Multilingual clients’ experience of psychotherapy

The present study focuses on the experiences of 182 multilingual clients who had been exposed to various therapeutic approaches in various countries. An on-line questionnaire was used to collect quantitative and qualitative data. The analysis of feedback from clients with multilingual therapists showed that clients use or initiate significantly more code-switching (CS) than their therapists, and that it typically occurs when the emotional tone is raised. Gender was unrelated to CS frequency. CS is used strategically when discussing episodes of trauma and shame, creating proximity or distance. CS allows clients to express themselves more fully to the therapist, adding depth and nuance to the therapy. The therapist’s multilingualism promotes empathy and clients’ own multilingualism constitutes an important aspect of their sense of self. Multilingual clients benefit from a therapeutic environment where multilingualism is appreciated, and where they can use CS

Using NLP technology in CALL

This paper outlines the research and guiding research principles of the (I)CALL group at Dublin City University, Ireland. Our research activities include the development of (I)CALL systems targeted at a variety of user groups including advanced Romance language learners, intermediate to advanced German learners, primary and secondary school students as well as students with L1 learning disabilities requiring a variety of system types which cater to individual user needs and abilities. Suitable CL/NLP technology is incorporated where appropriate for the learner

The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education

EN The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom

Translation and Translanguaging Pedagogies in Intercomprehension and Multilingual Teaching

Since 2007, California State University, Long Beach has developed and offered courses that highlight students’ pre-existing linguistic repertoires in English and in the Romance languages. These courses are unique in that they build upon a multilingual base for the acquisition of new languages through the method of intercomprehension. As an approach that moves among languages, Intercomprehension places learners in conditions that are conducive to translanguaging and translation. This paper discusses the role of translation and translanguaging in Intercomprehension as a pedagogical approach in these courses. Since our students are constantly moving between English and one or more Romance language(s), they actively bring the other Romance languages they are learning into the translingual repertoire they already practice through the multilingual learning strategies deployed in intercomprehension. Depuis 2007, California State University, Long Beach développe et offre des cours qui mettent en avant le répertoire linguistique préexistant des étudiants en anglais et en langues romanes. Ces cours sont uniques, car ils s’appuient sur un répertoire multilingue pour permettre l’acquisition de nouvelles langues à travers la méthode d’intercompréhension. L’intercompréhension, approche transcendant les barrières entre les langues, offre aux apprenants un contexte propice au translanguaging et à la traduction. Cet article discute du rôle de la traduction et du translanguaging dans l’intercompréhension. Étant donné que nos étudiants naviguent constamment entre l’anglais et une (ou, des) langue(s) romanes(s), ils font ainsi entrer de manière active les tierces langues romanes en cours d’apprentissage dans le répertoire translangagier qu’ils utilisent déjà par le biais des stratégies intercompréhensives

Motivating factors in online language teacher education in southern Argentina

Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n = 71) and participated in a follow-up interview (n = 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants' experiences challenged collaborative learning in an online environment