The volume offers a collection of the most recent research coming from scholars and practitioners in the field of multilingualism research in various contexts of natural/immersion environments, school/formal instruction, grounded in multilingual societies and individual multilinguality of semi-monolingual countries. The studies included in the book constitute an exemplification of new methods of research used (e.g., narratives, visualizations, metaphors) as well as new approaches to multilingualism (affordances, dominant language constellations). The volume is divided into four parts:
Part One focuses on different dimensions of multilingualism,
Part Two zooms in on the concept of affordances and their role in the development of multilingual competence,
Part Three concentrates on dominant language constellations in different contexts and, finally,
Part Four shifts the focus to instructional practices in teaching multiple languages.
Mục lục
Introduction.- Philosophy of Multilingualism and Technology: From Representation to Attunement.- Endangered Species “Bilingualism”? How we Spin Constructs to Suit our Purposes.- Borders and Borderlands in Aronin and Politis’ “Edge” Metaphor.- The Concept of Functional Multilingualism in the Context of Internationalisation at German Universities.- EFL Teachers’ Perceptions of Linguistically and Culturally Responsive Pedagogy.- Young Multilingual Pragmatics. A Focus on Requests in CLIL and non-CLIL settings.- News and Stories from the Multilingual World.- Affordances for Multilingual Development in Minority Contexts: A Sociolinguistic Perspective on Multilingualism in South Tyrol.- Learning Multiple Languages in an Instructional Setting: Insights from the Study of Affordances and from the Conceptualization(s) of Translanguaging.- Inventory of Language Learning Affordances in Croatian Socio-educational Context.- Translanguaging and the Role of the L1 in CLIL Classrooms: Beliefs of In-Service Teachers.- Pre-service Teachers’ Wellbeing from the Perspective of Affordance Theory.- Dominant instead of Hidden? A Critical Discussion on a European DLC Including Endangered Languages.- Multilingualism in Swedish-medium Teacher Education in Finland. DLCs in the Light of Teacher Educators’ Institutional Constellation Charts and the Institutional Linguistic Landscape.- Employing Dominant Language Constellation in Teacher Professional Development: The Impact on EAL Teachers’ Beliefs, Practices, and Multilingual Identity.- “There are more diversities in multilingualism”: Visualising Dominant Language Constellations to Raise Awareness of Multilingualism in Future Language Teachers.-Exploring Student Teachers’ Multilingual Identity through Dominant Language Constellations: DLC Artefacts in Teacher Education.- Multilingual Awareness in South African Language Portraits: Exploring the Usefulnessof a DMM and DLC Framework.- A Holistic Approach to Language Attitudes in Two Multilingual Educational Contexts.- The Materiality of Fachkultur. Pre-service Language Teacher Beliefs about their Classrooms and Professional Selves as Represented in Self-portraits.- Verbal Non-participation in L3 Language Classroom: Effects of L2 Learning Experiences.- A Monolingual or Multilingual City? Discrepancies between the Written and Spoken Language Practices in the Public Space of Zadar, Croatia.
Giới thiệu về tác giả
Danuta Gabryś-Barker is Professor Emeritus at the University of Silesia, Katowice, Poland, where she lectured in applied linguistics, second language acquisition and multilingualism. She has published a couple of books, edited over twenty monographic volumes and approximately two hundred articles nationally as well as internationally. Prof. Gabryś-Barker has been the co-editor-in-chief of the International Journal of Multilingualism (Taylor & Francis/Routledge) since 2010 and the co-founder and co-editor-in-chief of the journal Theory and Practice of Second Language Acquisition (University of Silesia Press) since 2015 till 2023. She is also Area Editor of the Encyclopedia of Applied Linguistics, 2nd ed. (Wiley). She has been an active member of several scholarly associations, among them the International Association of Multilingualism (IAM) since its foundation and the member of the Board from 2010 to 2018. She received the award Distinguished Scholar of Multilingualism from IAM in 2022
Eva Vetter is an applied linguist and has been a Professor of Language Teaching and Learning Research at the University of Vienna, Austria, since 2011. She was previously a teacher of French and geography. Her research addresses the relationship between language and power and she is interested in the multiple facets of societal and individual multilingualism. She researches topics such as language policy, heteroglossic language use, minoritized languages or political and public discourses of inclusion and exclusion. Since 2010 she has been focussing more on educational aspects of multilingualism, i.e. language education policy and multilingual approaches to teaching. She sees her academic work as a contribution to peaceful coexistence in a sustainable society.
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