Multilingualism and Beyond: Implications for Education

Cover Page

Cite item

Full Text

Abstract

Introduction: The JLE editors explore multilingual perspectives in language learning, education, and society, as compared with mono- and bilingual perspectives. The notion of a separate language system turned out to be far from today’s multilingual communications. The approaches to multiple language learning have dramatically changed towards multilingualism. The editorial review aims to consider the potential of the field for the JLE.

Basic Terminology and Definitions: the JLE editors dwell upon the key terms applicable to the field of multilingualism, including multilingualism on its own, plurilingualism, bilingualism, multilinguality, polylingualism, metrolingualism, heteroglossia, and linguistic repertoire.

Research on Multilingualism and beyond: in this section, the JLE readers can find a short review of the research publications on multilingualism, bilingualism, plurilingualism, and linguistic repertoire indexed in the Scopus database.

Conclusion: multilingualism as a research field has a perspective for the Journal of Language and Education. Multilingualism is a many-faceted field, developing rather fast. Research on multilingualism may enrich the scope of the JLE and attract new readers.

About the authors

L. Raitskaya

MGIMO University

Author for correspondence.
Email: raitskay@gmail.com

E. Tikhonova

HSE University; RUDN University

Email: etihonova@gmail.com

References

  1. AL-Qadri, A. H., Al-khresheh, M. H., Boudouaia, A., & Bouflih, A. (2023). Language anxiety in an Algerian multilingual tertiary context. Humanities and Social Sciences Communications, 10(1). DOI: https://doi.org/10.1057/s41599-023-01594-1
  2. Aronin, L. (2018). What is multilingualism? In D. Singleton & L. Aronin (Eds.), Twelve lectures on multilingualism (pp. 3-34). Multilingual Matters.
  3. Aronin, L., & Hufeisen, B. (Eds.). (2009). The exploration of multilingualism. Development of research on L3, multilingualism and multiple language acquisition. John Benjamins Publishing Company.
  4. Aronin, L., & Singleton, D. (2012). Multilingualism. John Benjamins Publishing Company.
  5. Baumgart, J. (2023). The impact of multilingualism and multiculturalism on teacher education in Ireland: Meeting localised needs in a global classroom. EAL research for the classroom: Practical and pedagogical implications (pp. 134-163). Routledge. DOI: https://doi.org/10.4324/9781003274889-12
  6. Bell, A. (1984). Language style as audience design. Language in Society, 13(2), 145-204. DOI: https://doi.org/10.1017/S004740450001037X
  7. Ben-Rafael, E., Shohamy, E., Hasan Amara, M., & Trumper-Hecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism, 3(1), 7-30. DOI: https://doi.org/10.1080/14790710608668383
  8. Bialystok, E., Klein, R., Craik, F. I. M., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290-303. DOI: https://doi.org/10.1037/0882-7974.19.2.290
  9. Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503-523. DOI: https://doi.org/10.1093/applin/ams056
  10. Cenoz, J., & Genesee, F. (1998). Beyond bilingualism: Multilingualism and multilingual education. Multilingual Matters Series.
  11. Clyne, M. (2008). The monolingual mindset as an impediment to the development of plurilingual potential in Australia. Sociolinguistic Studies, 2(3), 347-365. DOI: https://doi.org/10.1558/sols.v2i3.347
  12. Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1-14. DOI: https://doi.org/10.1017/S026144480600320X
  13. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. DOI: https://doi.org/10.3102/00346543049002222
  14. Ding, G., Li, H., & Feng, X. (2023). Detecting the visual word form area in a bilingual brain. Trends in Cognitive Sciences, 27(7), 603-604. DOI: https://doi.org/10.1016/j.tics.2023.05.003
  15. Drachmann, N., Haukås, Å., & Lundberg, A. (2023). Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden-A comparative curriculum analysis. Language, Culture and Curriculum. DOI: https://doi.org/10.1080/07908318.2022.2156528
  16. Droz, L., Brugnach, M., & Pascual, U. (2023). Multilingualism for pluralising knowledge and decision making about people and nature relationships. People and Nature, 5(3), 874-884. DOI: https://doi.org/10.1002/pan3.10468
  17. Duarte, J. (2022). The implementation of plurilingual language policies in higher education - the perspective of language learning students. Language Learning in Higher Education, 12(2), 367-389. DOI: https://doi.org/10.1515/cercles-2022-2058
  18. Ellis, E. (2008). Defining and investigating monolingualism. Sociolinguistic Studies, 2(3), 311-330. DOI: https://doi.org/10.1558/sols.v2i3.311311-330
  19. Ferenčík, M., & Bariová, D. (2023). Managing multilingualism in a tourist area during the COVID-19 pandemic. Journal of Pragmatics, 210, 52-70. DOI: https://doi.org/10.1016/j.pragma.2023.03.015
  20. Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500-520. DOI: https://doi.org/10.1002/tesq.114
  21. Galante, A. (2022). Plurilingual and pluricultural competence (PPC) scale: The inseparability of language and culture. International Journal of Multilingualism, 19(4), 477-498. DOI: https://doi.org/10.1080/14790718.2020.1753747
  22. García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. DOI: https://doi.org/10.1080/13670050.2019.1598932
  23. García, O., & Wei, L. (2013). Translanguaging: Language, bilingualism and education. Translanguaging: Language, bilingualism and education (pp. 1-165). Springer. DOI: https://doi.org/10.1057/9781137385765
  24. Llanes, À., & Cots, J. M. (2022). Measuring the impact of translanguaging in TESOL: A plurilingual approach to ESP. International Journal of Multilingualism, 19(4), 523-538. DOI: https://doi.org/10.1080/14790718.2020.1753749
  25. Mahadeo-Doorgakant, Y. D. (2023). The development of the linguistic repertoire of primary school learners within the Mauritian multilingual educational system. Multimodality and multilingualism: Towards an integrative approach (pp. 34-51). Multilingual Matters.
  26. Marian, V., Blumenfeld, H. K., & Kaushanskaya, M. (2007). The language experience and proficiency questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research, 50(4), 940-967. DOI: https://doi.org/10.1044/1092-4388(2007/067)
  27. Marian, V., Blumenfeld, H. K., & Kaushanskaya, M. (2007). The language experience and proficiency questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research, 50(4), 940-967. DOI: https://doi.org/10.1044/1092-4388(2007/067)
  28. Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19-34. DOI: https://doi.org/10.1080/14790718.2016.1253699
  29. Oostendorp, M. (2022). Raced repertoires: The linguistic repertoire as multi-semiotic and racialized. Applied Linguistics, 43(1), 65-87. DOI: https://doi.org/10.1093/applin/amab018
  30. Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. DOI: https://doi.org/10.1515/applirev-2015-0014
  31. Otsuji, E., & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240-254. DOI: https://doi.org/10.1080/14790710903414331
  32. Pfeiffer, V. F. (2023). Using critical language awareness pedagogy to leverage home languages in multilingual South Africa. Journal of Second Language Writing, 60. DOI: https://doi.org/10.1016/j.jslw.2023.101000
  33. Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600-614. DOI: https://doi.org/10.1002/tesq.110
  34. Polinsky, M. (2023). Some remarks on Spanish in the bilingual world. Journal of World Languages, 9(1), 15-26. DOI: https://doi.org/10.1515/jwl-2022-0053
  35. Preece, S. (2022). Developing the multilingual agenda in EMI higher educational institutions. ELT Journal, 76(2), 183-193. DOI: https://doi.org/10.1093/elt/ccab087
  36. Resch, K., Gitschthaler, M., & Schwab, S. (2023). Teacher's perceptions of separate language learning models for students with immigrant background in Austrian schools. Intercultural Education, 34(3), 288-304. DOI: https://doi.org/10.1080/14675986.2023.2180487
  37. Rocha-Hidalgo, J., & Barr, R. (2023). Defining bilingualism in infancy and toddlerhood: A scoping review. International Journal of Bilingualism, 27(3), 253-274. DOI: https://doi.org/10.1177/13670069211069067
  38. Schott, E., Tamayo, M. P., & Byers-Heinlein, K. (2023). Keeping track of language: Can monolingual and bilingual infants associate a speaker with the language they speak? Infant and Child Development, 32(3). DOI: https://doi.org/10.1002/icd.2403
  39. Simpson, M. L., & Mayer, C. (2023). Spoken language bilingualism in the education of deaf learners. American Annals of the Deaf, 167(5), 727-744. DOI: https://doi.org/10.1353/aad.2023.0009
  40. Smith, W. (2022). Deconstructing linguistic binaries in francophone postcolonial fiction: Towards a linguistic repertoire approach. French Studies Bulletin, 43(163), 12-16. DOI: https://doi.org/10.1093/frebul/ktac010
  41. Ushioda, E. (2006). Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual and Multicultural Development, 27(2), 148-161. DOI: https://doi.org/10.1080/01434630608668545
  42. Utunen, H., Staubitz, T., George, R., Zhao, Y. U., Serth, S., & Tokar, A. (2023). Scale up multilingualism in health emergency learning: Developing an automated transcription and translation tool. Studies in Health Technology and Informatics, 302, 408-412. DOI: https://doi.org/10.3233/SHTI230162
  43. Vessey, R., & Nicolai, E. (2023). The language ideologies of multilingual nannies in London. Journal of Sociolinguistics, 27(3), 221-244. DOI: https://doi.org/10.1111/josl.12589
  44. Wang, Y., & Wei, L. (2023). Multilingual learning and cognitive restructuring: The role of audiovisual media exposure in Cantonese-English-Japanese multilinguals' motion event cognition. International Journal of Bilingualism, 27(3), 331-348. DOI: https://doi.org/10.1177/13670069221085565
  45. Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222-1235. DOI: https://doi.org/10.1016/j.pragma.2010.07.035
  46. Wei, L. (2023). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 11(1). DOI: https://doi.org/10.1017/S0261444823000186

Supplementary files

Supplementary Files
Action
1. JATS XML
Download


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.