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„Kleide die Worthöhlen aus“, dieser Aufforderung aus dem gleichnamigen Gedicht Paul Celans sind viele seiner Interpreten nachgekommen, indem sie die Bedeutungsfülle seiner ‚Sprachgitter‘ in allen Winkeln erkundet haben. Wie es in besagtem Gedicht der Fall ist, können dabei hinter der deutschen Textoberfläche ‚fremde‘ Sprachen zum Vorschein kommen, deren Sinngehalt gleichsam aus kryptischer Tiefe heraus dem Gedicht einen neuen, mehrsprachigen Resonanzraum eröffnet. Solche die Einsprachigkeit transzendierenden Lesarten sind bei Celan durchaus produktionsästhetisch legitimiert, insofern in seinem Werk – neben anderssprachigen Texten, Zitaten und Wortschatzelementen – wiederholt translinguale Redefiguren und Wortspiele auftauchen. Auch wenn der Holocaust-Überlebende auf dem „schicksalhaft Einmaligen“ seiner Muttersprache insistierte, war es sein bewusstes Anliegen, das Deutsche sprachlich „anzureichern“, um unter dem „Neigungswinkel seines Daseins“ neue Ausdrucksmodi für das Geschehene zu finden. Und diese linguistische Erweiterung impliziert neben verschiedenen Varietäten des Deutschen zahlreiche andere Sprachen seiner Lebens- und Geisteswelt, welche sein gesamtes Werk – teils deutlich erkennbar, teils kryptisch verborgen – durchziehen: Rumänisch, Französisch, Hebräisch, Russisch, Latein und mehr. Ausgehend von Celans mehrsprachiger bzw. translingualer Poetik wurde das Erkunden seiner ‚Worthöhlen‘ von zeitgenössischen Dichtern und Übersetzern in Form neuer Lesarten, kreativer Aneignung und freier Translationen weitergeführt und radikalisiert. Durch eine analytische Darstellung dieser Schreib- und Rezeptionsprozesse möchte der vorliegende Essay zeigen, inwiefern sich Celans deutschsprachige Dichtung erst über den Einbezug dieser mehrsprachigen Dimension dem Leser vollkommen erschließt.

Multiculturalism in foreign language teaching (FLT) has been an increasingly relevant topic in the field of language education. The aim of this research is to investigate the benefits of multiculturalism in FLT and to provide practical guidelines and resources for educators on how to effectively integrate cultural aspects into language teaching and learning. This research addresses five objectives that aim to fill the gaps in research and provide practical recommendations for educators. The first objective is to review the existing literature on multiculturalism in FLT and its benefits for language proficiency, intercultural competence, and cognitive and social development. The literature review will explore the theoretical frameworks and empirical studies that support the positive impact of multiculturalism on FLT, and the benefits for learners of different ages and proficiency levels. The second objective is to identify the challenges and gaps in research on how to effectively integrate cultural aspects into language teaching and learning in different contexts and for learners of different ages and proficiency levels. This objective will provide insight into the challenges that educators face in integrating cultural aspects into FLT and identify the gaps in research that need to be addressed. The third objective is to develop practical guidelines and resources for educators on how to integrate cultural aspects into language teaching and learning, taking into accounts the specific needs and contexts of different learners. The guidelines and resources will be developed based on the findings from the literature review and the identified challenges and gaps in research. The fourth objective is to investigate the effectiveness of the proposed guidelines and resources in promoting effective intercultural education and multilingualism in FLT. The investigation will involve implementing the guidelines and resources in different FLT contexts and assessing their effectiveness in promoting intercultural education and multilingualism. The final objective is to assess the long-term effects of multiculturalism in FLT on learners’ attitudes and behaviors towards cultural diversity, and to identify best practices for promoting cultural awareness and respect in language education. The assessment will involve tracking the attitudes and behaviors of learners over an extended period to identify the long-term impact of multiculturalism in FLT. The research findings and practical recommendations will contribute to the development of effective intercultural education and multilingualism in FLT, by addressing the gaps and challenges in research on multiculturalism in language education and providing practical guidelines and resources for educators. The research outcomes will be useful to language educators, policymakers, and researchers interested in promoting cultural awareness and respect in FLT., Виховання мультикультурності паралельно з навчанням іноземним мовам у сучасному освітньому середовищі стає все більш актуальною темою у галузі мовної освіти. Метою цього дослідження є вивчення переваг виховання мультикультурності у навчанні іноземних мов, як власне дослідження явища багатокультурності, та за результатами дослідження надання практичних рекомендацій та ресурсів для сучасних педагогів-філологів щодо ефективної інтеграції культурних аспектів у процес вивчення мови. Дослідження вирішує п’ять основних завдань, які мають на меті заповнити прогалини у наявних підходах до викладання іноземних мов у середній і вищій школах, а також надати практичні рекомендації для педагогів, у який спосіб навчання іноземним мовам може стати ефективнішим і новітнішим.

International audience; Building on previous studies, this paper addresses the geopolitics of knowledge circulation in an academic field known as sociolinguistics in France, showing firstly the common erasure of research produced in the Global South and in languages other than English, and secondly the need to decolonise entire fields of research, in which analytic frameworks are mostly produced in hegemonic Global centres. As part of this special issue, we ask how far concepts rooted in Southern or non-hegemonic experiences are marginalized, co-opted or reused in academic circles in the West in general and in France in particular. As a modest epistemological contribution, this paper then focuses on two concepts – sumak kawsay/buen vivir and translanguaging – looking at their archaeology and development and at how they circulate in these fields, both in Northern and Southern academic circles. Both examples illustrate their circulation but also erasures and compartmentalisation through language.

This paper investigates an abortion clinic’s procedural choices regarding the management of linguistic diversity. It focuses in particular on how language serves as capital for clients’ agency in decision-making regarding their abortion treatment. Based on linguistic-ethnographic fieldwork in a Flemish abortion clinic, we analyse the clinic’s institutional language policy, which states that clients should be able to speak Dutch, English or French in order to be eligible for a medical abortion—the alternative to a surgical abortion. We show how direct and smooth communication is considered a condition to ensure safety during the medical abortion treatment. We also discuss how, against the backdrop of the COVID-19 pandemic, the practical reorganisation of the clinic has led to more autonomy and empowerment for some clients, while it reinforced the already existing inequality for others. Finally, we discuss the clinic’s struggles with and lack of reflection on language support services. We conclude that the case of the abortion clinic can be considered as one of exclusive inclusion, and suggest that a higher awareness of language support and a critical rethinking of the safety procedure could strengthen this clinic further in its endeavour to help women confronted with an unwanted pregnancy.

Previous studies have identified bilingualism as a protective factor against dementia. Here we aimed to test whether being bilingual at different life stages impacts cognition and brain structure in older adulthood. We included 746 participants from the DZNE-Longitudinal Cognitive Impairment and Dementia Study (DELCODE). Assessment of bilingualism at 3 life stages (early: 13-30, middle: 30-65 and late: over 65 years old) was determined with the Lifetime of Experiences Questionnaire. Individuals reporting bilingualism (i.e., daily use of L2) in the early life stage outperformed monolinguals on learning & memory, working-memory, executive functions and language. Bilingualism in middle life stage showed a significant advantage on learning & memory, while no effect of bilingualism in old life stage was identified. Brain gray matter volume was not associated with L2 use and did not differ between groups. However, stronger correlations between brain gray matter volume in selected brain regions and cognitive performance were found in bilingual participants in the early and middle life stages. Our results indicate that bilingualism in early life might provide a long-lasting protective effect on cognition and shape the brain to sustain cognitive performance in older adulthood.

This research, conducted at a major university in Tanzania, investigated the personal experiences of multilingual students vis-à-vis the government's language policy requiring Swahili as the language of instruction (LoI) at the primary level and English at the secondary level. The participants, who spoke 25 different languages as their L1, were placed into 49 different language groups and asked to write what they remembered about the language policy where they attended school. The data show that Gramsci's cultural hegemony is occurring in Tanzania. The 'common sense' is that people truly believe English is symbolic of prestige and power–even though few people know it or use it. The parents insist that their children be taught in English (consensus), and the schools strictly enforce the language policy (coercion). As subalterns, the students in this research reported that they did acquire Swahili, but they also wrote about knowing the LoI when they began school; undergoing inordinate physical and psychological punishment; feeling their L1s were stigmatized; and learning little English–or any other subject. Thus, the elites of the country have been trying to impose a European language on the citizens–in lieu of an educated, multilingual, African nation.

Background and ObjectivesThere is growing evidence that bilingualism can induce neuroplasticity and modulate neural efficiency, resulting in greater resistance to neurologic disease. However, whether bilingualism is beneficial to neural health in the presence of epilepsy is unknown. We tested whether bilingual individuals with temporal lobe epilepsy (TLE) have improved whole-brain structural white matter network organization.MethodsHealthy controls and individuals with TLE recruited from 2 specialized epilepsy centers completed diffusion-weighted MRI and neuropsychological testing as part of an observational cohort study. Whole-brain connectomes were generated via diffusion tractography and analyzed using graph theory. Global analyses compared network integration (path length) and specialization (transitivity) in TLE vs controls and in a 2 (left vs right TLE) × 2 (bilingual vs monolingual) model. Local analyses compared mean local efficiency of predefined frontal-executive and language (i.e., perisylvian) subnetworks. Exploratory correlations examined associations between network organization and neuropsychological performance.ResultsA total of 29 bilingual and 88 monolingual individuals with TLE matched on several demographic and clinical variables and 81 age-matched healthy controls were included. Globally, a significant interaction between language status and side of seizure onset revealed higher network organization in bilinguals compared with monolinguals but only in left TLE (LTLE). Locally, bilinguals with LTLE showed higher efficiency in frontal-executive but not in perisylvian networks compared with LTLE monolinguals. Improved whole-brain network organization was associated with better executive function performance in bilingual but not monolingual LTLE.DiscussionHigher white matter network organization in bilingual individuals with LTLE suggests a neuromodulatory effect of bilingualism on whole-brain connectivity in epilepsy, providing evidence for neural reserve. This may reflect attenuation of or compensation for epilepsy-related dysfunction of the left hemisphere, potentially driven by increased efficiency of frontal-executive networks that mediate dual-language control. This highlights a potential role of bilingualism as a protective factor in epilepsy, motivating further research across neurologic disorders to define mechanisms and develop interventions.

Bringing in insights from sociolinguistics, this conceptual paper advances the theorizing on language and identity in the MNC, viewed as socially constructed by individuals in interaction when they cross fluid linguistic and geographical boundaries. We posit that the identities of global business professionals in the MNC are not intrinsically tied to nationality and native language, they are rather cosmopolitan and constructed in interactions in English as the working language (BELF: English as a Business Lingua Franca). We further conceptualize the multilingual MNC as a social constellation – providing the context for processes of identity construction but also shaped by them. We outline three propositions that capture the ways in which BELF contributes to the construction of a cosmopolitan identity on three dimensions (individual, interactional and contextual) in multilingual professional MNC settings. The first one concerns the identification of individuals as participants in BELF interactions drawing from their different linguistic resources, national origins and professions, and previous experiences. The focus in the second one is on BELF interactions that manifest an orientation to both sharedness and difference in skills, knowledge and social relations. The third proposition concerns the MNC context in terms of enabling BELF interactions and being (re)constructed as a social constellation with fluid linguistic and geographical boundaries. We further elaborate on the methodological implications of sociolinguistic and cosmopolitan approaches to IM research on identity in general, and how our propositions could guide future research on language and identity in the MNC in particular.

This paper examines minority language education in the Dutch province of Fryslân from a rights-based approach. To conduct the analysis, we employed a qualitative (legal) content analysis. We explored minority language rights at different levels to answer the following question: To what extent are international and regional standards on minority-language education applied domestically to education in Frisian and through the medium of the Frisian language? We discuss the historical trends in the international community regarding minority-language education and elaborate specifically on the Netherlands’ shifting approach on the matter. Our analysis of international, regional, and domestic regulations shows that the issue of exemptions and the reduction in the Frisian core objectives have weakened the position of Frisian in education. Owing to the lack of proper implementation of the current regulations, the Netherlands has been deficient in fulfilling the right to mother-tongue education in Frisian primary schools. The analysis further shows that the Netherlands do not treat Frisian education as a right. Legal solutions to remedy this situation are discussed.

Medieval Bruges was an important international economic hub in the late Middle Ages. Similar to other luxury goods, manuscripts produced in Bruges were intended for both local and international audiences. This article scrutinizes the specific urban context of Bruges as a multilingual contact zone focusing on quantitative data of extant manuscripts and case-studies of professional and non-professional book production. The dominance of francophone manuscripts in a Dutch-speaking town is noteworthy and called for an actively bilingual community of book professionals. Furthermore, the social competition of locally embedded social groups (court, merchants, craft guilds) influenced language choice as well. Both ‘official’ production of books for trade by professional writers and librarians, and the ‘private’ multilingual literary accomplishments of Bruges city-dwellers, illustrate the multilingual dynamics of urban contacts in Bruges.

With a growing number of multilingual children entering early childhood education, teachers are challenged to create appropriate learning opportunities for all children. Given diverse literacy skills and cultural backgrounds, early childhood educators might provide different support to children after an inappropriate child response depending on the child’s language background. Therefore, the present study aimed to identify different types of teacher third-position support (i.e., support provided after not being satisfied with the child response or nonresponse) in interaction with multilingual and monolingual kindergartners. We conducted a multiple case study in which three kindergarten teachers and seven multilingual and five monolingual children were observed in the classroom during one school year. Support sequences were analyzed using content analysis. We identified six different types of teacher third-position support in educational interactions with multilingual children: allocate turn to another child, provision of hints, reduction of choice, establishing common ground, modeling, and using the home language. Teachers tended to use reduction of choice more with multilingual children, whereas provision of hints was used more with monolingual children. Overall, the presented study enabled us to obtain an in-depth view of how teachers differentially adopt types of third-position support in interaction with multilingual and monolingual kindergartners.

&nbsp, The linguistic reality in Bamako, Mali, has made it commonplace that most interactions are performed in a language combining Bambara and French. The reason is certainly that Bamako, as some researchers suggest, is an ethnic and linguistic melting pot. This “hybrid” language seems to have downgraded the notion of language delimitations, hence affecting consequently the identity of each language. In other words, Bambara seems to be an excuse for escaping the successful use of French while interactions in Bambara are significantly dominated by French. It is believed that such a situation favours none of the two languages at play. Already, initial observation has made it possible to assert that the most perceptible manifestations of code-switching in this particular context are intrasentential and extrasentential. To confirm this claim, the present paper will adopt a conversation analytical approach, based on the recording of naturally occurring language.

Resumen El predominio del inglés como lengua académica en las revistas de corriente principal ha sido profusamente estudiado. En cambio, es difícil calibrar la incidencia de la publicación en este idioma en el mundo Iberoamericano porque son todavía escasos los estudios de bases de datos regionales o de trayectorias académicas completas de investigadores de los países del Sur global. Las razones son sencillas: a) hay múltiples bases de datos de revistas Iberoamericanas, pero con grandes solapamientos; y b) hay sistemas de currículo en la mayoría de los países, pero no están disponibles abiertamente o no están curadas profesionalmente. Precisamente para colaborar en esta dirección, este trabajo comparativo ofrece um panorama de las publicaciones completas de dos comunidades científicas: los pesquisadores del Conselho Nacional de Pesquisa (cnpq, Brasil) y los investigadores del Consejo Nacional de Investigaciones Científicas y Técnicas (Conicet-Argentina). Para poner el foco en el idioma y el país de edición de la producción científica, utilizamos la información autocargada en el sistema curricular Sigeva (Argentina) y Lattes (Brasil). Su utilización ofrece dificultades a los estudios bibliométricos o de citaciones, en cambio, permite construir una estadística descriptiva de la producción completa de itinerários completos de producción que es relevante para ofrecer un panorama del multilingüismo, la bibliodiversidad y el peso de la publicación nacional en estas comunidades. Resumo A predominância do inglês como língua acadêmica nos principais periódicos tem sido amplamente estudada. Por outro lado, é difícil mensurar a incidência da publicação nesse idioma no mundo ibero-americano, porque ainda são poucos os estudos de bases de dados regionais ou baseados em trajetórias acadêmicas completas de pesquisadores dos países do Sul global. As razões são simples: a) existem várias bases de dados de revistas ibero-americanas, mas com grandes sobreposições entre elas; b) existem sistemas curriculares na maioria dos países, mas eles não estão disponíveis abertamente ou com curadoria profissional. Visando a colaborar nessa direção, este trabalho comparativo oferece um panorama das publicações completas de duas comunidades científicas: pesquisadores do Conselho Nacional de Pesquisa (cnpq, Brasil) e pesquisadores do Conselho Nacional de Pesquisas Científicas e Técnicas (Conicet-Argentina). Para focar o idioma e o país de publicação dessa produção científica, utilizamos as informações disponibilizadas no sistema curricular Sigeva (Argentina) e Lattes (Brasil). Seu uso oferece dificuldades para estudos bibliométricos ou de citação, porém permite a construção de estatísticas descritivas da produção de trajetórias completas de produção. Uma informação relevante para oferecer um panorama do multilinguismo, da bibliodiversidade e do peso da publicação nacional nestas comunidades. Abstract The predominance of English as an academic language in mainstream journals has been extensively studied. In change, it is difficult to gauge the incidence of publication in this language in the Ibero-American world because there are still few studies of regional databases or based in complete academic trajectories of researchers from the countries of the global South. The reasons are simple: a) there are multiple databases of Ibero-American journals, but with large overlaps in between; b) there are curriculum systems in most countries, but they are not openly available or professionally curated. Precisely to collaborate in this direction, this comparative work offers an overview of the complete publications of two scientific communities: researchers from the Conselho Nacional de Pesquisa (CNPq, Brazil) and researchers from the National Council for Scientific and Technical Research (Conicet-Argentina). To focus on the language and country of publication of this scientific production, we used the information uploaded in Sigeva (Argentina) and Lattes (Brazil) curricular system. Its use offers difficulties to bibliometric or citation studies, however, it allows the construction of descriptive statistics of the production of complete production itineraries. A relevant information to offer an overview of multilingualism, bibliodiversity and the weight of the national publication in these communities.

La pagina di Vincenzo Consolo è subito identificabile per la lingua caratterizzata dal ritmo prosodico e dalla variazione (mescidanza di repertori e registri) che del plurilinguismo si avvale per tradurre la pluralità delle voci narrative. A ciò si aggiunge la tendenza a emulare la lingua del tempo del narrato, quella dei testi coevi all'azione narrativa, siano letterari che documentali. Tale identi­ficabilità si ma­ni­festa sin dall'inizio della carriera dello scrittore, contraddistingue apoditticamente il 'long seller' Il sorriso dell'ignoto marinaio (1976), è confermata macroscopicamente da prove successive: Lunaria (1985), Retablo (1987), Nottetempo casa per casa (1992). In un gioco di specchi tra due brani del Sorriso (due lettere ascrivibili al protagonista storico e finzionale, Enrico Pirajno di Mandralisca) l'articolo intende dimostrare l'osmosi linguistica che li lega e sembra ispirare l'ottocentismo che pervade tutta la lingua del romanzo. L'escriptura de Vincenzo Consolo és immediatament identificable pel llenguatge caracteritzat pel ritme prosòdic i la variació (una barreja entre repertoris i registres) que utilitza el multilingüisme per traduir la pluralitat de veus narratives. A això hi va afegir la tendència a emular el llenguatge del seu temps i el dels textos coevas amb la seva acció narrativa, ja sigui literària o documental. Tal característica apareix des dels inicis de la trajectòria de l'escriptor, ja que distingeix el "vendedor llarg" El somriure del mariner desconegut(1976), i es confirma posteriorment a Lunaria (1985), Retablo (1987), Nottetempo casa per casa ( 1992). En un joc de miralls entre dos passatges de Sorriso (dues cartes escrites pel protagonista històric i fictici, Enrico Pirajno de Mandralisca), l'article demostra l'osmosi lingüística que els uneix i inspira el segle XIX que impregna tot el llenguatge de la novel·la. Vincenzo Consolo's writing is immediately identifiable by the language characterized by prosodic rhythm and variation (a mix between repertoires and registers) that uses multilingualism to translate the plurality of narrative voices. To this he added the tendency to emulate the language of his time and that of texts coeval with his narrative action, whether literary or documentary. Such characteristic appears from the very beginning of the writer's career, as it distinguishes the 'long seller' Il sorriso dell'ignoto marinaio (1976), and is later confirmed in Lunaria (1985), Retablo (1987), Nottetempo casa per casa (1992).In a play of mirrors between two passages from Sorriso (two letters written by the historical and fictional protagonist, Enrico Pirajno of Mandralisca), the article demonstrates the linguistic osmosis that binds them and inspires the XIX centuryism that pervades the entire language of the novel. La escritura de Vincenzo Consolo es inmediatamente identificable por el lenguaje caracterizado por el ritmo prosódico y la variación (una mezcla entre repertorios y registros) que utiliza el multilingüismo para traducir la pluralidad de voces narrativas. A ello añadió la tendencia a emular el lenguaje de su tiempo y el de textos coetáneos a su acción narrativa, ya sea literaria o documental. Tal característica aparece desde el mismo comienzo de la carrera del escritor, ya que distingue al 'vendedor largo' La sonrisa del marinero desconocido (1976), y se confirma luego en Lunaria (1985), Retablo (1987), Nottetempo casa per casa ( 1992). En un juego de espejos entre dos pasajes de Sorriso (dos cartas escritas por el protagonista histórico y ficticio, Enrico Pirajno de Mandralisca), el artículo demuestra la ósmosis lingüística que los une e inspira el siglo XIX que impregna todo el lenguaje de la novela.

The specific character of “multilingualism” in this auto-analysis is defined by an oscillation between “no-lingualism” and multilingual movements of a transnational writer. I argue that my own writing in English does not merely stem from the fact of my knowing and working in different languages – English, Swedish and Bosnian – but also from specific geographical locations that in themselves contain certain multilingual and translingual movements and histories of languages and national literatures (including Russian, Arabic, and Turkish). Beyond the obvious features like code-switching, which are visually most conspicuous and therefore typically used as indicators of multilingual writing, the intent is to show how historical movements and places shape the main language of my writing (English), as well the style, rhythms, character, and structures. The general core of creativity is proposed to lie more in the continuous osmosis than the deliberate hybridizing of languages and literatures.

The article critically analyzes sociopolitical discourses about language(s) and multilingualism in South Tyrolean preschools by combining political and discourse theory. Drawing on empirical material from a discussion on the topic broadcast on public regional television, in which representatives of politics, research, pedagogical practice and parents participated, the author describes a hierarchization of educational rights in favor of the ‘German’ group, which is constructed as endangered. Through references to the historical era of fascism and Italianization measures associated with it, a continuity of minorization is constructed that requires special protection of the German group and makes it possible to demand the exclusion of non-German positioned children from the educational system. Overall, the analysis reveals a reversal of linguistic majority and minority relations. The targeted monolingualization and mono-ethnicization of preschools is legitimized with a quasinatural authority of the Second Autonomy Statute, which can be read as a strategy of depoliticization. (DIPF/Orig.) Mit einer Verknüpfung von Politik- und Diskurstheorie geht der Artikel gesellschaftspolitischen Diskursen über Sprache(n) und Mehrsprachigkeit in Südtiroler Kindergärten nach. Auf der empirischen Basis einer Diskussion, die im regionalen Fernsehen ausgestrahlt wurde, und an der Vertreter:innen aus Politik, Wissenschaft, pädagogischer Praxis und Eltern teilnahmen, rekonstruiert der Text eine Hierarchisierung von Bildungsrechten zugunsten der ‚deutschen‘ Gruppe, die als gefährdet dargestellt wird. Über Bezugnahmen auf die historische Epoche des Faschismus und der damit verbundenen Italianisierungsmaßnahmen wird eine Kontinuität der Minorisierung konstruiert, die besonderen Schutz für die ‚deutsche‘ Gruppe erfordert und es ermöglicht, den Ausschluss nicht-deutsch positionierter Kinder aus dem Bildungssystem zu fordern. Insgesamt zeigt sich im Material eine Umkehrung von Mehr- und Minderheitsbeziehungen. Die von bestimmten Gruppen angestrebte Monolingualisierung und Mono-Ethnisierung von Kindergärten wird mit einer quasinatürlichen Autorität des Zweiten Autonomiestatutes begründet, was sich als Strategie der Depolitisierung lesen lässt. (DIPF/Orig.)

Zamierzeniem niniejszego szkicu jest możliwie zwięzłe podsumowanie najistotniejszych współczesnych wątków krytycznych dotyczących pojęcia przekładu oraz obecności refleksji przekładoznawczej w Indiach oraz zapełnienie luki dostrzegalnej w polskiej translatologii. This study aims to outline the most relevant contemporary critical remarks concerning the concept of translation and the presence of translational reflection in India, aiming to fill the gap perceived in Polish translatology.

The paper focuses on language policies in two Nordic universities and the way in which administrative staff perceive the policies as instruments of language regulation. There has been much interest recently in multilingualism and language policy in the context of higher education, but there is little research so far focusing on administrative staff. This is despite their key role in both producing and mediating texts for the consumption of a multilingual university community. The study is based on interview and document data collected at the University of Helsinki (Finland) and the University of Stockholm (Sweden). The analysis focuses on how staff talk about the role of the policies in their work and work community, and particularly how they describe the impact of the policies on everyday language practices.

Background: Although being bilingual (knowing two or more languages) is becoming a more common experience globally, little is known about the combined experience of bilingualism and autism. Research currently available focuses on quantifying language and cognitive development, and the only two qualitative accounts of first-hand experiences are from either bilingual children or highly multilingual adults (with four languages or more), which may not represent the wider autistic bilingual population. All other accounts focus on parents or practitioners. This qualitative study reports the experiences of autistic bi- and multilingual adults, focusing on barriers and enablers to language learning and the reported benefits of bilingualism.Methods: Thirty-nine U.K.-based autistic bilingual adults (41% female, mean age = 33.2 years, range = 16–61) with knowledge of two to seven languages (mean = 3.6, standard deviation = 1.4) completed an online Demographic and Language Questionnaire, including three open-ended questions about the interplay between autism and bilingualism. A thematic analysis was conducted on the responses to these open-ended questions.Results: Participants perceived many opportunities and benefits brought by bilingualism, in terms of relationships, hobbies, mobility, employment, education, and cultural insight. Respondents reported social communication as being a major benefit of being bilingual, and discussed how bilingualism had broadened their mindset, while identifying factors that had enabled or challenged their language learning journey.Conclusions: This study builds upon the few reports available to highlight the experiences that are shared by autistic bilingual people regardless of the number of languages they know. It is the first study to report the perspectives of U.K.-based autistic bilingual adults who, in most cases, grew up in a bilingual environment. Accounts of the factors that can facilitate or hinder language learning will inform the development of strategies to better support autistic people. These findings have implications for bilingual families and practitioners supporting autistic bilingual people.

A recent study by Siew and Vitevitch (2020a) investigated word form lexica and their growth in children acquiring English and Dutch as first languages from a network perspective. They identified a unique developmental trajectory in network growth, with high-density neighborhoods becoming enriched through growth at early acquisition stages (the "preferential attachment" mechanism) but low-density neighborhoods gaining new neighbors at advanced acquisition stages (termed "inverse preferential attachment"). Their findings were confirmed for various languages, they fit with assumptions of cognitive efficiency in lexical memory and retrieval and are intriguing for second language research as well. The present study was designed as a replication of Siew and Vitevitch (2020a) study "An investigation of network growth principles in the phonological language network" with data of English-as-a-second-language learners. Results mirror findings by Siew and Vitevitch and demonstrate that preferential attachment is the main network growth algorithm driving lexical learning at early second-language proficiency stages, while inverse preferential attachment prevails at more advanced proficiency stages. The similar growth dynamics observed in phonological networks of first and second language users may indicate a universal cognitive principle underlying word learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The present paper seeks to shed light on the language-ideological dynamics of contemporary (1995-2018) Belgian media discourses that present multilingualism as a problem. Conceiving of the media as meaningful actors in (re)producing, recontextualising and naturalising language-ideological discourses, we analyse a corpus of 170 French- and Dutch-medium press articles containing multilingualism-as-problem orientations. Following the Discourse-Historical Approach, thematic and critical-pragmatic analyses were conducted of (1) the news topics in which multilingualism can be identified as a problem and (2) the linguistic mechanisms through which that ‘problem’ is discursively constructed. Results point to three key elements: discourses of victimhood, teleological perspectives on language justice and language history, and (false) dilemmas opposing multilingualism to the community language. These characteristics will emphasise the persistence and instrumentalisation of standard language ideology and ideals of societal monolingualism rooted in Belgian history. The article concludes with a brief reflection on the role of sociolinguistic research in engaging with language ideologies in public language debate.

Bevor Lehrkräfte mit der sprachlichen Förderung der Lerner*innen beginnen können, ist es unablässig, im Rahmen einer Diagnostik mögliche sprachliche Potenziale sowie Förderbedarfe der jeweiligen Lerner*innen genau zu ermitteln. Im Weiterbildungsstudium Deutsch als Zweitsprache intensiv an der Universität zu Köln, das Teil der NRW-weiten Weiterbildungsinitiative Deutsch als Zweitsprache ist, wird daher viel Wert auf eine intensive Schulung der sprachlichen Diagnosefähigkeit der (angehenden) Lehrkräfte gelegt. In diesem Kontext kann die kompetenzenorientierte linguistische Lernertextanalyse (KLLA; vgl. Veiga-Pfeifer et al., 2020) als ein vielfältig verwendbares Sprachdiagnostikverfahren eingesetzt werden. Dabei werden authentische Text(teil)e von Sprachlerner*innen anhand unterschiedlicher Sprachebenen untersucht. Grundlegend bei ihrem Einsatz ist jedoch, dass die Lehrkraft über linguistische Grundkenntnisse verfügt und bei der Analyse ressourcen- und nicht defizitorientiert vorgeht. Damit die KLLA seitens der (angehenden) Lehrkräfte adäquat umgesetzt werden kann, findet im oben genannten Weiterbildungsstudium eine systematische Einführung in das Verfahren statt. Der vorliegende Artikel behandelt zunächst die fachlich-theoretischen Hintergründe der KLLA sowie das Verfahren selbst und die methodischdidaktische Verortung der hochschuldidaktischen Konzeption. Darauf aufbauend erfolgt dann ein detaillierter Einblick in die hochschuldidaktische Konzeption, an den sich eine Darstellung von Evaluationsergebnissen und Erfahrungsberichten durch fortgebildete Teilnehmer*innen und ein kurzer Ausblick anschließen., Before teachers can begin with the linguistic support of a learner, it is indispensable to precisely determine possible linguistic potentials as well as support needs of the respective learners within the framework of a diagnosis. In the further education programme Deutsch als Zweitsprache intensiv at the University of Cologne, which is part of the NRW-wide further education initiative Deutsch als Zweitsprache, a lot of emphasis is therefore placed on intensive training of the (prospective) teachers’ linguistic diagnostic skills. In this context, the competence-oriented linguistic analysis of learner-generated texts (KLLA; vgl. Veiga-Pfeifer et al., 2020) can be used as a versatile language diagnostic procedure. Authentic texts of language learners are analysed on the basis of different language levels. However, it is essential that the teacher has a basic knowledge of linguistics and that the analysis is resource-oriented and not deficit-oriented. In order for the KLLA to be adequately implemented by the (prospective) teachers, a systematic introduction to the method takes place in the above-mentioned further education programme. This article first discusses the theoretical background of the KLLA as well as the procedure itself and the methodological-didactic positioning of the university didactic concept. Building on this, it then provides a detailed insight into the didactic concept of higher education, followed by a presentation of evaluation results and reports on the experiences of trained participants and a brief outlook.

El contenido audiovisual que no tiene el inglés como lengua principal de producción está experimentando un auge en las plataformas de vídeo bajo demanda. Al mismo tiempo, los creadores audiovisuales han sido interpelados por las academias de cine y televisión para crear contenidos que reflejen la diversidad cultural de las sociedades actuales y, con ello, el multilingüismo de dichas sociedades (Santamaria, 2019). La serie Las del hockey (Brutal Media, 2019), grabada originalmente en catalán y disponible también en la versión en español peninsular en Netflix, sigue esta tendencia e incorpora personajes hablantes de distintas lenguas románicas, como el portugués o el español tanto en variedad peninsular como argentina, así como de otras lenguas extranjeras. Nuestro artículo propone un estudio de caso de la serie desde un punto de vista interdisciplinar entre la sociolingüística y los estudios de traducción audiovisual. Por un lado, el producto seleccionado es interesante porque representa las actitudes de naturalidad ante el multilingüismo social o el cosmopolitismo lingüístico de los jóvenes en Cataluña (Newman et al., 2008; Trenchs-Parera et al., 2014), a la vez que refleja fenómenos propios de una sociedad multilingüe, como el code-switching o la convergencia lingüística. Por otro lado, a pesar de que el estudio del multilingüismo y su traducción en los productos audiovisuales se ha tratado en profundidad en la última década (Corrius et al., 2019), los trabajos que han abordado la combinación lingüística catalán-español son aún escasos. Nuestro trabajo llena este vacío documentando el tratamiento del multilingüismo en la serie en las siguientes modalidades de TAV: subtitulado para sordos en catalán, subtitulado convencional y subtitulado para sordos en español, doblaje en español y audiosubtitulado en catalán y en español. Audiovisual content that does not have English as the main production language is experiencing a boom on video-on-demand platforms. At the same time, audiovisual creators have been challenged by film and television academies to create content that reflects the cultural diversity and the multilingualism of current societies (Santamaria, 2019). The series The Hockey Girls (Brutal Media, 2019), originally recorded in Catalan and also available in Castilian Spanish on Netflix, follows this trend and incorporates characters who speak different Romance languages, such as Portuguese or Spanish in both Castilian and Argentinian variety, as well as other foreign languages. Our article proposes a case study of the series from an interdisciplinary approach between Sociolinguistics and Audiovisual Translation Studies. On the one hand, the selected product is interesting because it represents the natural attitudes towards social multilingualism or linguistic cosmopolitanism of young people in Catalonia (Newman et al., 2008; Trenchs-Parera et al., 2014) and reflects typical phenomena of multilingual societies, such as code-switching or linguistic convergence. On the other hand, despite the fact that the study of multilingualism and its translation in audiovisual products has been explored in depth in the last decade (Corrius et al., 2019), the studies that address the Catalan-Spanish language combination are still scarce. This paper fills this gap by documenting the treatment of multilingualism in the series in the following TAV modalities: subtitling for the d/Deaf and hard of hearing in Catalan, conventional subtitling and subtitling for the d/Deaf and hard of hearing in Spanish, dubbing in Spanish, and audio subtitling in Catalan and Spanish.

This article publishes a selection of texts discovered during the 2019 Badia Survey that shed light on the complex interactions between the inhabitants of the desert and settled areas. The inscriptions studied here include two new Safaitic-Greek bilingual texts, two new Greek inscriptions, and a Safaitic text composed by an inhabitant of the city of Bosra in the Ḥawrān.

Previous studies showed a bilingual advantage in metacognitive processing (tracking one's own cognitive performance) in linguistic tasks. However, bilinguals do not constitute a homogeneous population, and it was unclear which aspects of bilingualism affect metacognition. In this project, we tested the hypothesis that simultaneous acquisition and use of typologically different languages leads to development of diverse processing strategies and enhances metacognition. The hypothesis was tested in the visual and auditory modalities in language and nonlanguage domains, in an artificial language learning task. In the auditory modality, the hypothesis was confirmed for linguistic stimuli, with no between-domain transfer of metacognitive abilities was observed at the individual level. In the visual modality, no differences in metacognitive efficiency were observed. Moreover, we found that bilingualism per se and the use of typologically different languages modulated separate metacognitive processes engaged in monitoring cognitive performance in statistical learning task. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p r = −0.43, p r = 0.75, p r = 0.89, p

Due to the long history of mutual language contact, Slavic languages have had a considerable influence on German and attitudes towards multilingualism in Austria. With regard to the multilingual setting in the Habsburg state and its repercussions to this day, this article outlines the basic assumptions, the methodological toolkit as well as the main general findings of the special research programme “German in Austria. Variation – Contact – Perception”, especially its task cluster on language contact. The opinion paper concludes with an overview of the methodological lessons learnt and the possible implications for further sociolinguistic research in historical contexts.

Purpose: There is conflicting evidence regarding effects of bilingualism on inhibition, and the mechanisms that might underlie the effects remain unclear. A prominent account views additional demands on structural language use in bilinguals as being at the root of bilingual effects on inhibition. In this study, we tested the novel hypothesis that social-pragmatic skills (alone or together with structural language skills) are associated with inhibition in bilingual children. Method: Parents of 114 typically developing 8- to 11-year-old Spanish–English bilingual children completed the Children's Communication Checklist–Second Edition to index social pragmatics and the Behavior Rating Inventory of Executive Function to index executive functioning skills. The Inhibit clinical scale score reflected children's inhibition. Children's language ability was indexed by the Clinical Evaluation of Language Fundamentals–Fourth Edition in English and Spanish. Length of bilingualism was operationalized continuously as the length of time children had been exposed to both languages in their lifetime. Moderation analyses tested the effects of structural language, social-pragmatic skills, and length of bilingual experience, and their interactions on inhibition. Results: While structural language skills were not associated with inhibition, they moderated the relation between social-pragmatic skills and inhibition, such that children with better social-pragmatic skills demonstrated better inhibition, and this effect was stronger for children with better structural language skills. Furthermore, longer length of bilingual experience was associated with better inhibition, and this effect was not moderated by any other predictor. Conclusion: These results confirm a graded relationship between bilingualism and inhibition, and indicate that this association is not qualified by structural language or social-pragmatic skills. Supplemental Material: https://doi.org/10.23641/asha.21183916

Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests. MultiLingual Spaces

COVID-19 and recent vaccination roll-out campaigns reveal the globally significant relevance and impact of language policies. Often only very few, dominant official or national languages are utilised for health crisis communication despite existing work and research showing the need for inclusive health communication beyond such policies. Therefore, in response to the ongoing concern for effective multilingual communication policy amidst the COVID-19 pandemic, we explore culturally and linguistically responsive communication on social media in Victoria and the Northern Territory, Australia. Here, we suggest that multimodal information drawing on a broader range of semiotic resources delivered by community members has the potential to reconfigure state-level language policy and reflect regional socio-cultural situations. As such, several recommendations are made for adapting language policies including broader definitions of qualified translators and interpreters and the development of crisis-specific communication guidelines sensitive to the place of creation and its linguistic and socio-cultural demographics. Such inclusive, bottom-up approaches can inform other multilingual contexts and policies catering to highly diverse populations such as many European countries, the United States and South Africa, among others.

A model of the influence of cultural differences on English learning from the perspective of the linguistic and cultural community based on data feature decomposition and fusion clustering is proposed. The new knowledge and the old knowledge are connected through the optimal control of the learning model. By decomposing relevant data through data features and fusion clustering algorithm, the impact of cultural differences on English learning can be modeled and analyzed from the perspective of language and cultural community. The simulation results show that the data fusion performance of the impact model of this method on English learning is good, and the quantitative analysis results are accurate and reliable. According to the results of visual data, targeted interventions were carried out for teachers, learners, and teaching managers.

Die deutsche Schule 114 (2022) 3, S. 312-326, Nach mehrjähriger interdisziplinärer Forschung zur Aktivierung von Mehrsprachigkeit im Mathematikunterricht diskutieren wir den vielzitierten Ressourcen-Begriff kritisch und konkretisieren darauf aufbauend die Besonderheit von mehrsprachig „vernetztem“ Wissen, Denken und Lernen. Im Vordergrund steht die epistemische Funktion von mehrsprachigem Handeln, d. h. sein erkenntnisstiftender Beitrag im Unterrichtsdiskurs. (DIPF/Orig.), Based on several years of interdisciplinary research on the activation of multilingualism in mathematics classrooms, we discuss the concept of resources and, building on this, elaborate on the specificity of multilingual “networked” knowledge, thinking and learning. Thus, we focus on the epistemic role of multilingual communication, i. e., its function in processes of knowledge attainment. (DIPF/Orig.)

Offensive communications have invaded social media content. One of the most effective solutions to cope with this problem is using computational techniques to discriminate offensive content. Moreover, social media users are from linguistically different communities. This study aims to tackle the Multilingual Offensive Language Detection (MOLD) task using transfer learning models and the fine-tuning phase. We propose an effective approach based on the Bidirectional Encoder Representations from Transformers (BERT) that has shown great potential in capturing the semantics and contextual information within texts. The proposed system consists of several stages: (1) Preprocessing, (2) Text representation using BERT models, and (3) Classification into two categories: Offensive and non-offensive. To handle multilingualism, we explore different techniques such as the joint-multilingual and translation-based ones. The first consists in developing one classification system for different languages, and the second involves the translation phase to transform all texts into one universal language then classify them. We conduct several experiments on a bilingual dataset extracted from the Semi-supervised Offensive Language Identification Dataset (SOLID). The experimental findings show that the translation-based method in conjunction with Arabic BERT (AraBERT) achieves over 93% and 91% in terms of F1-score and accuracy, respectively.

While English has become the lingua franca of global science, it has been well-established that especially in the social sciences and humanities (SSH), communication of original research results in multiple languages is an ongoing practice (Kulczycki et al., 2020). But are the natural sciences, engineering, medicine and agriculture as research fields entirely dominated by English language communication? Standard publication and citation databases, notably Web of Science and Scopus, predominantly index peer-reviewed articles published in international English language journals. This means that research published in languages other than English remains invisible. In addition, these databases ignore science communication, which is specifically targeted to professional and general audiences outside academia. In this study we rely on more comprehensive data sources developed in Poland and Finland by integrating publication data from local Current Research Information Systems (CRIS) of universities (Sile et al., 2018). Our aim is to investigate and compare the multilingual publishing patterns across the OECD major field classifications (OECD 2007), i.e. Natural Sciences, Engineering and Technology, Medical and Health Sciences, Agricultural Sciences, Social sciences, and Humanities. The main research questions are: 1. How many languages individual researchers at Polish universities use in publishing peer-reviewed outputs, and what is the share of English, national language and the other languages, across the OECD main fields? 2. How many languages are used, and what is the share of English, national languages and the other languages, in the peer-reviewed publication output of Finnish and Polish universities across the OECD main fields? 3. How large share of the non-peer-reviewed publication output (targeted mainly to professional and general audiences) of the Finnish universities is in English, national languages and the other languages across the OECD main fields? We created two datasets to investigate these questions: Polish dataset consists of bibliographical records of 67,413 researchers affiliated with Polish higher-education institutions or research institutes, and their 1,031,141 peer-reviewed outputs published in 2013-2016, from the Polish Scholarly Bibliography, which is part of the Polish current research information system POL-on (Korytkowski & Kulczycki, 2019). Finnish dataset consists of 74,987 peer-reviewed and non-peer-reviewed publications (publication year 2019-20), the metadata of which is recorded in the national VIRTA Publication Information Service. The VIRTA data is validated and reported by the 13 Finnish universities annually to the Ministry of Education and Culture (Pölönen & Auranen, 2022). References: Korytkowski, P. & Kulczycki, E. (2019). Dominant language of researchers across fields, RESSH Conference 2019.https://ressh2019.webs.upv.es/wp-content/uploads/2019/10/ressh_2019_paper_21.pdf Kulczycki, E., Guns, R., Pölönen... (2020). Multilingual Publishing in the Social Sciences and Humanities: A Seven‐Country European Study. Journal of the Association for Information Science and Technology, 71, 1371-1385.https://doi.org/10.1002/asi.24336 Pölönen, J. & Auranen, O. (2022). Research performance and scholarly communication profile of competitive research funding: the case of Academy of Finland.Scientometrics(in print). Sile, L., Pölönen, J., Sivertsen... (2018). Comprehensiveness of national bibliographic databases for social sciences and humanities: findings from a European survey. Research Evaluation, 27(4), 310–322.https://doi.org/10.1093/reseval/rvy016

This study examines the challenges and opportunities associated with the implementation of a multilingual approach in social studies classes at Baguio Central University during the short-term school year 2022-2023. It involved a sample of 61 participants who were currently enrolled in social studies classes. This study utilized a survey questionnaire instrument to gather data on students' perceptions regarding the advantages and difficulties associated with the integration of a multilingual approach in their academic curriculum. The aim of this study is to provide valuable insights into the field of multilingual education and its effects on student learning in the context of social studies. Findings demonstrate a significant consensus among participants regarding the superiority of incorporating multiple languages in social studies education, surpassing any possible obstacles. It also acknowledges the challenges associated with limited teacher training in multiple languages yet highlights the resounding endorsement of a multilingual approach by students. The study's results provide support for the incorporation of multilingual methodologies into social studies education, highlighting their capacity to enhance students' cultural awareness and global competency.

Les migrations actuelles renouvellent la problématique ancienne de la place des langues des élèves à l’école avec davantage d’acuité et conduit la didactique du français à s’emparer d’objets issus de la didactique des langues. C’est le cas de la biographie langagière dont nous proposons une nouvelle exploitation, illustrée au travers d’une expérimentation dans deux classes accueillant des élèves nouvellement arrivés en France. L’analyse des interactions orales de deux élèves montre qu’au-delà des compétences linguistiques repérées se tissent des liens entre compétences et parcours migratoire. Current migrations are renewing the old problem of the place of pupils’ languages in school, pulling it into sharper focus, and leading the teaching of the French language to take up objects from language teaching. This is the case with the language biography, which we propose to use in a new way, illustrated through an experiment in two classes with pupils who have recently arrived in France. The analysis of the oral interactions of two pupils shows that, beyond the language skills identified, links between skills and the migratory journey are established.

This thesis aims to propose new corpus-based syntactic typological methods for the extraction of syntactic features from annotated corpora (first hypothesis) and to examine the potential of these quantitative strategies for dependency parsing improvement via corpora association (second hypothesis). In the first part, we presented the obtained corpus-based typological classifications of the 20 languages present in the Parallel Universal Dependencies collection and compared them to the classic phylogenetic classification and the typological ones built with syntactic classification provided by typological databases. We showed that although the corpus-based approaches present results with some similarities with the standard ones, each method provides a classification from a different angle, thus, allowing languages to be classified differently. In the second part, we examined the improvement in terms of dependency parsing results obtained with the UDify tool when models were trained with two different languages in comparison with the monolingual models. Then, these results were correlated with the different typological approaches to identify the most efficient strategies to select the best language-pairs for dependency parsing improvement. Additionally, in the third part, we applied the selected corpus-based methods to all 24 European-Union languages with corpora provided by the Universal Dependencies collection and analysed the obtained classifications. Furthermore, we conducted experiments to improve the parsing results for 4 European Union low-resourced languages and Croatian. Maltese and Hungarian were the languages with the best significant improvement for both parsing scores, showing the potential of the strategies for the languages with small training-sets, while Croatian and Lithuanian presented a positive delta for only one of the evaluation metrics. Irish, on the other hand, did not present any improvement. We showed that from the selected typological methods, MarsaGram linear patterns (cosine) and MarsaGram all properties were the ones that generated the best improvements and that longer sentences tend to benefit the most in terms of parsing enhancement when languages are combined. Cilj je ove disertacije predložiti nove korpusno utemeljene sintaktičke tipološke metode koje karakterizira izvlačenje sintaktičkih značajki iz obilježenoga korpusa, te istražiti mogućnosti takvih kvantitativnih strategija za poboljšanje rezultata ovisnosnoga parsanja s pomoću kombiniranja korpusnih podataka. U tu smo svrhu prvo, na temelju tipoloških teorija, analizirali različite načine izvlačenja sintaktičkih informacija iz usporednih korpusa 20 jezika svijeta, a potom proveli eksperimente s ovisnosnim parsanjem kako bismo, korištenjem metrika za evaluaciju parsanja, kvantificirali sinergiju dobivenu kombiniranjem jezičnih parova. Nakon toga smo provjerili kako svaka od klasifikacija temeljena na kvantitativnim tipološkim metodama korelira s rezultatom evaluacije parsanja, na temelju čega smo pronašli optimalne strategije za poboljšanje ovisnosnoga parsanja. Koristeći se odabranim tipološkim metodama, proširili smo analizu na sve jezike Europske unije pružajući detaljnu tipološku sintaktičku karakterizaciju svakoga od njih. Naposljetku, proveli smo niz eksperimenata s parsanjem nad četirima jezicima Europske unije s malo računalnih podatkovnih izvora i hrvatskim. Prva nam je hipoteza da se određivanjem sintaktičke tipološke udaljenosti među jezicima koristeći se statističkim podacima iz označenih korpusa mogu iznaći novi načini klasifikacije jezika. Slijedom toga, u prvom smo dijelu ove disertacije predstavili četiri potencijalne tipološke metode temeljene na korpusu za višejezičnu sintaktičku karakterizaciju. Dvije se metode temelje na sintaktičkim obrascima izvučenima s pomoću alata MarsaGram. Taj alat iz tekstova u kojima su označene vrste riječi i ovisnosna sintaksa izvlači i kvantificira sintaktičke obrasce koristeći se beskontekstnim gramatikama. Jedna metoda uzima u obzir sve značajke koje MarsaGram izvlači (linear, exclude, require i unicity) (metoda MARSAGRAM SVE), dok druga gleda samo značajku linear koja opisuje red riječi u sintaktičkom podstablu (metoda MARSAGRAM LINEAR). Treća metoda kvantificira značajke prema relativnoj poziciji glava i dependenata (metoda GLAVA-DEPENDENT), dok četvrtu sačinjava analiza pozicija glagola i objekta potvrđenih u korpusu (metoda GLAGOL-OBJEKT). Identificirane su značajke i njihova frekvencija korištene za izradu vektora koji su potom uspoređivani s pomoću euklidske i kosinusne udaljenosti, tj. izradom matrice različitosti na osnovu kojih su izrađeni dendrogrami. ix Dobivene klasifikacije 20 jezika iz zbirke Parallel Universal Dependencies uspoređene su s klasičnom filogenetskom klasifikacijom te s tipološkom klasifikacijom izgrađenom s pomoću sintaktičkih značajki iz tipoloških baza podataka. Pokazali smo da, iako korpusno utemeljeni pristupi daju rezultate koji su usporedivi sa standardnim pristupima, svaka metoda pruža mogućnost za klasifikaciju jezika iz malo drukčije sintaktičke perspektive. Drugi dio ove disertacije posvećen je analizi sinergije koja se očituje u poboljšanju rezultata ovisnosnoga parsanja kada se kombiniraju korpusi dvaju jezika te usporedbi tih rezultata s klasifikacijama jezika dobivenima u prvome dijelu. U tu je svrhu korišten UDify softver, alat baziran na dubokom strojnom učenju s višejezičnim BERT jezičnim modelom. Druga je hipoteza ove disertacije da su tipološke klasifikacije nastale mjerenjem kvantitativne sintaktičke tipološke udaljenosti među jezicima efikasan način identifikacije tipološki sličnih jezika čiji se korpusi mogu kombinirati u svrhu poboljšanja rezultata automatske sintaktičke anotacije provedene alatom dubokog strojnog učenja. Prvo smo od rezultata evaluacije ovisnosnoga parsanja s pomoću modela treniranih na jednojezičnim skupovima za učenje definirali referentne vrijednosti naših eksperimenata. Uočili smo da su, iako su korpusi usporedni, rezultati prilično varirali i korelirali s veličinom reprezentacije jezika u višejezičnom modelu mBERT. Kad smo jezike kombinirali, uočili smo da su neki od njih skloniji uzrokovati poboljšanje rezultata, a ta se poboljšanja ne mogu objasniti blizinom u smislu genealoških značajki. Nadalje, kad se ti rezultati usporede s vrijednostima udaljenosti iz matrice različitosti dobivene s pomoću različitih metoda baziranih na korpusu, može se uočiti da je strategija bazirana na linearnim obrascima dobivenim iz MarsaGrama (kosinusna udaljenost) ona s najviše umjerenih i jakih korelacija. Uz to, analizirali smo potencijal svake od metoda da odabere najbolji jezični par za poboljšanje rezultata ovisnosnoga parsanja i zaključili da tri strategije donose najbolje rezultate: ona koja uzima u obzir sve značajke MarsaGrama (kosinusna udaljenost), ona koja uzima u obzir samo linearne obrasce (kosinusna udaljenost) te specifična strategija dobivena linearnom regresijom koja kombinira metode MARSAGRAM SVE i GLAVA-DEPENDENT (euklidska udaljenost). Osim njih, prepoznali smo i metodu GLAGOL-OBJEKT kao onu koja daje najveći broj točnih odabira jezičnih parova kad druge metode podbace. Standardna sintaktička tipološka klasifikacija davala je nešto bolje rezultate za određene metrike evaluacije ovisnosnoga parsanja, no njome se nismo mogli koristiti za analizu svih jezika Europske unije s obzirom na to da za neke od njih nema dovoljno podataka u tipološkim bazama podataka. x U trećem smo dijelu primijenili odabrane metode na sva 24 jezika Europske unije na korpusima iz zbirke Universal Dependencies. Utvrdili smo da upotreba neusporednih korpusa nije negativno utjecala na metode i predstavili smo sintaktički tipološki opis tih jezika s 10 drugih svjetskih jezika. Nadalje, analizirajući dostupnost označenih korpusa i postojanja znanstvene literature na temu ovisnosnoga parsanja, zaključili smo da su mađarski, irski, litavski i malteški jezici s najmanje računalnih podatkovnih izvora u našem uzorku. Stoga smo proveli niz eksperimenata s ciljem kombiniranja korpusa u svrhu poboljšanja rezultata ovisnosnoga parsanja. Osim toga, analizirali smo korisnost primjene predstavljenih metoda na hrvatski, za koji bi se, iako ima više računalnih podatkovnih izvora od spomenutih četiriju jezika, rezultati automatskoga parsanja mogli značajno poboljšati. Pokazali smo da su od odabranih četiriju tipoloških metoda metode MARSAGRAM LINEAR i MARSAGRAM SVE one koje su dovele do najvećeg poboljšanja rezultata. Od svih analiziranih jezika za mađarski i malteški (dakle, za jezike s najmanjim korpusima za učenje) pokazala su se najveća poboljšanja rezultata parsanja u objema evaluacijskim metrikama. Na primjeru irskog nisu se pokazala značajna poboljšanja. Također smo primijetili da kombiniranje jezika najviše poboljšava rezultate parsanja na složenim rečenicama. Naposljetku, pokazali smo da korpusno utemeljene metode mogu dati novu perspektivu sintaktičkoj tipološkoj analizi jezika te da su te metode korisne za poboljšanje rezultata automatskoga ovisnosnog parsanja jezika s malo računalnih podatkovnih izvora.

The term "translanguaging" has been recognized by linguists for the past decade and has been socially constructed by multilingual speakers within their communities for a significant period of time, including in the context of classrooms. The purpose of this study is to investigate multilingual students' perception on the use of translanguaging. The study was conducted at the English Language Education Program Universitas Kristen Satya Wacana. The study's focal participants were five students from batches 2019, 2020, and 2021 who speak more than two languages. Utilizing qualitative methodology, the researcher used semi-structured interviews to collect the data. The results showed that translanguaging is integrated into both social and classroom contexts. Most of the students saw translanguaging as a positive approach to learning a language as it helps them to convey ideas, scaffold their language development, and create a safe space in the English classroom. However, a few of the participants stated their concerns about the excessive use of translanguaging in classrooms. This study is limited to the students’ perception on pedagogical translanguaging. Further study is needed to observe translanguaging practices at a higher education in Indonesian EFL classrooms.

This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children’s language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children’s Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R(2) = .89) and Spanish (R(2) = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition.

In our workshop, we invite Digital Humanists to explore the OpenMethods metablog as an innovative publication forum and to strengthen the representation of traditionally underrepresented languages and actors in Digital Humanities - particularly non-Anglophone, under-resourced languages (such as languages with non-Latin scripts) or female tool-makers - on the platform in particular and in the Digital Humanities discourse in general.

This half-day workshop discusses the Taxonomy of Digital Research Activities in the Humanities (TaDiRAH) as a collaborative community effort in the context of multilingualism, and its role as a tool in research data management. It brings together previous collaborators and those interested in shaping TaDiRAH further.

Our workshop will continue conversations about building community around multilingual DH research in non-Latin alphabets and right-to-left script languages. Participants will think through the languages, skill sets, aspirations and challenges of digital researcher personas working in these languages and scripts through a guided discussion and community co-writing experience.

The increasing linguistic and cultural diversity in contemporary societies inevitably affects the field of education by challenging teachers to cope with the coexistence of different languages in the classroom. The present research was intended to investigate migrant children’s attitudes towards languages through language portraits in order to help educators obtain insights into student multilingual repertoires and experiences. To this end, by adopting a qualitative approach, the study used linguistic portraits and semi-structured interviews to collect the data. The participants of the study were 10 primary school children whose ages ranged from 8 to 12 with a migrant background who have been living in Greece, particularly on the island of Crete. Using the method of content analysis, the findings of the study indicated that migrant children made specific color choices based on flags, emotions, and world experience, and they put colors on parts of the body according to their functions, which signified students’ multilingual identities and experiences. Moreover, the findings highlighted multilingual students’ need to negotiate their multiple linguistic repertoires, make choices between the languages, prioritize them, rank them, or give priority to the second language, Greek, without, however, abandoning their first languages. The present study aspires to contribute to the relevant research and draws implications for the implementation of multilingual education and culturally sustaining pedagogies.

Motivation has historically been an issue of great interest to scholars in the area of education and language teaching. The influence of motivation in the learning process is widely acknowledged, since it plays a key role in any learning context. However, as educational realities change, researchers are assailed by new questions that must be resolved. The present study aims to discover the motivations that lead university students to enrol in EMI (English-medium Instruction) courses instead of choosing courses in their L1, BMI (Basque-medium Instruction) or SMI (Spanish-medium Instruction). To this end, a total of 455 EMI students from the University of the Basque Country UPV/EHU completed a questionnaire in which they were asked about their motivations towards EMI, taking Dörnyei’s (2005, 2009) L2 Motivational Self System (L2MSS) as theoretical framework. The statistical analysis revealed that the majority of students showed motivations related to the Ideal L2 Self and to personal preferences, while they did not feel pressured by their tutors or by the university itself for studying in English (the Ought-to L2 Self). The innovative nature of this study lies in the fact that students’ choices included both a minority language (Basque) and a majority one (Spanish), which has allowed us to identify the reasons underlying students´ motivations for choosing EMI over BMI or SMI in a multilingual university context in which three different languages are used as medium of instruction., Históricamente, la motivación ha sido un tema de gran interés para los estudiosos del área de la educación y la enseñanza de lenguas. La gran influencia de la motivación en el proceso de aprendizaje ha sido ampliamente reconocida en numerosos estudios, ya que juega un papel fundamental en cualquier contexto de aprendizaje. Sin embargo, a medida que las realidades educativas van cambiando, nos encontramos con nuevas preguntas que deben ser resueltas. A través de esta investigación pretendemos conocer las motivaciones que llevan a los estudiantes universitarios a matricularse en cursos EMI (English-medium Instruction) en lugar de elegir cursos en su L1, BMI (Basque-medium Instruction) o SMI (Spanish-medium Instruction). Para ello, un total de 455 estudiantes de EMI de la Universidad del País Vasco UPV/EHU cumplimentaron un cuestionario en el que se les preguntó acerca de sus motivaciones hacia EMI, tomando como marco teórico el L2 Motivational Self System (L2MSS) de Dörnyei (2005, 2009). El análisis estadístico reveló que la mayoría de los estudiantes mostraron motivaciones relacionadas con el Yo ideal y con las preferencias personales, mientras que no se sentían presionados por sus tutores ni por la propia universidad (el Yo deóntico) para estudiar en inglés. El carácter innovador de este estudio radica en que la mayoría de estudiantes que han participado en esta investigación tienen como L1 el euskera (lengua minoritaria) y/o el castellano (lengua mayoritaria). Esto ha permitido identificar las motivaciones de los estudiantes para elegir EMI frente a BMI o SMI en una universidad multilingüe., PID2020-117882GB-I00 (Spanish Ministry of Science and Innovation)

The myth of a pure form of language is so deep-rooted in many people that, even though they accept the existence of different languages, they cannot accept the reality that there is no language that is fully independent of other languages. People believe that there is language contamination across languages and most of the time it is their own language contaminated by others. This confirms the colonial principle of compartmentalization or distribution of languages. Even in the post-colonial era, language isolation remains a serious challenge, especially in bi/multilingual classroom settings, where learners are discouraged to translanguage or code-mesh languages. It is against this background that this paper examines adaptation of several vocabularies and concepts from other languages in developing a language, usually through merging of cultures or colonization. This study looks at examples in Southern Africa and the Philippines of existing fusion that has taken place between those languages and other surrounding languages. Therefore, this study argues that boundaries between languages are fluid - not fixed. The boundaries do not exist. They are therefore uncalled for because they destabilize the fluidity between languages, yet there is autonomous fusion between languages. We further argue that indigenization of languages can work well in translanguaged classrooms where learners are allowed to utilize indigenized versions of loan words to express ideas and concepts. This can encourage a more liberal use of language and self-expression in formal classroom settings.

Die deutschsprachige Minderheit ist aus der Kolonisierung Namibias als „Deutsch Südwest-Afrika“ hervorgegangen. Umfangreiche schriftliche und mündliche Kompetenzen in Deutsch, Englisch und Afrikaans sind üblich. Trotz des Einflusses der Kontaktsprachen gilt das namibische Deutsch im Vergleich zu anderen extraterritorialen Varietäten als standardnah. Meine Dissertation geht mit zwei Studien der Forschungsfrage nach: „Welche soziale Ordnung regiert die mehrsprachige Praxis und sprachliche Variation im Deutschen der deutschsprachigen Minderheit in Namibia?“ Die Selbstangaben der Teilnehmer*innen in der quantitative Fragebogenstudie zeigen eine für eine Minderheit erwartbare Ordnung mit starkem Gebrauch von Deutsch innerhalb der Gemeinschaft und der Verkehrssprachen Englisch und Afrikaans eher mit externen Kontakten. Trotz der Dominanz des Deutschen in der Familie sind auch Englisch und Afrikaans unter anderem durch gemischtsprachige Elternhäuser präsent. Zentraler Teil der Dissertation ist die explorativ-qualitative Diskursanalyse über die Wahrnehmung von Deutsch, Englisch, Afrikaans und der weiteren namibischen Kontaktsprachen Otjiherero, Oshivambo und Nama/Damara. Zentral in der Perzeption der Sprachformen des Deutschen ist eine ideologische Aushandlung zwischen „Reinheit“ und „Vermischung“ durch Entlehnungen. So ist die kontaktgeprägte Variante des Deutschen das distinktive Kennzeichen einer Identifikation als Namibianer*innen gegenüber den Deutschlanddeutschen. Die für die Zugehörigkeit zu Namibia stehende „Vermischung“ des Deutschen mit den Kontaktsprachen geht aber auch mit Befürchtungen eines vermeintlichen Sprachverlusts einher, dem mit einem ideologischen Regime der sprachlichen „Reinheit“ begegnet wird. Dies soll letztlich den Spracherhalt und damit Fortbestand der Minderheit garantieren. The German-speaking minority emerged from the colonization of Namibia as "German Southwest Africa." Written and oral proficiency in German, English and Afrikaans is common. Despite the influence of contact languages, Namibian German is considered close to standard in comparison to other extraterritorial varieties. My dissertation applied two studies to address the research question: "What social order governs multilingual practice and linguistic variation in German among the German-speaking minority in Namibia?" The self-reports of the participants in the quantitative questionnaire study show an expected order for a minority with a strong use of German within the community and with external contacts more often the lingua franca English and Afrikaans. Despite the dominance of German within the family, English and Afrikaans are also present, especially through mixed-language parental homes. The central part of the dissertation is the exploratory qualitative discourse analysis on the perception of German, English, Afrikaans and the other Namibian contact languages Otjiherero, Oshivambo and Nama/Damara. Central to the perception of German language forms is an ideological negotiation between "purity" and "mixing" through lexical borrowing. Thus, the contact variety of German is the distinctive marker of identification as Namibians vis-à-vis Germany-Germans. However, the "mixing" of German with the contact languages, which stands for belonging to Namibia, is also accompanied by fears of a supposed loss of language, which is countered with an ideological regime of linguistic "purity". This is ultimately supposed to guarantee language preservation and continued existence of the minority.

Die deutschsprachige Minderheit ist aus der Kolonisierung Namibias als „Deutsch Südwest-Afrika“ hervorgegangen. Umfangreiche schriftliche und mündliche Kompetenzen in Deutsch, Englisch und Afrikaans sind üblich. Trotz des Einflusses der Kontaktsprachen gilt das namibische Deutsch im Vergleich zu anderen extraterritorialen Varietäten als standardnah. Meine Dissertation geht mit zwei Studien der Forschungsfrage nach: „Welche soziale Ordnung regiert die mehrsprachige Praxis und sprachliche Variation im Deutschen der deutschsprachigen Minderheit in Namibia?“ Die Selbstangaben der Teilnehmer*innen in der quantitative Fragebogenstudie zeigen eine für eine Minderheit erwartbare Ordnung mit starkem Gebrauch von Deutsch innerhalb der Gemeinschaft und der Verkehrssprachen Englisch und Afrikaans eher mit externen Kontakten. Trotz der Dominanz des Deutschen in der Familie sind auch Englisch und Afrikaans unter anderem durch gemischtsprachige Elternhäuser präsent. Zentraler Teil der Dissertation ist die explorativ-qualitative Diskursanalyse über die Wahrnehmung von Deutsch, Englisch, Afrikaans und der weiteren namibischen Kontaktsprachen Otjiherero, Oshivambo und Nama/Damara. Zentral in der Perzeption der Sprachformen des Deutschen ist eine ideologische Aushandlung zwischen „Reinheit“ und „Vermischung“ durch Entlehnungen. So ist die kontaktgeprägte Variante des Deutschen das distinktive Kennzeichen einer Identifikation als Namibianer*innen gegenüber den Deutschlanddeutschen. Die für die Zugehörigkeit zu Namibia stehende „Vermischung“ des Deutschen mit den Kontaktsprachen geht aber auch mit Befürchtungen eines vermeintlichen Sprachverlusts einher, dem mit einem ideologischen Regime der sprachlichen „Reinheit“ begegnet wird. Dies soll letztlich den Spracherhalt und damit Fortbestand der Minderheit garantieren., The German-speaking minority emerged from the colonization of Namibia as "German Southwest Africa." Written and oral proficiency in German, English and Afrikaans is common. Despite the influence of contact languages, Namibian German is considered close to standard in comparison to other extraterritorial varieties. My dissertation applied two studies to address the research question: "What social order governs multilingual practice and linguistic variation in German among the German-speaking minority in Namibia?" The self-reports of the participants in the quantitative questionnaire study show an expected order for a minority with a strong use of German within the community and with external contacts more often the lingua franca English and Afrikaans. Despite the dominance of German within the family, English and Afrikaans are also present, especially through mixed-language parental homes. The central part of the dissertation is the exploratory qualitative discourse analysis on the perception of German, English, Afrikaans and the other Namibian contact languages Otjiherero, Oshivambo and Nama/Damara. Central to the perception of German language forms is an ideological negotiation between "purity" and "mixing" through lexical borrowing. Thus, the contact variety of German is the distinctive marker of identification as Namibians vis-à-vis Germany-Germans. However, the "mixing" of German with the contact languages, which stands for belonging to Namibia, is also accompanied by fears of a supposed loss of language, which is countered with an ideological regime of linguistic "purity". This is ultimately supposed to guarantee language preservation and continued existence of the minority.

La langue employée par les diasporas fait lien entre les implantations et avec la terre d’origine. Elle est identitaire et fondatrice : pratique commune qui distingue, elle porte un ensemble de valeurs et de normes. Elle est employée par des individus plurilingues hors de leur foyer d’origine qui sont aussi de ce fait des médiateurs dans les sociétés d’accueil. Les langues sont en concurrence avec d’autres langues ; écoles communautaires et presses la diffusent et contrôlent sa transmission. Leur perte comme outil de communication n’implique pas tant l’assimilation du groupe que le poids accru de leur investissement symbolique. The language used by diasporas makes a link between settlements and the homeland. Language is foundational and about one’s identity. Being a common practice that distinguishes, it carries a set of values and norms. It is used out of its place of origin by multilingual individuals who, because of this, are also mediators in the host societies. Diaspora languages compete with other languages and community schools and presses are instrumental in disseminating it and controlling its transmission. Their loss as a communication tool does not so much imply assimilation of the group as the increased weight of the symbolic investment in them by the communities and individuals.

Le succès du Cadre européen commun de référence pour les langues du Conseil de l’Europe est dû en grande partie à son échelle de niveaux communs de compétences. Ces niveaux contribuent de fait à l’établissement de normes en Europe, qui nécessitent cependant des procédures fiables pour assurer le calibrage des examens de langue et certifications par rapport à ces niveaux.Mais cette focalisation présente plusieurs dangers : la définition des niveaux repose sur une conception de l’enseignement et de l’apprentissage dont la méconnaissance met en cause l’efficacité de l’emploi de l’échelle de niveaux ; la richesse des chapitres du CECRL est bien plus importante pour le devenir de l’enseignement des langues que la seule échelle de niveaux, notamment par les voies ouvertes par une définition originale du plurilinguisme.Il est indispensable de ne pas résumer l’apport du CECRL à la démarche de standardisation des procédures d’évaluation. The success of the Common European Framework of Reference for Languages of the European Council is mainly due to its common competence level scale. These levels do contribute to establishing norms in Europe which however require reliable procedures to ensure the language exams and certifications match those levels.But we face several dangers in the process : the definition of the levels relies on a conception of teaching and learning which, if not well-known, undermines the efficiency of the use of the scale of levels ; the richness of the CEFRL chapters is far more important for the future of language teaching than the mere scale of levels, notably through the ways opened by an original definition of multilingualism.It is essential not to limit the contribution of the CEFRL to the standardisation process of evaluation procedures.