Getting creative in the languages classroom

The following principles are central to the work of ‘Linguistic Creativity in Language Learning’, a research strand of Creative Multilingualism: We create language every day. Language diversity facilitates creative diversity. Linguistic diversity nurtures diverse expression of feelings, thoughts and identities, and diverse ways of knowing and seeing the world. In this chapter we outline how they might be considered in relation to classroom language learning. One of the authors of this chapter..

Diversity in the Heartland of America: The Impact on Human Development in Indiana

This article is the third in a series of studies measuring the impact of cultural diversity on human development. We disaggregate cultural diversity into three components: ethnicity, language, and religion. The first study examined the impact of diversity internationally. We found that countries are worse off with greater diversity, especially religious diversity; however, we found that more-prosperous countries with strong institutions benefited from increased diversity. We concluded that strong institutions are essential to maximize the benefits of diversity while mitigating the associated costs. The second study examined the impact of diversity within the United States, where institutional strength was assumed to be relatively great and similar between states. We found an overall negative impact from diversity. Ethnic diversity was negatively associated with human development, while religious and language diversity had a positive impact. We concluded that in the United States, there is more tolerance for religious and language differences compared to ethnic differences. In this third study, we examine the impact of diversity within the state of Indiana. As with our national results, we find a generally negative relationship between human development and diversity. Ethnic diversity has a negative impact, while religious and language diversity are generally positive influences. Strong political and legal institutions may not be sufficient to extract net benefits from diversity if social attitudes that guide behavior are not supportive. The results suggest that net benefits from diversity in Indiana may depend on improvement of social attitudes and in commitment to social services that support historically disadvantaged minority groups

Eliminating social inequality by reinforcing standard language ideology? Language policy for Dutch in Flemish schools

Flanders, the northern, Dutch-speaking part of Belgium, is facing a growing intra- and interlingual diversity. On the intralingual level, Tussentaal ('in-between-language') emerged as a cluster of intermediate varieties between the Flemish dialects and Standard Dutch, gradually becoming the colloquial language. At the same time, Flanders counts a growing number of immigrants and languages. This paper analyses the way Flemish language-in-education policy deals with these (perceived) problems of substandardisation and multilingualism, in order to create equal opportunities for all pupils, regardless of their native language or social background. Both the policy and the measures it proposes are strongly influenced by different, yet intertwined ideologies of standardisation and monolingualism. By propagating Standard Dutch as the only acceptable language (variety) and denying all forms of language diversity, Flemish language-in-education policy not only fails to create equal opportunities, but reinforces ideologies that maintain inequality. Instead, language policy should be open towards language diversity, taking the role of teachers in forming and implementing policies into consideration

Predicting language diversity with complex network

Evolution and propagation of the world's languages is a complex phenomenon, driven, to a large extent, by social interactions. Multilingual society can be seen as a system of interacting agents, where the interaction leads to a modification of the language spoken by the individuals. Two people can reach the state of full linguistic compatibility due to the positive interactions, like transfer of loanwords. But, on the other hand, if they speak entirely different languages, they will separate from each other. These simple observations make the network science the most suitable framework to describe and analyze dynamics of language change. Although many mechanisms have been explained, we lack a qualitative description of the scaling behavior for different sizes of a population. Here we address the issue of the language diversity in societies of different sizes, and we show that local interactions are crucial to capture characteristics of the empirical data. We propose a model of social interactions, extending the idea from, that explains the growth of the language diversity with the size of a population of country or society. We argue that high clustering and network disintegration are the most important characteristics of models properly describing empirical data. Furthermore, we cancel the contradiction between previous models and the Solomon Islands case. Our results demonstrate the importance of the topology of the network, and the rewiring mechanism in the process of language change

The Language of Bias: A Linguistic Approach to Understanding Intergroup Relations

[Excerpt] This chapter explores the role of language in the relationship between diversity and team performance. Specifically, we consider how a linguistic approach to social categorization may be used to study the social psychological mechanisms that underlie diversity effects. Using the results of a study examining the effects of gender, ethnicity and tenure on language abstraction, we consider the potential implications for team processes and effectiveness. In addition, we propose a revised team input-process-output model that highlights the potential effects of language on team processes. We conclude by suggesting directions for future research linking diversity, linguistic categorization and team effectiveness

Cultural Diversity in the United States and Its Impact on Human Development

Previous studies have yielded mixed results on the impact of cultural diversity on economic performance. We find a positive relationship in the United States between cultural diversity and a comprehensive measure of human development that incorporates health, education, and income. We also disaggregate cultural diversity into three components including ethnicity, language, and religion. We find a positive relationship between human development and both religious and language diversity, and a negative relationship with ethnic diversity. These relationships are robust, using several alternative mathematical measures of diversity. Our results are consistent with diversity generating benefits from exposure to a variety of experiences, ideas, and skills while introducing costs due to difficulty in communication, difference in preferences, and conflict between polarized groups. We conclude that strong institutions are essential to maximize the benefits of diversity while mitigating the associated costs

The company that words keep: comparing the statistical structure of child- versus adult-directed language

Does child-directed language differ from adult-directed language in ways that might facilitate word learning? Associative structure (the probability that a word appears with its free associates), contextual diversity, word repetitions and frequency were compared longitudinally across six language corpora, with four corpora of language directed at children aged 1 ; 0 to 5 ; 0, and two adult-directed corpora representing spoken and written language. Statistics were adjusted relative to shuffled corpora. Child-directed language was found to be more associative, repetitive and consistent than adult-directed language. Moreover, these statistical properties of child-directed language better predicted word acquisition than the same statistics in adult-directed language. Word frequency and repetitions were the best predictors within word classes (nouns, verbs, adjectives and function words). For all word classes combined, associative structure, contextual diversity and word repetitions best predicted language acquisition. These results support the hypothesis that child-directed language is structured in ways that facilitate language acquisition

Markets and linguistic diversity

The choice of language is a crucial decision for firms competing in cultural goods and media markets with a bilingual or multilingual consumer base. To the extent that multilingual consumers have preferences over the intrinsic characteristics (content) as well as over the language of the product, we can examine the efficiency of market outcomes regarding linguistic diversity. In this paper, I extend the spokes model and introduce language as an additional dimension of product differentiation. I show that: (i) if firms supply their product in a single language (the adoption model) then the degree of linguistic diversity is inefficiently low, and (ii) if some firms supply more than one linguistic version (the translation model) then in principle the market outcome may exhibit insufficient or excessive linguistic diversity. However, excessive diversity is associated to markets where the fraction of products in the minority language is disproportionately high with respect to the relative size of the linguistic minority.Product variety, language, translation

Editorial: The challenge of teaching english in diverse contexts

At the international conference on Language, Education and Diversity, held at the University of Waikato in November 2003, 450 delegates from over 30 countries gathered to discuss the challenges and opportunities facing language educators in teaching and learning contexts that are increasingly diverse. The conference was regarded as a major success. It highlighted the importance of bringing together educators from different fields – bilingual education, TESL, literacy education and language planning and policy – to discuss the urgent issue of addressing and accommodating diversity more effectively