“PLURILINGUAL INTERCULTURAL CREATIVE KEYS; PICK”: A NEW APPROACH TO 21ST CENTURY SKILLS

This presentation offers an overview of a new educational program “Plurilingual Intercultural Creative Keys” (PICK), which aims at developing a systemic adaptation of students to the modern world through the development of their linguistic, intercultural, and creative competencies. The approach is based on the concept of plurilingual creativity — the result of many years of empirical research into the relationship among multilingualism, creativity, and multicultural aspects of communication.Представлена новая обучающая система «Ключи к полилингвальному, межкультурному и творческому образованию», которая направлена на адаптацию личности в современном мире через развитие креативных, межкультурных и языковых компетенций. В основе подхода лежит концепция полилингвальной креативности — результат многолетних эмпирических исследований взаимосвязи между многоязычием, креативностью и мультикультурными аспектами коммуникации.Исследование выполнено за счет гранта Российского научного фонда № 22-28-00958, https://rscf.ru/project/22-28-00958/

INTRODUCING BILINGUAL CREATIVE EDUCATION TO RUSSIAN SCHOOL CURRICULUM

This work presents a widely discussed topic in both bilingualism and creativity research that comes from pedagogical considerations. The research conducted by the author over the last decade has delivered a solid argument that speaking more than one language facilitates an individual’s creative capacities. The author has expanded the scope of his research and implemented these findings in education. His new approach includes teaching strategies from both fields, a unified Bilingual Creative Education program. The purpose of the program is to introduce students to a school curriculum in two languages and to foster their creative potential. To accomplish this goal, the program utilizes a holistic approach, which combines cognitive, personal, and environmental factors in education. The article discusses this approach and provides directions for the implementation of the program in Russia

Accurate estimation of the temporal dynamics of bouncing events

The sound of a bouncing object is rich in dynamic acoustical information: subsequent bounces are more tightly spaced in time, have lower energy, and tend to excite less strongly the high‐frequency resonant modes of the bounced‐upon object. Previous studies on bouncing events show that dynamic information is not used to perceive the properties of the bouncing object. We tested whether this is the case when listeners are asked to predict the dynamic behavior of a bouncing event. Stimuli were recorded by dropping one of four different balls from various heights onto a hard linoleum surface. After hearing two, three, four, or five bounces, participants pressed a button to estimate the temporal location of the next bounce. No performance feedback was given. Participants never heard the bounce whose temporal location they were estimating. Bounce‐time estimates were very accurate (r = 0.96). Acoustic analyzes revealed a strong focus on timing information and a secondary reliance on energetic information. Spectral information appeared to have negligible effects. These findings demonstrate the extreme versatility of human listeners in using variable acoustic cues to determine the dynamic behavior of real‐world objects

The role of code-switching in bilingual creativity

This study further explores the theme of bilingual creativity with the present focus on code-switching. Specifically, it investigates whether code-switching practice has an impact on creativity. In line with the previous research, selective attention was proposed as a potential cognitive mechanism, which on the one hand would benefit from extensive code-switching, and on the other, facilitate creative performance. One hundred and fifty-seven multilingual college students completed a code-switching attitudes and behaviors questionnaire, which served to select habitual and non-habitual code-switchers. These respective groups were compared on creativity and selective attention tests. Habitual code-switchers demonstrated greater innovative capacity than their non-habitual counterparts. However, these groups revealed no difference in selective attention. Moreover, the relationship between selective attention and innovative capacity was found only among non-habitual code-switchers. Further, code-switching induced by a particular emotional state and by a lack of specific vocabulary in a target language appeared to relate to increase in innovative capacity. The discussion of these results lays foundation for further empirical research investigating the role of bilinguals' code-switching in their creative capacity

Multilingualism and creativity: a multivariate approach

This paper proposes a contribution to the investigation of the relation between multilingualism and creativity. Past evidence of a correlation between multilingualism and creativity is reviewed in a generalist perspective, that is, without focusing on a specific population such as migrants or highly proficient bilinguals. This review is also anchored in contemporary cognitive psychology and specialised research on creativity, allowing for a consideration of different levels and domains of creativity, as well as a distinction between creative potential and manifest creativity. On this basis, we test various hypotheses with a sample of 596 participants, using multiple regressions that incorporate several control variables. Key results show that L2 skills are systematically and positively related to virtually all indicators of creativity. Additional results reveal effects of other linguistic variables, along with effects of control variables related to cultural diversity (travelling and experience of living abroad), as well as interactions between linguistic and control variables. These results are contrasted with earlier findings and then discussed in terms of language policy implications and perspectives for future research