The effect of out-of-school media contact on language attitudes in multilingual adolescents: a complex psychosociolinguistic system

Esta tesis analiza las actitudes lingüísticas de los adolescentes multilingües en función de su contacto con los idiomas a través de los medios de comunicación. El estudio utiliza la teoría de Sistemas Dinámicos y Complejos para proponer un sistema multilingüe psico-sociolingüístico integrado y demostrar la manera en que los subcomponentes de este sistema funcionan en conjunto. Los participantes del estudio son 152 estudiantes de ESO de la provincia de Castellón. Los instrumentos utilizados son un cuestionario y una serie de entrevistas orales. Los resultados demuestran que el contacto con los medios de comunicación en inglés y en catalán tiene un impacto significativo en las actitudes lingüísticas, caracterizado por la interconectividad compleja y la susceptibilidad a cambios a lo largo del tiempo. Además, los adolescentes muestran una gran voluntad en la creación y el uso de los entornos mediáticos multilingües, y un rango de motivos emocionales y pragmáticos respecto a sus prácticas lingüísticas multilingües y multimodales.This thesis analyzes the linguistic attitudes of multilingual adolescents in terms of their contact with languages ​​through the media. The study uses Complex Dynamic Systems Theory to propose an integrated psycho-sociolinguistic multilingual system and demonstrate how the subcomponents of the system work together. The study participants are 152 obligatory secondary education (ESO) students in the province of Castellon. The instruments used are a questionnaire and a series of oral interviews. The results show that media contact in English and Catalan has a significant impact on language attitudes, characterized by complex interconnectivity and time sensitivity. In addition, adolescents show great agency in the creation and use of multilingual media environments and also a range of emotional and pragmatic reasons regarding their multilingual and multimodal practices

“Languages is a huge part of me”: A case study of Norwegian pupils’ identity

Master i grunnskolelærerutdanning 5-10, Engelsk. Nord universitet 202

Translanguaging engagement: Dynamic multilingualism and university language engagement programmes

This thought piece reflects on the implications of the author’s research on translanguaging for university language engagement work with children and young people in schools and colleges. It presents the LangScape Curators project as an example of possible directions for research and practice in this area

Translanguaging in World Language Higher Education

Increased global migration and a myriad of other social and political factors has made today’s universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching. One of the ways that teaching can better serve today’s multilingual and multicultural student population is through translanguaging. The objective of this dissertation is to investigate the intentional and unintentional use of translanguaging by multilingual language learners and world language instructors in higher education. Additionally, this qualitative case study aims to explore the perceptions of both teachers and students towards translanguaging, using transformative interviewing to prompt participants to reflect on their own language learning ideologies and the application of translanguaging pedagogies to their teaching and learning. Findings point to numerous ways in which both teachers and students in world language university classrooms use translanguaging to make meaning during their language teaching and learning experiences. In addition, class observations and transformative interviews showed how participants gained reflective self-awareness and began to reconsider more/different ways in which translanguaging could enrich their teaching and learning. The significance of the study lies in a greater understanding of what translanguaging could look like in world language higher education settings, particularly regarding the way in which more inclusive language pedagogies such as translanguaging can allow teachers to recognize and utilize the full linguistic repertoire of their multilingual students while at the same time navigating tensions related to target language use and time constraints. Advisor: Theresa Catalan

Examining the linguistic and multicultural practices of refugee children in a primary school in Cyprus: A sociocultural approach to language learning

As a result of the 2015 refugee crisis, classrooms in the Republic of Cyprus are now becoming more linguistically and culturally diverse. Cyprus, as one of the neighbouring host countries, should be working on developing the appropriate conditions for the educational support of children with refugee trajectories. Following a sociocultural approach to second language learning, this ethnographic study is the first to provide empirical evidence of the linguistic and multicultural practices that a group of refugee primary school children develop in order to learn the target language (Greek) and also to become members of their learning community. The data come from an in-depth analysis of spoken classroom interactions and semi-structured interviews following a discourse analysis approach. The study suggests that multilingual research in education settings presupposes reflecting on participants’ multilingual complexities and that is why a multilingual transcription and presentation of spoken discourse is provided. Multimodal artefacts were also examined and provided valuable insights for children’s learning. The findings suggest that children experienced their languages coming together holistically and used them in a flexible way that mediated their learning and communicative interactions. The linguistic practices derived from this juxtaposition of languages were code-switching, translating and repeating. These linguistic practices were seen as scaffolding tools that enhanced children’s learning of Standard Modern Greek, as the interactional data provide ample evidence of children’s metalinguistic awareness. This study also provides examples of good teaching practices and considers that, when classrooms are seen as sites of multilingualism, refugee children’s linguistic and cultural backgrounds become visible tools and have positive learning outcomes not only for the minority but also for the majority of learners. I argue that the understanding of the Communities of Practices concept goes beyond assimilationist perspectives on learning as the data suggest that this flexible use of linguistic and multicultural resources enabled the participants’ roles to be reversed. I show that refugee children were not only expected to join in with the school’s learning practices, but their linguistic and cultural experiences were actively implemented in the learning process. Thus, in some cases, the majority of children also needed to claim their legitimacy during teaching. The study considers pedagogical implications and emphasises the need for a better understanding of issues of multilingual education for policy makers, researchers and educators in Cyprus and beyond to recognise the rich value of children’s available linguistic repertoires. This recognition will not only provide opportunities for language learning but will also add to the multilingual discourse that aims for social justice in education and wider society

Young L2-learners' meaning-making in engaging in computer-assisted language learning

[EN] This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL).  The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication.  In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.Hell, A.; Godhe, A.; Wennås Brante, E. (2021). Young L2-learners' meaning-making in engaging in computer-assisted language learning. The EuroCALL Review. 29(1):2-18. https://doi.org/10.4995/eurocall.2021.12859OJS218291Blackledge, A. & Creese, A. (2010). Multilingualism. New York: Continuum International Publishing Group.Blackledge, A. & Creese, A. (2017). Translanguaging and the body. International Journal of Multilingualism, 14(3), 250-268. https://doi.org/10.1080/14790718.2017.1315809Block, D. & Cameron, D. (2002). Globalization and Language Teaching. London: Routledge. https://doi.org/10.4324/9780203193679Blommaert, J. (2011). Language and Superdiversity. Diversities (Vol. 13). Retrieved from www.unesco.org/shs/diversities/vol13/issue2/art1Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/77-101. 10.1191/1478088706qp063oaBuendgens-Kosten, J. (2018). Multilingual computer assisted language learning. Bristol: Multilingual Matters. https://doi.org/10.21832/BUENDG1480Chan, T. W. (2013). Sharing sentiment and wearing a pair of "field spectacles" to view classroom orchestration. Computers and Education, 69, 514-516. https://doi.org/10.1016/j.compedu.2013.04.011Chapelle, C. A. (2001). Computer Applications in Second Language Acqusition Foundations for teachning, testing and research (4th ed.). Cambridge: Cambridge University Press.Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. Routledge.Currie, B. (2016). Transforming Lessons With Technology. Kappa Delta Pi Record, 52(1), 17-21. https://doi.org/10.1080/00228958.2016.1123040Dicks, B., Soyinka, B. & Coffey, A. (2006). Multimodal ethnography. Qualitative Research, 6(1), 77-96. https://doi.org/10.1177/1468794106058876Flewitt, R. (2011). Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative Research, 11(3), 293-310. https://doi.org/10.1177/1468794111399838García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual Education for Social Justice: Globalising the local (pp. 128-145). New Delhi: Orient Blackswan.García, O. & Kleifgen, J. A. (2019). Translanguaging and Literacies. Reading Research Quarterly. https://doi.org/10.1002/rrq.286García, O. & Wei, L. (2014). Translanguaging. London: Palgrave Macmillan UK. https://doi.org/10.1057/9781137385765Hofslundsengen, H., Magnusson, M., Svensson, A. K., Jusslin, S., Mellgren, E., Hagtvet, B. E. & Heilä-Ylikallio, R. (2020). The literacy environment of preschool classrooms in three Nordic countries: challenges in a multilingual and digital society. Early Child Development and Care, 190(3), 414-427. https://doi.org/10.1080/03004430.2018.1477773Honeyford, M. A. (2013). The simultaneity of experience: cultural identity, magical realism and the artefactual in digital storytelling. 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Modern Language Journal, 94(2), 254-277. https://doi.org/10.1111/j.1540-4781.2010.01020.xMigrationsverket. (2016). Applications for asylum received, 2015. Retrieved from https://www.migrationsverket.se/download/18.7c00d8e6143101d166d1aab/1485556214938/Inkomna ansökningar om asyl 2015 - Applications for asylum received 2015.pdfO'Mara, B. & Harris, A. (2016). Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth. Race Ethnicity and Education, 19(3), 639-658. https://doi.org/10.1080/13613324.2014.885418Pacheco, M. B. & Miller, M. E. (2016). Making Meaning Through Translanguaging in the Literacy Classroom. Reading Teacher, 69(5). https://doi.org/10.1002/trtr.1390Pacheco, M. B. & Smith, B. E. (2015). Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Codemeshing in the Literacy Classroom. Bilingual Research Journal, 38(3), 292-312. https://doi.org/10.1080/15235882.2015.1091051Phiri, L., Meinel, C. & Suleman, H. (2016). 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Mothers as First Teachers: Exploring the Features of Motherchild Interactions That Support Young Aboriginal Children’s Multilingual Learning at Playgroup

For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading activities. Transcripts of mother-child book reading and play sessions and reflections of FaFT Family Liaison Officers are examined to explore the language interactions and the strategies used by mothers to support children’s multilingual learning. The data highlight the importance of early childhood teaching and learning that honours children’s linguistic and cultural resources and prioritises families’ aspirations for children’s multilingual language learning

Guidelines for introducing linguistic landscapes in (foreign) language learning and teacher education

In this document, we introduce you to the potential and practicalities of using linguistic landscapes (LLs) in education and provide suggestions for integrating LLs in educational settings and in teacher education programmes.Although LLs have been studied for some time now – from inter alia linguistic and political perspectives – classroom studies have been relatively scarce. Knowing that LLs can enhance learning and reflection, we wondered why little pedagogical and didactic attention had been paid to them. Identifying this gap, as well as the desire to address it, was the starting point of the LoCALL project.LoCALL, which stands for Local Linguistic Landscapes for Global Education in the School Context, was an Erasmus+ project that ran from 01.09.2019 to 31.08.2022. The aim of the project was to acknowledge the value of contemporary diversity in language education by mapping local LLs and discussing them collaboratively and comparatively at an international level. A further aim was to tackle the formative needs of teachers to deal with (linguistic) diversity in language education. The approach taken by LoCALL was to propose the LL as an authentic andmultilingual resource in overcoming those needs.The LoCALL team comprised researchers and teachers in the cities of Aveiro, Barcelona, Groningen, Hamburg and Strasbourg