Trilingual conversations: a window into multicompetence

A recurrent theme in the literature on trilingual language use is the question of whether there is a specific “trilingual competence.” In this paper we consider this question in the light of codeswitching patterns in two dyadic trilingual conversations between a mother and daughter conducted in (Lebanese) Arabic, French, and English. Quantitative and qualitative analysis of codeswitching in both conversants shows that, despite the fact that both subjects are fluent in all three languages, uses of switching are significantly different for mother and daughter across a number of features, including relative frequency of different switch types, and the incidence of hybrid constructions involving items from two or more languages. The subjects appear to display qualitatively distinct profiles of competence in the trilingual mode. This in turn leads to the conclusion that the facts of trilingual language use are best characterized in terms of “multicompetence” (Cook, 1991). The paper concludes with some further reflections on the uniqueness of trilingual language use (an “old chestnut” in trilingualism research, cf. Klein, 1995)

The evolution of regional language maintenance in Southern Alsace and Northern Catalonia: A longitudinal study of two regional communities

This chapter revisits two regional language situations that were examined by the authors in the early 1990s: Catalan and Alsatian. Questionnaire surveys were conducted in Alsace and Roussillon, to gauge usage of and attitudes towards the two languages. The findings were analysed in terms of ethnolinguistic vitality and of Fishman’s 1991 model of Reversing Language Shift, concluding that the future was cautiously optimistic, largely due to changing attitudes across Europe. Nearly a quarter of a century later, a longitudinal study of the two communities seeks to evaluate how the situation has changed. Using recent quantitative data, combined with a review of the linguistic landscape, the chapter reassesses the situation and offers a balanced and comparative analysis of the way in which the two linguistic areas have evolved over the last 25 years

Trilingual education in China: perspectives from a university programme for minority students

Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. The present paper will attempt to bridge this gap by exploring a Yi-English-Chinese (YEC) trilingual education programme through case studies of three Yi students. We will start by briefly exploring multilingualism and minority participation in higher education in China, contextual issues important for an understanding of trilingual education. We will then describe the methodology employed to collect data from the students before analysing the life events which steer them to the programme, the ways in which they position themselves in relation to the three languages, and the implications for the delivery of the programme and the learning outcomes of students

Accentuating institutional brands: A multimodal analysis of the homepages of selected South African universities

In seeking to disentangle themselves from the constraints of apartheid, South African universities have immersed themselves in an identity modification process in which they not only seek to redress the past, but also to reposition their identities as equal opportunity and non-racial institutions. In this paper, we investigate how the University of the Western Cape, the University of Cape Town and Stellenbosch University have used visual and verbal semiotics to re-design their identities on their homepages to appeal to diverse national and international clients. Using Multimodal Discourse Analysis (MDA), we show how the multi-semiotic choices work together on the homepages to give the universities differentiated, competitive, powerful and attractive brands. We conclude that the homepages blended cultural semiotic artefacts, historical, global and transformational discourses, and architectural landscapes to construct different brand identities that, in turn, rebrand the universities from edifices of apartheid education to equal opportunity institutions

Communicative competence and institutional affiliation: interactional processes of identity construction by immigrant students in Catalonia

The growing presence of children of immigrant families in the public school system in the bilingual region of Catalonia provides us with an opportunity to study how young multilingual and multicultural speakers construct their social competencies and their identity within the specific context of a gate-keeping social institution such as the school. The study reported in this paper approaches language learning as a process of socialisation that involves not only learning how to make sense of linguistic signs but also learning how to enact different social roles in particular institutions. The analysis focuses on the interactional profiles of two immigrant students in two types of communicative activities that are representative of the school context: responding to questions from an adult and cooperating with a peer in the resolution of a learning task. By shifting the focus of analysis from a decontextualised notion of communicative competence to the notion of 'institutionally affiliated communicative competence' and concentrating on issues such as the (1) the relationship between knowledge and participation, (2) language choice inside and outside school and (3) definitions of correctness in language use, the study reveals how the two students construct a highly 'affiliated' identit

Bilingualism for the Minor or the Major? An Evaluative Analysis of Parallel Conceptions in China

This paper is an analysis of two conceptions of bilingualism that exist in parallel in China. One is traditional bilingualism referring to the use of a native minority language and standard Chinese by minority groups and the other, seen as bilingualism with modern characteristics, is a modern-day phenomenon in which the majority Han group aspire to produce bilinguals with a strong competence in mother tongue Chinese and a foreign language, primarily English, by using Chinese and the foreign language as mediums of instruction in teaching school subjects. The focus of the analysis is on the latter for the simple reason that current literature on the new phenomenon is mostly available only in Chinese. An equally important aim of this paper is to explore the impact of the new phenomenon on minority education and to examine the reason why this impact is largely ignored in bilingualism discussions, despite obvious consequences with respect to ethnic identity, personality development and academic performance of minority students. Thus, the traditional conception is briefly reviewed at the start

Using surveillance data to estimate pandemic vaccine effectiveness against laboratory confirmed influenza A(H1N1)2009 infection : two case-control studies, Spain, season 2009-2010

Background: Physicians of the Spanish Influenza Sentinel Surveillance System report and systematically swab patients attended to their practices for influenza-like illness (ILI). Within the surveillance system, some Spanish regions also participated in an observational study aiming at estimating influenza vaccine effectiveness (cycEVA study). During the season 2009-2010, we estimated pandemic influenza vaccine effectiveness using both the influenza surveillance data and the cycEVA study. Methods: We conducted two case-control studies using the test-negative design, between weeks 48/2009 and 8/2010 of the pandemic season. The surveillance-based study included all swabbed patients in the sentinel surveillance system. The cycEVA study included swabbed patients from seven Spanish regions. Cases were laboratory-confirmed pandemic influenza A(H1N1)2009. Controls were ILI patients testing negative for any type of influenza. Variables collected in both studies included demographic data, vaccination status, laboratory results, chronic conditions, and pregnancy. Additionally, cycEVA questionnaire collected data on previous influenza vaccination, smoking, functional status, hospitalisations, visits to the general practitioners, and obesity. We used logistic regression to calculate adjusted odds ratios (OR), computing pandemic influenza vaccine effectiveness as (1-OR *100. Results: We included 331 cases and 995 controls in the surveillance-based study and 85 cases and 351 controls in the cycEVA study. We detected nine (2.7%) and two (2.4%) vaccine failures in the surveillance-based and cycEVA studies, respectively. Adjusting for variables collected in surveillance database and swabbing month, pandemic influenza vaccine effectiveness was 62% (95% confidence interval (CI): -5; 87). The cycEVA vaccine effectiveness was 64% (95%CI: -225; 96) when adjusting for common variables with the surveillance system and 75% (95%CI: -293; 98) adjusting for all variables collected. Conclusion: Point estimates of the pandemic influenza vaccine effectiveness suggested a protective effect of the pandemic vaccine against laboratory-confirmed influenza A(H1N1)2009 in the season 2009-2010. Both studies were limited by the low vaccine coverage and the late start of the vaccination campaign. Routine influenza surveillance provides reliable estimates and could be used for influenza vaccine effectiveness studies in future seasons taken into account the surveillance system limitations

Professional development programmes for teachers moving from majority to minoritised language medium education:Lessons from a comparative study

Education through the medium of a minoritised language is widely regarded as a critical component of language revitalisation initiatives. Given the demographic and social position of many minoritised languages, however, it may not be easy to find teachers who are fluent and literate in the language, confident about using and teaching it, and prepared for the demands of working in classrooms where the language is the medium of instruction. This article presents findings from a comparative study of teacher education programmes adopted in Catalonia, the Basque Autonomous Community, Wales and New Zealand, to prepare teachers to teach through the media of Catalan, Basque, Welsh and Māori respectively. The research was conducted to inform new professional development initiatives in Scotland, designed to enable qualified teachers to transfer from English-medium to Gaelic-medium education. The findings have wider relevance for other contexts in which the recruitment, professional development and retention of teachers to work in minoritised language medium education represent a challenge