Search

Aims and Objectives/Research Question: This is a case study of a toddler acquiring Finnish in a trilingual (Finnish–Spanish–English) setting. Despite the apparent ease of the child's acquisition of Finnish, the pressure of the majority language (English) suppresses the use of the acquired minority language. Is it feasible to expect an early-childhood minority language to be maintained at the level of production? Design/Methodology: Video-recordings were collected in domestic settings, mostly with the Finnish-speaking mother in interactions with the child, who was between the ages of 3;6 and 4;6. The approach follows loosely the principles of interactional sociolinguistics. Data and Analysis: The data were collected in 2008, when the child was 3 years old, and the follow-up data 8 months later, when the child was four. Samples of this corpus are analyzed in detail for the emerging target-like Finnish case endings and verbal inflections, as well as for deviations from adult Finland Finnish. The mother's strategies of maximizing the effects of the limited input are also discussed. Findings/Conclusions: Even though the input the child receives is limited, his acquisition of Finnish morphosyntax follows monolingual patterns and shows overgeneralizations typical of monolingual Finnish children's language. Some transfer from the contact with English and Spanish languages is present. The question of ultimate attainment in a heritage-language situation is addressed. Originality: The study is rare, as it documents the rapid transition from the child's well acquired minority language to English, the majority language, in the matter of months. Significance: This article confirms the vulnerability of childhood bilingualism: even a few months between the two longitudinal datasets show a sharp decline in the child's output in the heritage Finnish, but the dichotomy between "maintenance" versus "loss" is challenged because the decline in output does not necessarily extend to the loss of comprehension. [ABSTRACT FROM AUTHOR]

Many parents have concerns about raising their children with multiple languages. However, there is a paucity of previous research regarding parental concerns about multilingual child-rearing, particularly in multilingual societies. We address this gap with a corpus-assisted discourse study of parental concerns regarding multilingual child-rearing in Quebec, Canada. We created two corpora comprising 641 parents’ responses to an open-ended survey question regarding their main concerns about raising multilingual infants/toddlers (English corpus: 12,502 words, French corpus: 9,360 words). We examined frequencies, collocations, concordance lines, and longer segments to investigate the nature and strength of different concerns. Our results revealed that two previously-attested concern types – cognition concerns and exposure-fluency concerns – were most prominent. The results also provided more nuanced insights into the nature of these concerns. Moreover, the results revealed two additional concern types: concerns regarding trilingual/heritage language transmission and concerns about the effect of multilingualism on children’s identity and social/emotional well-being. These had not previously been attested. Our research makes a theoretical contribution by advancing knowledge about parental concerns and how they can contribute to the study of family language policies. Additionally, our findings may serve as the basis for improving support for multilingual families. [ABSTRACT FROM AUTHOR]

This scientific article is devoted to a theoretical study of the identification and creation of psychological and pedagogical conditions for trilingual education at a university. Trilingual education in Kazakhstan, characterized by the instruction in three languages (Kazakh, Russian and English), has gained significant attention for its potential to foster linguistic proficiency, cognitive flexibility, and intercultural competence among students. The theoretical framework of this study delves into the psychological and pedagogical conditions essential for the successful implementation of trilingual education within the university context. By examining existing research, educational theories, and psychological principles around the world, this study aims to elucidate the intricate conditions influencing the effectiveness of trilingual education programs as: 1. the formation of students' sustainable internal motivation for trilingual learning by creating a language communicative environment, adaptation to a multilingual environment, development of intercultural competence, psychological support for students; 2. the development and application of special teaching methods and technologies, creation of trilingual educational materials, the use of modern information and communication technologies, provision of a contextual environment for the practical use of languages. The study was conducted on the basis of analytical and scientific literary sources of native and foreign pedagogy. The results of the questionnaire and research obtained allow us to draw conclusions about the importance of creating effective psychological and pedagogical conditions for successful trilingual education at a university, as well as to determine the most effective methods and approaches. [ABSTRACT FROM AUTHOR]

Classical organizational management literature draws clear parallels between organizational culture and climate and effective use of power and influence as key to successful policy implementation of reforms in public sector organizations. On the other hand, the public policy literature, in particular, policy transfer as a strand within policy studies, emphasizes the role of the national context, more specifically, 'facilitators' and 'constraints' of "politico-administrative culture" within the national context, as crucial to understanding processes of transfer, convergence, and diffusion of public policy. There is a plethora of studies by Western scholars of public management who have successfully utilized these theoretical underpinnings to study the effectiveness of public service reforms in mature policy environments such as the UK, the US, Australia, New Zealand, and others. However, the public policy and comparative public management literature only offers a limited number of case studies from developing, middle-/upper-middle countries, which rely on concepts of organizational management in addition to narratives on the impact of policy learning from global doctrines, such as Weberianism, New Public Management (NPM), and New Public Governance (NPG), and national politics, on the implementation of administrative reforms in those contexts. Kazakhstan, as a resource-affluent post-Soviet country and a bastion of modernization and 'open government' in Central Asia or the Commonwealth of Independent States (CIS) in the post-Soviet era is a case in point. Based on ethnographic research consisting of interviews with elite academics, civil servants, and think-tank activists, as well as reviews of OECD and government strategy reports in Astana, the findings point to a potential abatement of the impact of context constraints such as large power distance and collectivist behavior by context facilitators such as those surrounding the use of 'trilingualism' and public diplomacy towards reforms in Kazakhstan particularly in recent years. [ABSTRACT FROM AUTHOR]

Many parents express concerns for their children's multilingual development, yet little is known about the nature and strength of these concerns – especially among parents in multilingual societies. This pre-registered, questionnaire-based study addresses this gap by examining the concerns of 821 Quebec-based parents raising infants and toddlers aged 0–4 years with multiple languages in the home. Factor analysis of parents' Likert-scale responses revealed that parents had (1) concerns regarding the effect of children's multilingualism on their cognition, and (2) concerns regarding children's exposure to and attainment of fluency in their languages. Concern strength was moderate to weak, and cognition concerns were weaker than exposure-fluency concerns. Transmission of a heritage language, transmission of three or more languages, presence of developmental issues, and less positive parental attitudes towards childhood multilingualism were associated with stronger concerns. These findings have both theoretical and practical implications: they advance our understanding of parental concerns and facilitate the development of support for multilingual families. [ABSTRACT FROM AUTHOR]

A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to (a) phonetics and the lexicon and (b) childhood learners. Fifty Spanish–Basque–English trilingual adults who had acquired Spanish from birth and Basque between 2 to 4 years of age through immersion participated in a speeded trilingual switching task measuring production of voice onset time and lexical intrusions. Participants experienced more phonetic and lexical crosslinguistic influence from L3 English during L2-Basque production than during L1-Spanish production. These findings show that even highly proficient early bilinguals experience differential influence from a classroom-taught L3 to L1 and to L2. [ABSTRACT FROM AUTHOR]

Multilingualism has both advantages and disadvantages. Past research has highlighted this dichotomy by exploring the impact of linguistic ability on individuals’ executive functioning. This study explores the relationship between individuals’ linguistic ability (number of languages spoken) and their executive functioning, specifically, working memory – measured using the Corsi Block-Tapping task (Mueller, 2011a), inhibitory control – measured using the Go/No-Go task (Mueller, 2011b) and problem solving – measured using the Tower of London task (Mueller, 2011c) among bilingual, trilingual and quadrilingual Indian colleges students. Results from a Kruskal Wallis test indicated non-significant results for problem solving among the three groups. However, significant differences were found between groups for working memory (p = 0.050) (particularly between bilinguals and quadrilinguals, and trilinguals and quadrilinguals) and inhibitory control (p = 0.020) (particularly between trilinguals and quadrilinguals). The mixed results indicate a need for further research in this domain within the vast and diverse population of India. Disclosure Statement No potential conflict of interest was reported by the authors. * Corresponding author: Garima Rajan, 0000-0002-4874-2228 garima.rajan@flame.edu.in

Classical organizational management literature draws clear parallels between organizational culture and climate and effective use of power and influence as key to successful policy implementation of reforms in public sector organizations. On the other hand, the public policy literature, in particular, policy transfer as a strand within policy studies, emphasizes the role of the national context, more specifically, ‘facilitators’ and ‘constraints’ of ‘‘politico-administrative culture” within the national context, as crucial to understanding processes of transfer, convergence, and diffusion of public policy. There is a plethora of studies by Western scholars of public management who have successfully utilized these theoretical underpinnings to study the effectiveness of public service reforms in mature policy environments such as the UK, the US, Australia, New Zealand, and others. However, the public policy and comparative public management literature only offers a limited number of case studies from developing, middle-/upper-middle countries, which rely on concepts of organizational management in addition to narratives on the impact of policy learning from global doctrines, such as Weberianism, New Public Management (NPM), and New Public Governance (NPG), and national politics, on the implementation of administrative reforms in those contexts. Kazakhstan, as a resource-affluent post-Soviet country and a bastion of modernization and ‘open government’ in Central Asia or the Commonwealth of Independent States (CIS) in the post-Soviet era is a case in point. Based on ethnographic research consisting of interviews with elite academics, civil servants, and think-tank activists, as well as reviews of OECD and government strategy reports in Astana, the findings point to a potential abatement of the impact of context constraints such as large power distance and collectivist behavior by context facilitators such as those surrounding the use of ‘trilingualism’ and public diplomacy towards reforms in Kazakhstan particularly in recent years.

Muhammad Fuzuli belonged to a rare group of figures of medieval Muslim culture who not only spoke, but also created examples of philosophical, mystical, prose and poetic creativity in the three main languages of Islamic civilization (Arabic, Persian and Turkic). In this work, Fuzuli sometimes reached the limits of the linguistic revolution, which destroyed the old and erected new canons of language. This revolutionary innovation in the field of the Turkic language is not only recognized by all researchers of the work of the great poet and thinker of the XVI century, but also interpreted as a turning point in the formation of the languages of this group and their independent development to the state of literary languages based on a specific national mentality developed by the specifics of the historical dynamics of each Turkic people. The article is staged, problematic in nature, it puts forward a number of hypotheses that will have to be analyzed by modern and future specialists in the work of M. Fuzuli, created on the basis of trilingualism. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 considers the analysis of translatological trilingualism which is essential for cross-cultural exchange and translation studies. Today trilingualism is perceived as a form of multilingualism that includes a mechanism for formation and development of a language personality. The paper presents the accumulated experience of trilingual educational techniques in Russia and abroad, which was starkly demonstrated by I. Alexeeva, as well as the perspectives of their implementation into the educational process. Trilingualism is considered as a complex phenomenon that includes anthropological, social and linguistic, as well as social and cultural components. The aspect of cultures which implies the phased existence of the same text in three linguistic substances, as well as translation of literary works aimed at transfer of the works of fiction from one language to another through an intermediary language. Concurrently, the special attention is paid to the Russian language and its productive role as a cultural mediator in translation of the world literature to the languages of the peoples of Russia, which has not been thoroughly studied yet. The intermediary results of the research were presented by A. Boyarkina. The paper reveals perspectives for application of the trilingual model in order to expand the translatological functions of the artificial intelligence. The Master's programme in "Translation Theory, Cross-Cultural and Cross-Lingual Communication" implemented at Kazan Federal University, revealed by S. Takhtarova, the head of the programme, and K. Prosyukova, the coordinator of the programme, as well as other educational programmes in St. Petersburg and Almaty, carefully analysed by I. Alexeeva and A. Boyarkina, are the successful examples of trilingualism as an educational tool. To sum up, it is concluded that the interaction of three languages is able to create the effective educational environment that ensures the exchange of cultures and transmits cultural values, as well as linguistic and translation skills, formed on the basis of other two languages.

Adapting the propositions and concepts of ethnolinguistic identity theory, the present paper examined the interactive effects of identification with English, interlanguage boundary, and the perceived ethnolinguistic vitality of English on mobilising efforts towards English, and competitive efforts against English as a third language among young Swedish-speaking Finns (N = 299). The question is how individuals who already have access to two languages position themselves towards English, and how their disposition towards English relates to identification with the local languages. The data was collected in two Swedish-language secondary schools and analyzed with moderated moderation analysis. The results indicated that the combined effect of identification, interlanguage boundary and English vitality predicted mobilising efforts towards English but not competitive efforts against English. In addition, identification with the majority language Finnish had an impact on both mobilising and competitive efforts, in a way that higher identification with Finnish decreased mobilising efforts and increased competitive efforts against English, while identification with the minority language Swedish did not have an impact on either strategy. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

Multilingualism has both advantages and disadvantages. Past research has highlighted this dichotomy by exploring the impact of linguistic ability on individuals' executive functioning. This study explores the relationship between individuals' linguistic ability (number of languages spoken) and their executive functioning, specifically, working memory - measured using the Corsi Block-Tapping task (Mueller, 2011a), inhibitory control - measured using the Go/No-Go task (Mueller, 2011b) and problem solving - measured using the Tower of London task (Mueller, 2011c) among a total of 91 bilingual, trilingual and quadrilingual Indian colleges students. Results from a Kruskal Wallis test indicated non-significant results for problem solving among the three groups. However, significant differences were found between groups for working memory (p = .050) (particularly between bilinguals and quadrilinguals, and trilinguals and quadrilinguals) and inhibitory control (p = .020) (particularly between trilinguals and quadrilinguals). The mixed results indicate a need for further research in this domain within the vast and diverse population of India. [ABSTRACT FROM AUTHOR]

The paper presents a comprehensive analysis of the status-discursive representation of the indigenous languages on the example of the Republics of Southern Siberia with the involvement of empirical sociolinguistic and psycholinguistic material. The presence of zones of social consensus in the conditions of the trilingual communicative space of the republics, which is organized according to a single model “two state languages (Russian and titular) + language/languages of the respective indigenous ethnic groups”, is revealed. They are due to the common legal support of indigenous nations and their languages in the international and Russian official discourse, as well as the positive perception of minority ethnic groups in associative portrayal by speakers of the respective republican state languages. The prospects for minimizing the exclusion zones of contacting peoples refer to the inclusion of measures of more active support of the indigenous idioms in the relevant legal acts of the republican level. Certain zones of problematizing of socio-cultural mutual understanding in the Altai Republic are associated with a higher level of adherence of the Chelkans to their native idiom compared to loyalty to the second state language of their republic (Altai), which may be due to the actualization of their need for a correlation of ethnic and linguistic status, which is absent among Shors and Tuvan Todzhans.

This investigation explored the effects of time duration and bilingualism/trilingualism on speakers' language production. A word-naming task was conducted under three conditions--700 ms, 1,000 ms, and unlimited time. The results showed that the participants incurred fewer errors and successfully corrected errors at 1,000 ms and unlimited time; the bilingual/trilingual advantage was identified in error self-repairs at 1,000 ms; and trilinguals were more strategic in correcting errors than monolinguals and bilinguals. This suggests that unlimited time did not ensure higher accuracy in lexical production and efficient error correction, and that 1,000 ms was the optimal timeframe for processing single monosyllabic Chinese characters. [ABSTRACT FROM AUTHOR]

The purpose of the research. This paper describes the linguistic situation in the oil industry of Kazakhstan. The linguistic situation in the oil industry of Kazakhstan is characterized by functioning of the trilingualism with three languages being used simultaneously – Kazakh, Russian and English. Methods and procedure of research. A survey was conducted among industry staff for the level identification of Kazakh-Russian-English trilingualism. Based on questionnaire method, we interviewed 600 oil industry specialists comparing the level of proficiency in the second and third languages, identifying the level of activity and particular spheres of communication for L1, L2, L3 for informants with different socio-demographic characteristics as well as individual motivations when choosing, studying and using the second and third languages Results. Obtained records point out that the forms of interaction of the Kazakh, Russian and English languages are far from being similar. Kazakhs who do not know their native language, but only understand certain phrases make up 2.7%. Statistical data analysis revealed that 80.6% of Kazakhs are fluent in Russian, 1.4% of Kazakhs do not know Russian, 1.0% of Kazakhs are able to understand certain phrases. The age groups of 21-25, 26-35, and 36-45 have the highest English speakers percentage. Conclusions. The Kazakh-Russian-English trilingualism is widespread among representatives of various social and professional groups of the oil industry, who speak their native Kazakh and Russian languages fluently, and also know how to communicate in English.

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

Suite à la tragique explosion du 4 août 2020 au Liban, l'auteur présentera son intervention en deux parties. Une première partie lors de l'intervention immédiate auprès des secouristes, une partie qui décrit l'importance du cadre mis en place par téléphone dans la langue des sauveteurs. La deuxième partie est une approche thérapeutique sur le long terme (toujours en cours au moment de la rédaction de l'article), utilisant l'écriture comme outil thérapeutique pour les traumatismes et le deuil. La mise en place d'un dispositif de soutien et/ou de supervision par téléphone des secouristes et des soignants montre son efficacité lorsque le cadre du pays lui-même est défaillant, voire inexistant. Le cadre apporté permettant un cadre à penser. Pour le suivi de patients à dix-huit mois après l'explosion avec, pour outil, l'écriture à visée thérapeutique semble favoriser la mise en place d'une mise en abîme de cadre nécessaire suite à un effondrement extérieur et intérieur, là où le corps et le psychisme sont blessés. Une ligne conductrice sera celle de l'impact d'un évènement tragique dans la sphère individuelle et dans la sphère collective. Du drame individuel au drame collectif et inversement, ainsi que de l'importance du multilinguisme pour le thérapeute face à la sidération traumatique possible chez les patients. Une tragédie comme celle du 4 août 2020 est un traumatisme pouvant fragiliser l'espace intime. Le traumatisme, cet indicible, est difficile à raconter. La psychothérapie en plusieurs langues, étayée par l'écriture thérapeutique, semble avoir un rôle réparateur et structurant là où l'effondrement est extérieur et intérieur. Following the tragic explosion of August 4, 2020 in Lebanon, the author will present his intervention in two parts. A first part during the immediate intervention with the rescuers, a part which describes the importance of the framework set up by telephone in the language of the rescuers. The second part is a long-term therapeutical approach (still in progress at the time of writing the article), using writing as a therapeutical tool for trauma and bereavement. The setting of a telephone support and/or supervision for rescuers and caregivers shows its effectiveness when the framework of the country itself is weak or non-existent. Thus, the framework provided allowing a framework to think. Regarding the follow up of patients eighteen months after the explosion, writing as a therapeutical tool seems to favor the setting up in the abyss of the framework that is needed following an external and internal collapse, where the body and psyche are injured. A guiding line will be that of the impact of a tragic event in the individual sphere and in the collective sphere. From individual drama to collective drama and vice versa. As well as the importance of multilingualism for the therapist regarding the traumatic sideration that could occur with patients. A tragedy like that of August 4, 2020 is a trauma that can weaken the intimate space of a person. The trauma is unspeakable, difficult to tell. Psychotherapy in different languages, supported by writing as a therapeutical tool, seems to have restorative and structuring role where the collapse is external and internal. [ABSTRACT FROM AUTHOR]

The article gives a comparative analysis of the factors promoting an increase of interest in learning Russian on the part of non-native speaking students. The research is based on the survey of 225 students carried out at MGIMO-University and Chisinau State Pedagogical University (Moldova). The authors revealed linguo-didactic and sociocultural factors defining students’ choice of language of communication at the university and promoting the building of cognitive interest to learning Russian and forming intercultural competence. The research has shown that 1) the foreign bachelor’s and master’s students have clear goals in learning Russian; 2) the majority of students express an apparent interest in learning Russian; 3) most of students are interested in receiving skills in professional communication in Russian. The professional training of specialists in international relations implies knowing of several languages, the ability to work in multicultural environment, the readiness to effective cross-cultural communication. The research showed that it is necessary to make adjustments in the educational environment and the content of educational programmes based on the labour market demands.

This paper1 focuses on the acquisition of adverbs in French L3 and aims to identify the possible role of transfer in this particular linguistic context. The data come from children born in Canada who speak Romanian as a heritage language and are exposed to English as the societal language as well as to French (L3) in school. The variable under scrutiny is the position of adverbs in light of Cinque’s (1999) universal hierarchy. The results indicate that children have nativelike competence for adverb placement in the three languages; however, some non-convergent uses arise in French signaling possible transfer of other parametric settings from Romanian. We suggest that this is a case of non-facilitative transfer due to structural similarity between Romanian and French.

Several factors have been shown to be important to trilingual language acquisition and active trilingualism including language exposure (Chevalier, 2015), input load (Arnaus Gil, Müller, Sette, & Hüppop, 2021), interlocutor language (Wang, 2008), use of the minority language in the household (Arnaus Gil, Müller, Sette, & Hüppop, 2021), and parental language strategies (Ronderos, Castilla-Earls, & Ramos, 2021). This case study investigates the language development of a two-year-old American toddler, who has grown up since birth in a trilingual language environment of Spanish, English, and French. The child’s language use was observed in his natural environment from age 2;0 to age 2;4. Particular attention was given to the influence of language exposure patterns and parental language strategies on trilingual language development. The findings indicate that the child is growing up with rich exposure to all three languages and that his parents are following practices that promote language development. Additionally, the findings suggest that he is developing active trilingual language abilities, though he does seem to favor English over French and Spanish for spontaneous language production.

The Problem of Trilingualism Among Ukrainian People of Non-Polish Descent in Pavlo Levchuk’s Monograph “Trójjęzyczność ukraińsko-rosyjsko-polska Ukraińców niepolskiego pochodzenia” (Kraków: Księgarnia Akademicka, 2020, ss. 299) The reviewed monograph is the first significant work on the phenomenon of Ukrainian–Russian–Polish trilingualism of Ukrainian people of non-Polish descent. The monograph contains the results of research which was conducted between 2015 and 2017 among Ukrainian people of non-Polish descent, for whom Polish is a foreign language. Problem trójjęzyczności ukraińsko-rosyjsko-polskiej ludności niepolskiego pochodzenia w monografii Pavlo Levchuka "Trójjęzyczność ukraińsko-rosyjsko-polska Ukraińców niepolskiego pochodzenia" (Kraków: Księgarnia Akademicka, 2020, ss. 299) Recenzowana monografia jest pierwszą znaczącą pracą na temat zjawiska trójjęzyczności ukraińsko-rosyjsko-polskiej ludności ukraińskiej niepolskiego pochodzenia. Monografia zawiera wyniki badań, które zostały przeprowadzone w latach 2015-2017 wśród ukraińskich osób niepolskiego pochodzenia, dla których język polski był językiem obcym.

The implementation of multilingualism in modern Kazakhstan is characterized by the spread of the English language along with the native (Kazakh) and Russian. Trilingualism policy promotes the prestige of the English language. The present study aimed to determine the functional rating and status of the English language in the conditions of Kazakhstan trilingualism on the example of high school students. The research monitored the spread of English in schools along with methods of collecting, processing, and evaluating the reliability of data, statistical analysis, questionnaire, percentages and rankings. Monitoring was carried out in Grades 10-11.The functional rating of the English language in the microsocial group of high school students is due to the individual-personal motivation and age characteristics of the respondents. High school students demonstrate a high degree of adaptation to the English language in their linguistic-communicative environment -- 62.15%. The level of language proficiency varies from A2 to C2 according to the CEFR scale, the prevailing level being B2: A1 is 12.95%, A2 is 22.5%, B1 is 24.2%, B2 is 21.3%, C1 is 11.55%, and C2 is 5.15%. The linguistic policy of trilingualism in the republic is supported by the overwhelming majority of respondents of the student microsocium -- 83.6%. Language policy in Kazakhstan is supported by the schoolchildren learning English and typically possessing level B1. Further spread of the English language both in school and outside of school is projected. In everyday communication, English does not yet have the role of lingua franca due to the language situation in Kazakhstan: English cannot compete with the dominant languages traditionally spoken in Kazakhstan. Respondents recognized the relevance of learning English as a factor of personal and future professional growth. [ABSTRACT FROM AUTHOR]

We investigated cross-language influences from the first (L1) and second (L2) languages in third (L3) language processing, to examine how order of acquisition and proficiency modulate the degree of cross-language influences, and whether these cross-language influences manifest differently in online and offline measures of L3 processing. The study focused on morpho-syntactic processing of English as an L3 among Arabic-Hebrew-English university student trilinguals (n = 44). Importantly, both L1 (Arabic) and L2 (Hebrew) of participants are typologically distant from L3 (English), which allows overcoming confounds of previous research. Performance of trilinguals was compared to that of native English monolingual controls (n = 37). To investigate the source of cross-language influences, critical stimuli were ungrammatical sentences in English, which when translated could be grammatical in L1, in L2 or in both. Thus, the L3 morpho-syntactic structures included in the study were a mismatch with L1, a mismatch with L2, a Double mismatch, with both L1 and L2, or a no mismatch condition. Participants read the English sentences while their eye-movements were recorded (online measure), and they also performed grammaticality judgments following each sentence (offline measure). Across both measures, cross-language influences were assessed by comparing the performance of the trilinguals in each of the critical interference conditions to the no-interference condition, and by comparing their performance to that of the monolingual controls. L1 interference was evident in first pass sentence reading, and marginally in offline grammaticality judgment, and L2 interference was robust across second pass reading and grammaticality judgments. These results suggest that either L1 or the L2 can be the source of cross-language influences in L3 processing, but with different time-courses. The findings highlight the difference between online and offline measures of performance: processing language in real-time reflects mainly automatic activation of morpho-syntactic structures, whereas offline judgments might also involve strategic and meta-linguistic decision making. Together, the findings show that during L3 processing, trilinguals have access to all previously acquired linguistic knowledge, and that the multilingual language system is fully interactive.

We investigated cross-language influences from the first (L1) and second (L2) languages in third (L3) language processing, to examine how order of acquisition and proficiency modulate the degree of cross-language influences, and whether these cross-language influences manifest differently in online and offline measures of L3 processing. The study focused on morpho-syntactic processing of English as an L3 among Arabic-Hebrew-English university student trilinguals (n = 44). Importantly, both L1 (Arabic) and L2 (Hebrew) of participants are typologically distant from L3 (English), which allows overcoming confounds of previous research. Performance of trilinguals was compared to that of native English monolingual controls (n = 37). To investigate the source of cross-language influences, critical stimuli were ungrammatical sentences in English, which when translated could be grammatical in L1, in L2 or in both. Thus, the L3 morpho-syntactic structures included in the study were a mismatch with L1, a mismatch with L2, a Double mismatch, with both L1 and L2, or a no mismatch condition. Participants read the English sentences while their eye-movements were recorded (online measure), and they also performed grammaticality judgments following each sentence (offline measure). Across both measures, cross-language influences were assessed by comparing the performance of the trilinguals in each of the critical interference conditions to the no-interference condition, and by comparing their performance to that of the monolingual controls. L1 interference was evident in first pass sentence reading, and marginally in offline grammaticality judgment, and L2 interference was robust across second pass reading and grammaticality judgments. These results suggest that either L1 or the L2 can be the source of cross-language influences in L3 processing, but with different time-courses. The findings highlight the difference between online and offline measures of performance: processing language in real-time reflects mainly automatic activation of morpho-syntactic structures, whereas offline judgments might also involve strategic and meta-linguistic decision making. Together, the findings show that during L3 processing, trilinguals have access to all previously acquired linguistic knowledge, and that the multilingual language system is fully interactive. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University 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 article introduces the nonmedievalist reader to the multilingual landscape of England 700–1400. Building on recent work exploring in particular the relationships among English, French, and Latin in medieval England, it discusses a series of "multilingual moments" from a range of sources, including letters, poems, travel writings, and French language teaching texts. Together, these examples build a picture of the complex interrelationships of languages, both spoken and written, that existed for medieval English people at home and when traveling abroad. Then, as now, people can be seen using their linguistic resources for pragmatic and creative effect. We demonstrate that multilingualism is nothing new. From a methodological perspective, our work also underlines the importance of viewing linguistic attitudes in their particular intellectual and historical contexts. [ABSTRACT FROM AUTHOR]

This study examined the relations among trilingualism, bilingualism, and educational achievements of school students in a rural environment in Chuvashia, Russia. Using our survey results of 913 school students of Chuvash ethnicity (67%) and Tatar ethnicity (28%) and ordered logistic regressions we found weak evidence for any positive association between trilingualism or bilingualism and educational achievements. Socio-economic status, cultural capital (approached with number of books at home), health issues, type of settlement, class grade, number of siblings, and gender were controlled. The results also indicated that fluency in Chuvash and in Tatar, mother tongue proficiency, language used at home, and language of instruction in the elementary grades were not adversely related to educational achievements. On the one hand, these findings partially disagree with previous studies, where a positive association was found. It is probable, that the rural versus urban environment explains these differences. On the other hand, the results confirm previous research in the Volga area of Russia that a growing concern among authorities on minority language students’ educational achievements is baseless. It rather suggests that policy-makers should be more concerned with increasing the equality of opportunities provided by the education system to persons of different socio-economic levels.

The reviewed monograph is the first significant work on the phenomenon of Ukrainian-Russian-Polish trilingualism of Ukrainian people of non-Polish descent. The monograph contains the results of research which was conducted between 2015 and 2017 among Ukrainian people of non-Polish descent, for whom Polish is a foreign language. [ABSTRACT FROM AUTHOR]

Copyright of Language, Interaction & Acquisition / Langage, Interaction et Acquisition 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.)

The purpose of the present paper is to explore the dynamics of trilingual Internet use and its relation to minority language identity and acculturation among young Swedish speakers in Finland (N = 201) and Hungarian speakers in Transylvania (N = 388). Typically, a feature of linguistic minorities, trilingualism, provides speakers with the competence to move outside their original cultural realm, a feature that is rewarding at an individual level but may form a threat to the minority language culture. The results indicate in both contexts an extensive use of English alongside the minority language and a restricted amount of use of the majority language on the Internet. Majority language and English-language Internet use are strongly related to acculturation towards majority language speakers and English speakers in both contexts. Majority-language Internet use is significantly and negatively associated with minority language identity among participants in Transylvania but not among participants in Finland. Most interestingly, however, English-language Internet use is significantly and negatively related to minority language identity in both contexts. The findings and their theoretical implications are discussed.

Ukrainian, Polish and Russian trilingualism among Ukrainians of non-Polish origin living in Poland This article examines the socio-linguistic situation of Ukrainian migrants who live in Poland but who do not have Polish origins. After presenting the issue and describing the group in question, the article then describes the locations where the languages are used, the personae of the interlocutors, and their emotional attitudes towards each of the languages. Trójjęzyczność ukraińsko-rosyjsko-polska Ukraińców niepolskiego pochodzenia mieszkających w Polsce W niniejszym artykule została przedstawiona sytuacja socjolingwistyczna migrantów z Ukrainy, którzy nie mają polskiego pochodzenia. Po zarysie problematyki i opisie przedstawionej grupy zostały przedstawione miejsca posługiwania się językami, osoby interlokutorów oraz stosunek emocjonalny do każdego ze znanych respondentom języków.

This paper aims to examine attitudes towards trilingualism by focusing on the minority language (Basque in Basque Country and Irish in Ireland) and the L3 (English in the Basque Country and French, Spanish, or German in Ireland). The participants are 1,087 Basque university students and 250 Irish third-level students. By using the same questionnaire--- based on Baker (1992) ---both in the Basque Country and Ireland, the research aims to explore attitudes in two contexts which share some similarities while at the same time retaining their own sociolinguistic features. Thus, it is expected that the level of proficiency in the minority language will exert a clearly positive impact on attitudes to Irish and Basque. Similarly, it is hypothesized that different attitudes to the L3 will be shown in both contexts for different sociolinguistic reasons.

The national project Trinity of Languages announced in Kazakhstan has brought forward multilingual education throughout the country. The project requires the implementation of rigorous learning tools to master the Kazakh, Russian and English languages within trilingualism. An e-dictionary to be used in content and language integrated learning is among modern e-tools promoted in a trilingual school environment. A user-friendly biological e-dictionary will help high school learners grasp fundamental concepts in natural sciences. The article aims to describe how to analyze and systemize the lexicographic material selected for developing a trilingual e-dictionary of biological terms for Kazakhstani school learners. Determining sources of vocabulary chosen was based upon a linguocultural approach, which highlights the cultural aspect embodied in the language, and mind-mapping, which allows deconstructing complex topics graphically. Twenty-eight items were selected to cover the biology school course, which was later analyzed and systemized to consistently present generic and species features via mind-mapping. Then organic unification of the items and compositional parameters of the e-dictionary were determined. The obtained findings show that a linguocultural component is embedded in a trilingual e-dictionary of biological terms that are taken from relevant Kazakh and Russian school textbooks (grades 6-11). The selected items are classified and subject to linguocultural analysis in conceptual groups which may show phytonyms and zoonima. The items are supplied with an adequate linguocultural commentary taken from English-language reference books and websites. The conceptual groups and linguistic analysis are displayed via the mind map Coggle used for the e-dictionary frame formation. The proposed linguocultural component embedded in the edictionary is rare in other existing trilingual e-dictionaries since they focus primarily on lexicographic material and their visual representation. Overall, the trilingual e-dictionary created in mind-mapping software is an effective etool for high school learners to study biological terms with their linguocultural commentaries. [ABSTRACT FROM AUTHOR]

This study examines the construction of linguistic identities at a time of significant political tension in Hong Kong, with a focus on Hong Kong's three official languages: Cantonese, the most widely spoken variety of Chinese in Hong Kong; English, the longest serving official language of Hong Kong; and Putonghua, the official language of the People's Republic of China (PRC), which became an official language in Hong Kong after the 1997 Handover of Hong Kong to PRC rule. Given the current political tensions between Hong Kong and the PRC, particularly in light of grassroots political movements such as the 2014 Umbrella Movement and the ongoing 2019 civil unrest due to the proposed introduction of an extradition treaty between Hong Kong and mainland China, the status of Hong Kong's three languages is particularly interesting. Past research has primarily focused on the perceived value of these three languages in terms of instrumentality and integrativeness. The current study expands previous research by focusing on how the participants construct a linguistic identity of the self vs. a national language identity for Hong Kong, particularly within or in contrast to a national language identity of the PRC. [ABSTRACT FROM AUTHOR]

This study examined whether the proposed bilingual advantage in inhibitory control and working memory can be extended to a trilingual advantage, and assessed any age-related effects on a continuum in young adults to older adults. Trilinguals, bilinguals and monolinguals' performance on the Simon task and a numerical version of the N-back task was compared. On the Simon task, there was no language group difference observed, although the data show an age-related decline in inhibitory control only in trilinguals, but not in bilinguals or monolinguals. No clear language group differences were observed between trilinguals and bilinguals on the N-back task, however an overall trilingual and bilingual disadvantage, compared to monolinguals, was observed. Together the results suggest that managing two or three languages, compared to just one, may have a negative impact on inhibitory control and working memory performance. Importantly, they highlight the need to control for a possible confounding effect of including trilinguals/multilinguals in bilingual cohorts and to ensure that participants in monolingual cohorts speak only one language. [ABSTRACT FROM AUTHOR]