recent research on language learning and identity emphasizes on investing learners' capital as affordance to affirm their identities (Darvin & Norton, 2015; Norton, 2013). Learners' capital refers to prior knowledge, home literacies/native languages. Drawing on data from English language academies from Pakistan, this study finds a conflicting picture to the one advocated in the investment model. Gripped by the "deficit ideology," teachers and students tend to "disinvest" in the native languages. Analyzing data through the conceptual lenses of "Neoliberal Governmentality" and "Linguistic Entrepreneurship," we find that "enterprise culture" governs learners' mode of investment. It reflects in their construction of English learning as a form of entrepreneurship, celebrating competition, self-entrepreneurship, and relentless self-improvement. Given the "disinvestment" tendency, the current investment model seems to overlook the power-driven linguistic hierarchies, and linguistic inequalities that may hamper the use of such capital. The paper discusses decolonial pedagogy as an alternative to current ELT. [ABSTRACT FROM AUTHOR]

This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article addresses the plurilingual writing practices of eighteenth-century women of letters through the case of Elizabeth Carter (1717–1806), a plurilingual poet and translator who mastered no less than ten different languages. To determine the forms and functions of plurilingualism in early modern women's letters, this article puts forward a methodological framework which combines insights from different fields of study. This framework moves beyond the notion of code-switching, and argues for a distinction between manifest and latent forms of epistolary plurilingualism. To determine the functions of plurilingualism in women's letters, it proposes a contextualised reading. The potential of this framework is then illustrated by a close analysis of Elizabeth Carter's plurilingual correspondence with Catherine Talbot (1721–1770). From this analysis, it appears that during the early years of their correspondence, Carter's use of plurilingualism was inspired by an awareness of the inherent differences between languages, and of the dynamic interplay between language and identity. Studying the plurilingual dimensions of eighteenth-century women's letters thus not only sheds new light upon women's linguistic capabilities, but it also gives more insight into the way in which early modern women (re)shaped their intellectual and/or literary self/ves through letter writing. [ABSTRACT FROM AUTHOR]

This article reports findings from a three-year qualitative study that explored the nature of translingual writing practices of the emergent multilingual youth who are ethnic Korean migrant children from Central Asia and Russia to South Korea. While settling into a new society, these emergent multilingual children tend to navigate and negotiate multiple languages, literacies, and identities. As a researcher and former teacher of Russian-speaking ethnic Korean migrant children in Korea, I became interested in examining how and why they engaged in translingual writing practices beyond school walls (referring to the capabilities and the processes of translingual language learners' appreciation, negotiation, and evaluation of multiple semiotic resources). Drawing upon 'translingualism' , this study gathered and analysed the data from multiple sources (i.e. observations, interviews, fieldnotes, and artefacts). The findings demonstrate the emergent multilingual youth's agentive engagement in translingual writing practices for differing purposes such as meaningful interaction, language development, and academic success. This study suggests that the dynamic and spontaneous use of multiple semiotic resources is the key to the emerging multilingual children's everyday communicative and literate lives as well as in the process of multilingual language development. [ABSTRACT FROM AUTHOR]

This paper explores the multilingual lived experience (MLE) of four Mongol-Chinese individuals. This lived experience is set in the multilingual context of the Inner Mongolia Autonomous Region (IMAR) of China. Compared to the ethnic majority Han people, who are Mandarin (Putonghua) speakers, and who study English as a L2, Inner Mongolian ethnic minority students' experience is often trilingual, with Mongolian as their L1, Mandarin as their L2, and English as a L3. The study is presented in two analytical stages. First, Interpretative Phenomenological Analysis (IPA) is used to understand the MLE of the Mongol-Chinese participants. IPA shaped the selection of these participants, the semi-structured interview methodology, and the processing and coding of the interview data. The subsequent presentation of the participants' MLE includes two super-ordinate themes: (a) multilingual experience in school, which appeared to be influenced by externally determined linguistic challenges, and (b) multilingual experience beyond school, which contributed to an ethnic consciousness and a wish to use Mongolian more. Second, post-structuralist theory is used to provide a broader interpretation of the MLE, as well as more general conclusions about the relationship between language and identity in the IMAR and China, with potential relevance also for other multilingual contexts. [ABSTRACT FROM AUTHOR]

This study, based partly on archival research, tackles a number of interrelated issues regarding the sociolinguistic dynamics of language politics in Sri Lanka from the colonial era to the present. In colonial Ceylon, such politics initially manifested as resistance against foreign elements, but later evolved into internal conflicts when majoritarian Sinhala-focused linguistic purism movements appropriated Sinhala as a national identity marker. The resulting civil war until 2009 indicated that misguided prospects of linguistic purism in the name of ethnic nationalism have been a costly mistake for this small state, threatening to tear the nation apart. Regarding more recent issues of language planning and policy reforms, which also concern the place of English, the focus turns specifically to the rapid digitalisation of communication and related impacts of global virtual language environments. These substantially reduce the significance of any specific language or local vernacular, while individual and group identity is strengthened through inclusive use of linguistic registers within multilingual digital spaces. [ABSTRACT FROM AUTHOR]

To address the challenges of teaching and learning among multilingual elementary students, the Philippines, a multilingual country with over 180 languages, implemented the Mother Tongue-Based Multilingual Education (MTB-MLE). Studies on the use of mother tongue have reported positive results among students who share a common language. However, in highly multilingual places, mother tongue use poses a challenge to students whose mother tongues differ from the one used in the classrooms. Using non-participatory observations, this study gathered data from a highly multilingual city in the Philippines to determine how teachers and students use languages during the teaching and learning of science. It reveals that the participants used translanguaging in accomplishing communicative functions needed in teaching and learning science. Subsequently, the study proffers the legitimization of translanguaging as it is pedagogically beneficial to both the teachers and the students in multilingual elementary classrooms. [ABSTRACT FROM AUTHOR]

This paper contributes to our conceptualization of linguistic identities in English as a lingua franca (ELF) communication by analyzing a group of multilingual international students' narrativized accounts of their ELF communication experiences in an international university in Hong Kong. The findings of the study indicate that despite their status as L2 speakers, the participants considered themselves as legitimate speakers of English when interacting with others through ELF. Moreover, they oriented to their national cultural identities and personal identities indexed through their accents in ELF communication. Their frequent use of ELF with other students from diverse linguacultural backgrounds also prompted them to identify positively with a local ELF-using community and envision their imagined identities as members of a global ELF-using community. The findings further reveal that the participants' ELF communication experiences opened up a space for them to take on new and alternative L2-speaking personal identities which they perceived to be markedly different from and more desirable than their L1-based selves. Overall, the analysis provides empirical support for applying a tripartite model of linguistic identity for understanding ELF communication experiences and calls attention to the multidimensional nature of linguistic identities and the interrelatedness between different dimensions of linguistic identities in ELF communication. [ABSTRACT FROM AUTHOR]

AbstractWhilst mainstream schools in England may encourage multilingualism by insisting on the study of foreign languages, multilingual children are not always provided with support for the maintenance of their heritage languages and cultures. In response to this shortcoming, communities organise themselves to support their young members by setting up extra-curricular education institutions or associations, also called complementary schools, which contribute to the cultural and linguistic maintenance of minority communities. Through emblematic extracts from a fourteen-month ethnographic research in an Italian complementary school in London, this article examines how HL learners engage in and reflect on their multilingual practices and how they develop agency in their learning environment. The findings illustrate how critical modes of teaching and learning that make space for multilingualism can provide children with unique opportunities to discover, explore and experiment with their multilingual and multicultural selves, which, in turn, permit them to access linguistic resources and legitimise multilingual learner identities. Expanding on Fishman’s notion of ‘breathing space’, the article suggests that complementary schools represent a space where minority languages but also pedagogical practices can breathe and develop. [ABSTRACT FROM AUTHOR]

This longitudinal inductive research unpacks the process of African post-secondary students' Chinese language identity (CLI) with the purpose of exploring a model of CLI development. We traced how 12 multilingual African students developed their CLI during the first year in a Chinese university. Data coded from three rounds of interviews conducted at different times reveal that over time, there are fewer distractors and more contributors to the development of CLI. We also found three bidirectional factors that both facilitate and impede CLI construction. In terms of dimensions of language identity, Chinese language expertise and positive affiliation with the new language increased over time without change in students' original language inheritance. Results inform both African students' adaptation in China and the instruction and administration of African students in Chinese universities. This study helps to discover patterns of change in language identity from a micro perspective and informs models of language identity development among multilingual adult learners. [ABSTRACT FROM AUTHOR]

Literacy scholarship captures immigrant youth of color ethnoracial identity constructions through their digital literacy practices. Still, few studies examine how immigrant youth of African origin use digital literacy to navigate ethnoracial tensions and craft racialized identities. Drawing on raciolinguistic and postcolonial theory, this study extends and nuances existing scholarship by examining the digital literacy practices and ethnoracial identity formations of a 13-year-old Nigerian girl who migrated to the United States. Positioning my analysis within the intersection of race, language, and identity, I inquire: How does Isioma leverage digital literacies to navigate U.S. racialization and negotiate U.S. racial identity categories? Furthermore, how does Isioma employ digital literacies to construct and negotiate her ethnoracial identities? I employ a narrative analysis of home observations, semistructured interviews, and literacy artifacts. Findings illustrate how digital tools disrupt raciolinguistic perspectives against minoritized languages. Digital literacies also enable the preservation of ethnic identities and languages while influencing racialized and hybrid identity formation and narration in the physical world. [ABSTRACT FROM AUTHOR]

Nigeria, a multilingual nation with over 500 languages, faces significant challenges due to linguistic diversity, which often exacerbates social, economic, and political tensions. Existing literature has extensively examined the role of language in national identity and integration, but there is a notable research gap regarding the potential impact of creating a unified national language by amalgamating Hausa, Igbo, and Yoruba. This study aims to explore the feasibility and implications of such an initiative for promoting national unity and cohesion in Nigeria. In this study, a mixedmethods approach was employed, involving both quantitative and qualitative data collection to provide a comprehensive understanding of the potential impact of a unified national language in Nigeria. A total of 500 respondents were selected, including language experts, educators, and community leaders, using purposive sampling to ensure that participants possessed relevant knowledge and experience in linguistic and socio-political matters related to national integration and identity. The findings reveal that while there are substantial cultural and practical challenges in harmonizing the three languages, the potential benefits in terms of enhanced national identity, social cohesion, and improved governance are significant. The study concludes that a unified language could serve as a powerful unifying tool if implemented with careful planning, inclusive dialogue, and cultural sensitivity. It recommends further research into the linguistic and socio-political aspects of language unification and the development of comprehensive language policies. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the application and implications of the use of a multilingual picture book app in Swedish preschools, focusing on children's engagement and educators' roles in supporting multilingual development. Employing semi‐structured interviews and video observations, this study reveals the app's potential in reinforcing multilingual identities, bridging home‐school gaps and fostering peer connections. However, it also uncovers complexities in managing linguistic diversity, reflecting societal language attitudes and hierarchies. Grounded in the sociology of childhood, the study provides a critical lens. This approach seeks to understand how digital reading activities are shaping children's linguistic experiences and identities within a specific social and educational context. [ABSTRACT FROM AUTHOR]

This article leverages interview data from students of Chinese who enrolled at a UK university but pursued a period of study abroad in China, aiming to delve into their negotiation of language identities during their overseas experience. By employing Block's structural model in our discourse analysis, this research reveals the dynamic interplay between agency and structure, shedding light on the intricate process of language learning and identity formation. The findings underscore that structural contexts are integral to shaping students' agency, highlighting specific structural spheres that pose challenges to their development of Chinese language and multilingual identities. These spheres encompass the linguistic and cultural dominance of English as well as Chinese hospitality practices. Rooted in their habitus, participants' preconceived notions of the Chinese language and cultural aspects influence their journey, yielding either positive or negative impacts. Furthermore, participants' backgrounds and prior language learning experiences significantly contribute to their identity development. In advocating for a comprehensive approach, this study emphasises the integration of both agency and structural contexts as necessary to fully comprehend the intricate process of identity development. [ABSTRACT FROM AUTHOR]

In the present study, we have explored language learning motivation, attitudes and exposition strategies in participants' L2 and FL in an attempt to adopt a multilingual view that better suits the complex sociolinguistic context of the Basque Country. The study includes 200 young multilinguals from the Basque Country. Most of them have Basque as their L2 and have studied English as a foreign language since they were young. For data collection, a questionnaire was designed combining closed Likert-type questions and open questions. The results show that young people who have had certain exposition to the minority language at school and outside school have developed a positive attitude toward multilingualism and motivation to learn Basque and English and that the linguistic identity of these young multilinguals is built according to the characteristics of a globalised world. This highlights new challenges in the goal of preserving and revitalising the minority language as the strategy of isolating the language is no longer valid, and it points at a need to delve into new strategies. [ABSTRACT FROM AUTHOR]

The linguistic diversity of France is a highly discussed topic, particularly in relation to the French state's (lack of) support for regional and minority languages (RMLs). There are approximately 200,000 speakers of the regional language Breton, while Arabic is the second-most widely spoken language in France with an estimated 3–4 million speakers. Recent studies have called for comparative analyses and this research seeks to fill this gap, focusing on individual speakers and their social experiences as they relate to language(s), diversity, and identity. This paper discusses findings of fieldwork conducted in Brittany with Breton and Arabic language users, examining how Breton and Arabic language users describe their language experiences, and how identity can be shaped by language practices. This research also explores how such language practices relate to diversity and multilingualism across France more broadly, and how individuals understand the multifaceted nature of identity using terms such as 'double culture' and 'mélange'. [ABSTRACT FROM AUTHOR]

In the past decade, Linguistic Landscape Studies (LLS) have grown into a robust discipline within sociolinguistics. There is a growing focus on multilingualism within linguistic landscape (LL) scholarship, which is gaining traction in European contexts. However, empirical research conducted in Indian contexts has been notably scarce despite India’s potential as a multilingual society. This study addresses the research gap by focusing on an Indian urban context, i.e. Siliguri. The study aims to explore the social identity construction of Siliguri through LL in light of the theoretical underpinning proposed by Landry and Bourhis (1997) and Ben-Rafael et al. (2006). A total of 446 photographic data were collected and analysed employing a mixed method analysis. The findings show five languages in the LL: English, Bengali, Hindi, Nepali, and Urdu. English is the most commonly used language, followed by Bengali, Hindi, Nepali, and Urdu. Furthermore, the finding shows the city as an emerging commercial hub in the entire North Bengal, leaning towards Western cultural influences and the process of globalisation. The predominant representation of English signs in public spaces also proves their high symbolic value in the city, making it a language with ‘linguistic capital’. [ABSTRACT FROM AUTHOR]

K-pop fans in Indonesia use social media extensively to interact and form connections. The platforms of X (previously Twitter) and Instagram are used to create a community of speech that is characterized by multilingualism. This research focuses on how K-pop fans communicate by using a mix of colloquial Indonesian, local languages such as Javanese and Sundanese, and foreign languages such as Korean and English. Our study collected tweets, posts, and comments that were created by popular K-pop fans from 2021 to 2023. These primary data were then transcribed, coded, and analysed thematically. The result of the study demonstrates that Indonesia's K-pop community performs translanguaging as they swiftly transition between several linguistic codes. It was also found that in the digital space, K-pop culture has intersected with the fans' religious and cultural identities. [ABSTRACT FROM AUTHOR]

Haitians have immigrated to the neighboring Dominican Republic in large numbers since the early twentieth century. Their language, Haitian Creole (Kreyòl), can be heard while walking down almost any Dominican street, and inside of Dominican schools, churches, restaurants, and office buildings. However, the language is highly stigmatized inside the country, which has led to varying levels of language shift and bilingualism among Dominicans of Haitian descent. This research offers a contemporary examination of language attitudes towards Haitian Creole in a community of Dominicans of Haitian descent. Using 4 ethnolinguistic interviews conducted in 2022 in a former batey (sugarcane mill) town in the Dominican Republic, the author provides a case study of the complex sociolinguistic situation that many Dominicans of Haitian descent face. Focus is placed on how demographic shifts and other sociocultural factors have impacted the language choices of Haitians in this bilingual context. This research finds that a speakers command of Haitian Creole – or lack thereof – greatly impacts their sense of ethnolinguistic identity and group belonging within the Haitian diaspora. [ABSTRACT FROM AUTHOR]

Multilingualism has become the norm in families all over the world. These families need to juggle their children's linguistic identity and integration in their contexts. They may also need professional advice about which language(s) they should use at home, especially when children present with developmental disorders. There is a dearth of studies addressing the role parental views play in home-language maintenance with children with developmental disorders. This study is conducted in Spain, where Spanish is the national language, along with local languages in certain regions, as well as foreign languages. This qualitative study aimed to deepen our understanding of the views about language choice of multilingual families whose children have either typical language development or a developmental disorder in Spain. We recruited 26 parents of multilingual children aged between 5 and 10 years, from different linguistic backgrounds. Semi-structured online interviews were conducted. The data were analyzed through reflexive thematic analysis. The findings illustrate the complexity and nuance of parents' views and decisions regarding language choice in their contexts. The themes included identity and belonging, as well as the influences of external advice on parental decisions. It is important that professionals such as speech–language therapists understand these views to enable them to deliver family-centered care. [ABSTRACT FROM AUTHOR]

One of the dimensions of systemic racism in Argentina is linguistic discrimination. This phenomenon has historical roots in the monolingual and monocultural imaginary promoted by the State. The multilingual nature of new literary voices in the country, especially in the field of poetry, questions such an imaginary and guides the panorama of national letters towards a "post-monolingual" frame (Yildiz) which incorporates migrant and indigenous languages and consequently, troubles the very idea of the "national" and its whitewashed, westernizing and centralist matrix (Bocco). (Self-)translation and code-switching stand as crucial practices for the negotiation of identities and the constitution of linguistic bodies and territories that challenge the monolingual norm and canon in the contemporary literary field. Special attention will be paid to the work of a new generation of poets born in different regions of Argentina who translate between Spanish and Guaraní, Mapudungun and Quechua: Dolo Trenzadora, Maitén Cañicul Quilaleo and Sandro Rodríguez. [ABSTRACT FROM AUTHOR]

This article reports on a study of multilingualism, language choice, and identity construction for six Ukrainians in Shanghai, China. Thematic analysis of data collected from netnographic observation, semi‐structured interviews, and narrative frame writing revealed that diasporic Ukrainians' language choice is both instrumentally strategic and sociopolitically charged; in the public domain, they construct light "citizen of the world" and "nice foreigner" identities; in the private domain, they construct "Ukrainian who speaks Ukrainian language" identity. To understand the seemingly binary or even conflicted situation, we turn to the concept of "social anchoring" and propose a conceptualization of "diasporic people's language choice and identity selection." This study shows that the construction of diasporic identity is, first of all, an individualistic process, articulating the affective aspect in their seeking psychological stability; it is also a social practice indicating diasporic people's strategies in seeking social stability. [ABSTRACT FROM AUTHOR]

Drawing on a mixed methods study (IRB 03832e), this article investigates how undergraduate and graduate consultants in an English-dominant writing center conceptualize the benefits and potential limitations afforded by their own and their colleagues' multilingualism, and it explores the specific ways they understand such knowledge to apply--or not--to their work with the diversity of writers they support. Ultimately, I argue that WPAs can better confront minoritizing language ideologies of the culture-at-large through more explicitly encouraging English-proficient consultants' explorations of their own complex, and often invisible, linguistic identities and resources. Indeed, and as my findings suggest, failing to encourage such explorations can leave such ideologies under scrutinized, as well as leaving students' own diverse linguistic resources unrecognized and untapped. [ABSTRACT FROM AUTHOR]

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The mainstream colonial lenses that have been used to understand multilingualism in the peripheries may not account for the realities of Southern multilingualisms. This article takes up these epistemic challenges in navigating EMI through alternative lenses, aiming to complexify the discussion of EMI among young individuals who are engaged in linguistically mixed practices. This study seeks to bring different levels of onto-linguistic convolution in investigating EMI within the mixed linguistic phenomena of Morocco as an African periphery that is under-researched in the mainstream literature. This qualitative research draws on in-depth interviews with 20 students from an English medium high school in Rabat, to examine how students make use of EMI in relation to other linguistic resources available in secondary education, and how EMI contributes to recognizing and/or invisibilizing their linguistic, cultural, and epistemic identities. Findings revealed that students perceive the dynamics among languages to be fluid at the surface, but they are indeed wedded to logics of instrumentality. While students do not explicitly engage in counter-hegemonic agentic enactments, their agency in the classroom, on campus and at home seems to exemplify their collective performance of their linguistic, cultural, and political aspirations, hereby transcending their society's historical struggles. Students note that Moroccans would need this multilingual capital to function within society, which implies that languages are used simultaneously with multiple convergences/intersections within education and society at large. [ABSTRACT FROM AUTHOR]

Immigrants often change their names to assimilate into a new culture, comply with local linguistic norms and simplify pronunciation for the hosts. Personal names serve as markers of ethnic affiliation, with name choices indicating levels of assimilation or preservation of identity. Gender disparities in name selection still exist, influenced by origin-specific factors and integration levels. Ethnically identifiable names can impact professional success, with assimilation playing a role in immigrants' achievements. While acculturative conservatism may favour mainstream names, ethnic names can foster social connections within immigrant communities. However, they may also lead to discrimination in broader society. This article aims to explore Russian-speaking immigrants' responses to name change opportunities and bilingual children's perceptions of name spelling in Finland and Israel. The findings highlight the challenges migrants face in assimilation due to societal perceptions, particularly evident in employment and educational contexts where unfamiliar names can lead to discrimination or integration difficulties. Despite international recognition of the right to pronounce names correctly, practical difficulties persist due to linguistic differences between native and host languages. Mechanisms of surname de-Russification involve simplification, translation, or adoption of culturally foreign names, representing a shift in original identities. While changing names may signal integration, the fairness and implications of this decision vary, with children often adapting better than adults to cultural hybridity and bilingual practices to which they are exposed from an early age. [ABSTRACT FROM AUTHOR]

This paper is a sociolinguistic study of the linguistic landscape of signboards in Singapore hawker centres. It examines the language(s) displayed on the signboards of 2,145 stalls in the 20 largest hawker centres in Singapore. Hawker centres in Singapore are open-air eating places patronised by thousands of people each day. With less government intervention in the languages that can be displayed on hawker centre signboards, the signs reflect the languages used and identities adopted by the masses in a multilingual setting. This language ecology enables us to observe how languages interact at individual and societal levels in hawker centres and how linguistic diversity is maintained despite the apparent widespread use of English in Singapore. We examine how besides the monolingual, bilingual and multilingual and hybrid signboards, hawker centres are unique habitats in this language ecology where non-Mandarin dialects are preserved, and traditional Chinese characters are commonly seen, in a globalised Singapore. The hawker centres showcase a linguistic landscape of identity, diversity, and continuity. [ABSTRACT FROM AUTHOR]

Copyright of Philologist / Filolog: Journal of Language, Literary & Cultural Studies is the property of University of Banja Luka, Faculty of Philology / Univerzitet u Banjoj Luci, Filoloski Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Dolgan language is a Turkic variety, closely related to Sakha but differing from it due to contact, primarily with Evenki (Tungusic). We analyze the linguistic identity of translocal Dolgan communities in the Republic of Sakha (Yakutia) in the Anabar District, which is home to a minority of the larger group of Dolgan people. Linguistically, Anabar Dolgan is best classified as a northern Sakha variety with significant lexical borrowings from Tungusic. Anabar Dolgans consider it a separate language, and see themselves as speaking Dolgan, Sakha, or a mixture of the two. Their strong sense of Dolgan identity comes from an attachment to language, culture, and territory, an identity reinforced by social ties with and ongoing migrations to and from the Taimyr Dolgan-Nenets District, home to the majority of Dolgans. Data come from sociolinguistic questionnaires, structured interviews, and linguistic elicitation with 50 respondents, and a subset of open-ended interviews. [ABSTRACT FROM AUTHOR]

The book "Multilingualism and Identity: Interdisciplinary Perspectives" examines the relationship between multilingualism and identity in the context of globalization, migration, and the dominance of English. It features contributions from scholars in various disciplines and explores different aspects of multilingual identity through case studies and theoretical perspectives. The book addresses terminology and encourages critical engagement with the subject matter. It covers topics such as multilingualism in urban settings, the role of language in identity construction, and the potential of multilingual practices to challenge dominant language ideologies. The book emphasizes inclusivity, support, and a broader understanding of multilingual identity, while also calling for more research on non-Western communities to better represent diverse experiences. It provides valuable insights for language learners, practitioners, and policymakers. [Extracted from the article]

As no country houses people speaking solely one language in the present world, various studies regarding the use of multilingualism were done over the years not only in the field of empirical research but also in literary contexts. Code-switching has been the most researched phenomenon in literary language from a multilingual perspective. The debate between considering literary characters as real-life human beings or merely textual constructs has intensified over the years. Subsequently, a middle ground combining both humanizing and non-humanizing aspects of literary characters emerged. In this study, I analyze the use of multilingualism in a literary character’s portrayal by examining her linguistic identity through her behaviors involving language use and comprehension. Yolanda, the second daughter of the De La Torre family depicted in the novel, How the Garcia Girls Lost Their Accents, written by Julia Alvarez in 1991, is the target character for this study. Using a qualitative research approach, Yolanda’s character is analyzed by using the characterization model developed by Culpeper in 2001. Three textual cues, namely explicit, implicit, and authorial, are examined in the descriptions and language uses of Yolanda’s character. The outcomes of the study not only portray Julia Alvarez’s philosophy and attitude regarding multilingualism, but also show Yolanda’s unique traits, struggles, confusion, liminality, and linguistic position in the world of the novel.

With the deepening of globalization, multilingualism has emerged as a common phenomenon, and English has gradually developed into a hub language. In this context, Peter Siemund's edited book, Multilingual Development: English in a Global Context delves profoundly into multilingual upbringing and development from an innovative perspective of English as a global lingua franca. Adopting an interdisciplinary approach, the book combines insights from linguistics, sociology, psychology, and education to investigate how individuals grow up in today's interconnected world and discusses various aspects that influence their language development with a focus on the pivotal role of English. Key issues such as language policy, identity, and the pedagogy of English as a second language are examined in various geographical and social settings. Logical, coherent, and accessible, the book provides valuable perspectives on multilingualism and offers nuanced insights for scholars, policymakers, and educators, which can serve as an essential reference for anyone interested in multilingual development. [ABSTRACT FROM AUTHOR]

This paper explores the theme of translation, pseudo-translation, and multilingualism in Goethe's Lehrjahre and Novelle. Both texts stage processes of (failing) translation in order to reflect on issues of linguistic identity and linguistic homogeneity. Overall, Goethe's latent inclusion of different languages in these texts demonstrates his deep engagement with language diversity, as he resisted the monolingualizing tendencies of his time. The paper argues that the two novels underscore the tension between embracing linguistic otherness and conforming to monolingual norms in German classicism. [ABSTRACT FROM AUTHOR]

Copyright of Linguistic Landscape: An International Journal (LL) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Logos: A Journal, of Religion, Philosophy Comparative Cultural Studies & Art (08687692) is the property of Logos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper delves into the themes of diaspora, identity, and language in Kamila Shamsie's novel, Burnt Shadows. The characters in the novel are portrayed as being bilingual and multilingual, which is reflective of the intricate and diverse use of language in diasporic communities. This study analyzes how bilingualism and multilingualism are depicted in the novel and how they contribute towards the construction and deconstruction of the characters' identities. By closely reading the text, the paper underscores the significance of language to diasporas in dealing with challenges caused by war, migration, displacement, and belonging. The analysis highlights how language serves as a medium of communication, an arena of conflict, and a source of cultural identity for the characters and shows the relationship between language and trauma to underline the difficulties of expressing oneself in a language that may not fully capture the depth of one's emotions. The research argues that Shamsie's portrayal of bilingual and multilingual characters offers a powerful reflection on the complexities of language and its role in shaping identities in diasporic community, which accentuates the need for a more inclusive approach towards language and identity in diasporic literary studies. [ABSTRACT FROM AUTHOR]

This paper investigates a group of mainland Chinese students' multilingual learning experiences in an English-medium university in multilingual Hong Kong. Informed by the sociological construct of investment, the study focuses on the role of identity and language ideology and their interaction in shaping the participants' experiences of learning English and Cantonese and their multilingual development. The findings reveal that the participants' multilingual investments were mediated by their ideologies of sociolinguistic competence and flexible multilingualism, which contributed to the development of their identities as competent multilingual speakers. However, the participants' negotiations of their multilingual identities were constrained by the local students' deficit perspectives on the participants' multilingual competences as a result of the influence of the ideology of native-speakerism in the local society. The findings also show that the participants' internalization of the ideology of neoliberal multilingualism and the ideology of multilingualism as indexical of cosmopolitan membership prompted their multilingual investments, which expanded their imagined identity options for the future. Taken together, the findings point to the complex and dynamic interaction between identity and language ideology in shaping multilingual investments. The study also expands our understanding of multilingual learning by contributing to the conceptualization of 'multilingual investment' from a sociological perspective. [ABSTRACT FROM AUTHOR]

Copyright of Lingüística y Literatura is the property of Universidad de Antioquia, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing linguistic and cultural diversity in contemporary societies inevitably affects the field of education by challenging teachers to cope with the coexistence of different languages in the classroom. The present research was intended to investigate migrant children's attitudes towards languages through language portraits in order to help educators obtain insights into student multilingual repertoires and experiences. To this end, by adopting a qualitative approach, the study used linguistic portraits and semi-structured interviews to collect the data. The participants of the study were 10 primary school children whose ages ranged from 8 to 12 with a migrant background who have been living in Greece, particularly on the island of Crete. Using the method of content analysis, the findings of the study indicated that migrant children made specific color choices based on flags, emotions, and world experience, and they put colors on parts of the body according to their functions, which signified students' multilingual identities and experiences. Moreover, the findings highlighted multilingual students' need to negotiate their multiple linguistic repertoires, make choices between the languages, prioritize them, rank them, or give priority to the second language, Greek, without, however, abandoning their first languages. The present study aspires to contribute to the relevant research and draws implications for the implementation of multilingual education and culturally sustaining pedagogies. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to explore language practices in social discourses on Namibian social media platforms through the lens of networked multilingualism. Namibian online spaces are multilingual due to the presence of users of diverse language backgrounds. However, there seem to be no studies that have investigated language practices in social discourses on Namibian social media platforms such as Facebook. The study population is made up of all FB comments on the Fishrot case by various Namibian media houses in 2019. The study's sample is made up of comments from 20 FB posts in response to 2019 articles on the Fishrot case by the Namibian Sun, New Era, NBC Digital News and The Namibian. From each media house, five first posts on the first case were selected in which the comments by the users in the comments section were observed, read, and studied using the digital ethnographic method. Only comments that were replied to by other users were included. Discourse analysis was used as a method to analyze the data. Other sources on languages and multilingualism in online spaces were also used to explain the data. The study revealed that the language of socialization in Namibia mainly remains the official language, English. Multilingualism in the country is not entirely reflected in the language practice of users in comments sections on the platforms that were studied. [ABSTRACT FROM AUTHOR]

Bringing in insights from sociolinguistics, this conceptual paper advances the theorizing on language and identity in the MNC, viewed as socially constructed by individuals in interaction when they cross fluid linguistic and geographical boundaries. We posit that the identities of global business professionals in the MNC are not intrinsically tied to nationality and native language, they are rather cosmopolitan and constructed in interactions in English as the working language (BELF: English as a Business Lingua Franca). We further conceptualize the multilingual MNC as a social constellation – providing the context for processes of identity construction but also shaped by them. We outline three propositions that capture the ways in which BELF contributes to the construction of a cosmopolitan identity on three dimensions (individual, interactional and contextual) in multilingual professional MNC settings. The first one concerns the identification of individuals as participants in BELF interactions drawing from their different linguistic resources, national origins and professions, and previous experiences. The focus in the second one is on BELF interactions that manifest an orientation to both sharedness and difference in skills, knowledge and social relations. The third proposition concerns the MNC context in terms of enabling BELF interactions and being (re)constructed as a social constellation with fluid linguistic and geographical boundaries. We further elaborate on the methodological implications of sociolinguistic and cosmopolitan approaches to IM research on identity in general, and how our propositions could guide future research on language and identity in the MNC in particular. [ABSTRACT FROM AUTHOR]

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studies of multilingual systems found in Indigenous small‐scale communities often assume that exogamous marriages are the norm in such societies and contribute to their linguistic diversity. This paper is an account of the language ideology of endogamous societies in rural highland Daghestan (Northeast Caucasus). By studying language policing and language choice in infrequent mixed marriages, the paper uncovers the beliefs that support endogamy and reveals issues of linguistic identity and attitudes toward the usage of the matrilect within the family and the village. Interviews show that in‐married women do not bring new languages to the villages, because they quickly acquire the local language new to them and use it with all their in‐laws and their children. A strong association between villages and languages together with the ideology supporting linguistic homogeneity within the village contributes to the maintenance of the regional linguistic diversity. [ABSTRACT FROM AUTHOR]