The investigation of transfer phenomena is a classic topic in multilingualism research. Scholars have developed useful tools and frameworks for investigating crosslinguistic influence on linguistic structure and meaning: when patterns in an individual’s speech or writing can be compared to patterns known from dialects or languages that are in contact, positive or negative transfer can be identified. By contrast, the transfer of literacy skills, for example in the form of reading skills or knowledge about text genres, is trickier to investigate. Heritage and School Language Literacy Development in Migrant Children addresses this unsolved problem. Several studies focusing on different language pairs are presented; they deploy diverse methods, but all attempt to measure the impact of skills developed in one or more languages on the development of those same skills in another language. Languages investigated include – among others – Albanian, Turkish, Portuguese, French, German and Russian.
A considerable part of this book is devoted to a longitudinal study of primary school children who are heritage language speakers of Portuguese in Switzerland. This is the fruit of a project that was directed by the book’s two editors. Intrigued by some rather unexpected findings and questions that arose during this project, we contacted colleagues who had been investigating similar issues but with different methods and tasks. We realized that our work was complementary, and that they were able to fill some of the gaps we had identified in our data and in our thinking. That is how this book project was born. We are confident that it is a new and different contribution to the field, that puts into question some – at least in our view – rather problematic assumptions about the interdependence of heritage languages and school languages. We therefore hope that our contribution will nurture future thinking about research on heritage language speakers.
Last month we published Multilingual Interaction and Dementia edited by Charlotta Plejert, Camilla Lindholm and Robert W. Schrauf. In this post the editors reveal what inspired them to put the book together and discuss the under-researched subject of multilingualism and dementia.
In the year 2011, we started a research programme at Linköping University in Sweden, called Dementia: Agency, Personhood and Everyday Life, the aim of which was to highlight, from interdisciplinary perspectives, a range of aspects of what it is like to receive a dementia diagnosis, and to live with the disease on a day-to-day basis. Within the programme, we ran a sub-project with linguists and anthropologists working on ethnocultural and linguistic diversity in relation to dementia; a project that rapidly grew from having played a rather minor role in the original planning, to becoming one of the more significant projects overall, during the six years that the programme lasted. In some respects, the project was a sign of its time, with massive migration to Europe and the North due to instabilities in the Middle East, but also due to earlier streams of migration, and multilingual populations growing old, requiring the provision of health care services within societies that had previously been rather ethnoculturally and linguistically homogeneous (like the Nordic countries).
Surveying the field, we discovered that a fair amount of work on ethnicity, language and ageing had been conducted, but that work within linguistics on multilingualism and dementia, and particularly that which took an interest in social interaction in mundane settings, was very limited. This took us somewhat by surprise, considering the fact that multilingual and multicultural encounters in care and health care services in countries worldwide is a rule rather than an exception. Getting our acts together, Camilla, Bob (Robert), and I (Charlotta) therefore decided to collect contributions from the few scholars who already focused on this topic, eventually resulting in the volume Multilingual Interaction and Dementia.
In contrast to what few studies there are on multilingualism and dementia, which primarily have contributed with important insights into neurocognitive aspects of the disease, the contributions to the volume all share a focus on the role of social interaction, and discourse processes involving multilingual people with dementia and significant others, for leading everyday life with as high a quality as possible, despite their condition. Many of the chapters depict life in residential care settings, in which not only residents may be of linguistically and ethnoculturally diverse backgrounds, but also staff, who may, or may not match in language and culture with residents. What is experienced is thus a highly dynamic setting, in which spoken language use, but even more significantly, bodily resources, play an important role for the ways in which residents and care providing staff manage to build rapport, and succeed in carrying out various tasks (like showering, feeding, but also amusements such as playing bingo, and the like). It is also demonstrated that the choice and use of different languages matter – and contribute to the achievement and maintenance of people’s identities and sense of self. Insights into multilingual and multicultural interaction in residential care, serve to inform care practices and can hopefully develop them further in terms of making them more linguistically and culturally sensitive. As is already known, culturally derived conceptualizations of a disease, such as dementia, affect help-seeking behaviours, and they also affect dementia evaluations and diagnostic processes. All of this, and more, is addressed in the book Multilingual Interaction and Dementia.
Last month we published Raising Multilingual Children by Julia Festman, Gregory J. Poarch and Jean-Marc Dewaele. In this post, Jean-Marc discusses his own experience of bringing up a multilingual daughter and explains what inspired him and his co-authors to write the book.
Parents everywhere in the world want the best for their children. It means looking after their physical and psychological health as well as their education. I remember reading books with my wife when she was pregnant with Livia about the best ways to raise children. We felt a little overwhelmed by the amount of information and the occasionally contradictory suggestions on how to be good parents. We were also struck by the strong opinions people had about early multilingualism. Many expressed doubts about it being beneficial for the child “before a first language” settled in: wasn’t there a risk of the child ending up with a “muddled” linguistic system, unable to distinguish between the languages? Others wondered whether growing up with multiple languages might lead to an absence of clear linguistic and cultural roots for the child.
Having read my former PhD supervisor, Hugo Baetens Beardsmore’s (1982) book, Bilingualism: Basic Principles, my wife and I decided that the potential benefits of early multilingualism outweighed the potential drawbacks, and when Livia was born in London in 1996, my wife used Dutch with her, I used French, with English spoken all around us. She picked up Urdu from her Pakistani child-minder, who spoke English and Urdu with the English-speaking children. We were a bit concerned that the introduction of a fourth first language might be too much for Livia, but this fear turned out to be unfounded and her languages developed at a normal pace – though Urdu faded away after the age of two and a half when she moved to an English nursery school. From the moment she started speaking, she was perfectly capable of separating her languages, and switching from one to another effortlessly depending on the linguistic repertoire of her interlocutor. She still sounds like a native speaker in her three languages and consistently got some of the highest marks for English during her primary and secondary education. The brain of a baby is like a sponge: sufficient and regular linguistic input will allow it to absorb the languages in its environment. There is no danger of the brain ‘overheating’ because of exposure to too many languages.
Livia’s case is the first story in the book Raising Multilingual Children that has just come out. It includes Livia’s own view on her multilingualism at the age of ten and sixteen. My co-authors Greg Poarch and Julia Festman tell the story of their trilingual children. Greg’s son, Loïc, speaks two minority languages (English and Dutch) at home and uses German outside of his home. Julia’s daughter and son, Aya and Noam, grew up as trilinguals from birth, with two minority languages (English and Hebrew) at home and German outside. The situation changed when Julia’s husband passed away and the input in Hebrew dried up. Now German is the majority language spoken inside and outside of their home and English is the language used at school. Greg, Julia and I decided to pool our family experiences with three languages to produce a book for the general public informed by the academic research. We adopted an issue-related approach and agreed that we would present tips based on examples from our daily lives to highlight things that worked, and strategies that backfired with our children. The book contains concrete and practical ideas to implement multilingualism in the household.
This month we published Academic Biliteracies edited by David M. Palfreyman and Christa van der Walt. In this post, David and Christa discuss their experience of coediting the book.
Christa: There were some initial signs that this book was not meant to be. Firstly, David’s e-mails to me disappeared in cyberspace and it was only when Nancy Hornberger contacted me to enquire very diplomatically whether I had received the e-mails, that we found out his institutional e-mails were not delivered, for some unfathomable reason. Secondly, this was an under-researched topic and we were not sure that we would get any contributions; and thirdly, both of us dealt with serious interruptions of a personal and professional nature. And yet, here we are, three years later, with chapters that showcase the multilingual nature of higher education in all its complexity.
Our first (academic) challenge was to agree on what we understand ‘literacy’ to mean, so that we can evaluate contributions on ‘biliteracy’. Going through our Skype notes, I’m struck by the terminology issues in every conversation. Is there a difference between ‘translanguaging’ and ‘translingual’; between ‘multiliteracies’ and ‘multilingual literacies’? Is ‘translanguaging’ the overarching concept in which ‘biliteracy’ needs to find its place, or should they be seen as separate phenomena in multilingual contexts? We still do not have a definite answer; or maybe it is better to say that we have many answers!
David: Yes, the email bug almost put a subtle end to the project before it started, and I’m very glad that Nancy intervened! I was keen to work with Christa on this book because her previous publications had focused on multilingual higher education in a way that I hadn’t come across before: questioning assumptions about English as the medium of instruction in so many universities worldwide.
Christa: We both wanted a variety of chapters from all corners of the world, but of course we had to be selective within the scope of one book. We aimed to cover both majority and minority languages in contexts where language is a medium for developing knowledge rather than necessarily a focus of the course; in the end, the chapters highlight the use at university of literacy in Afrikaans, Arabic, Chinese, English, French, German, isiXhosa and other African languages, Korean, Maori, Polish, Spanish and Welsh.
David: Some of the contributors had already published in the area of biliteracy; some had been working with biliterate students and issues of biliteracy in university courses for some years, but came to engage with the issues in new ways through their involvement in the book. As the book developed, we encouraged contributors to read and comment on each other’s chapters, which brought some mutual adjustments and helped bring out common themes. All of us became aware of new perspectives to understand the experience of students and scholars, and fresh options for working with and for biliteracy. Guillaume Gentil, whose previous work provided inspiration for the book, kindly sprang into action once the rest of the book was complete, contributing a concluding chapter which draws themes together and points out some ways forward for research in academic biliteracies.
I’m grateful to Zayed University (UAE) for their support in travelling to Australia, Jordan and the UK in the course of preparing the book. Among many learning experiences along the way, I remember especially meeting up by coincidence with Christa at the AILA Congress in Brisbane – it was good to have a face to face meeting near the beginning as most of our later work together was by email or Skype. Another unforgettable and educative experience was taking part in a research conference at Cardiff University where most communication was in Welsh or Basque: having to rely on simultaneous interpreters and finding my usual language of academic/social communication suddenly minoritized, I suddenly found myself a ‘lurker’ in academic discussions!
Christa: For me, as a lecturer who code switches and uses two languages when teaching at Stellenbosch University, the active development of biliteracy in academic contexts is an important acknowledgement of the multilingual nature of twenty-first century higher education. Many students arrive at higher education institutions with a fully developed academic language that is not English and it would be a waste to ignore the enormous potential of that resource when making meaning of academic material.
We’ll look forward to hearing from readers of the book about how the issues relate to their own experiences as learners or teachers.
This month we are very excited to be publishing the 6th edition of our international bestseller, Foundations of Bilingual Education and Bilingualism by Colin Baker and Wayne E. Wright. In this post we interview Colin and Wayne about where it all started, the collaborative process and what the future holds for Foundations…
Q1: Colin, how does it feel to be handing over control of the book to Wayne?
It was a dream come true when Wayne agreed to work with me on the 6th edition of Foundations. Since the 1st edition in 1993, research and writing on bilingualism and bilingual education have mushroomed so much that revising the 2011 5th edition by myself made no sense at all.
Finding somebody with such an extensive knowledge of bilingualism, multilingualism and bilingual education, a broad and international understanding, totally sane and balanced, and much younger than myself was wonderful.
Wayne and I met in Bristol (UK) and instantly found we had very similar ideas about the future and contents of the Foundations book. A close academic and personal friendship became a wonderful part of my life. Within a few hours of meeting, I knew that the future of Foundations was in the best possible hands, and I am enormously grateful to Wayne for taking on this responsibility.
Q2: Wayne, how does it feel to be handed control of the book from Colin?
I read the 1st edition of Foundations as an undergraduate student, and the 2nd and 3rd editions in my graduate programs. Colin’s book inspired me throughout my career as a bilingual teacher, and was a key resource as I began conducting research. I’ve used the 4th and 5th editions in my own courses. I was thrilled when the 4th edition included citations to some of my work, and even more thrilled when I was invited to help update one of the chapters in the 5th edition. Foundations and many of Colin’s other excellent books and articles have been a guiding force for me and so many others in the field for a long time.
Needless to say, it has been a tremendous honor to join with such an esteemed and outstanding scholar as Colin as co-author of this 6th edition. Colin and I had friendly correspondence occasionally by e-mail for many years related to various academic tasks. It was a wonderful experience to finally get to meet him in person in Bristol to discuss our plans for this and future editions. I confess to feeling unworthy of such an important task, but Colin quickly put my fears to rest. Working closely with Colin on this edition has been one of the most enjoyable experiences in my academic career. Colin proved to be a great mentor and friend.
I feel a great sense of responsibility to ensure Colin’s original work remains an influential and beneficial resource for the current and next generations of students and scholars.
Q3: How did the collaborative process work with your being thousands of miles apart in very different time zones?
We both live almost 24/7 on email, and we both tend to answer each other’s emails very quickly. So communication has been highly efficient, focused and ever-friendly. It is also helped by Wayne getting up very early in the morning, and myself working quite late in the evening. So the time zone difference of 5 hours between Purdue and Bangor is hardly noticeable.
Q4: Wayne, was it difficult to take on Colin’s ‘voice’ and maintain the style of the previous editions?
Surprisingly no. Colin’s ‘voice’ is one of the things I have greatly enjoyed in the prior editions. Colin is very good at writing about complex issues in a way that is easy for readers to understand. So I was very accustomed to Colin’s engaging writing style and I suspect it has had a subliminal impact on my own over the years. I found I didn’t need to exert any particular effort to match our styles. In fact, when reviewing our final proofs it was sometimes hard for me to distinguish Colin’s original words from my own additions!
Q5: Did you disagree about anything along the way or did you both have the same ‘vision’ for the 6th edition?
It was really odd, but we always seemed to agree easily and rapidly, mostly because our vision, viewpoints and understandings are so similar. Also, we both have great respect for each other’s strengths, which are often complementary, and we both seem to be good at taking advice from each other and from the many experts who reviewed every chapter.
Q6: What is new in the 6th edition?
Since the 5th edition of 2011, there have been so many new publications and so much research, new ideas and evolving viewpoints that the 6th edition has been thoroughly revised and updated. With students in mind, the 6th edition provides an improved reading experience making a valuable resource for course instructors, professional development providers, study-group leaders and all readers.
Importantly, there are many new and more thoroughly covered topics including: translanguaging; dynamic bilingualism; transliteracy; multiliteracies; superdiversity; bilingual assessment; multilingualism; the nature of bilingual and multilingual identity; bilingualism and economic inequalities and advantages; digital tools for language revitalization; forces, mechanisms and counterweights in building bilingual education systems; recent developments in bilingualism and brain imaging research; bilingualism on the internet and in information technology. There is also a new or greater focus on a variety of instructional approaches and issues, as well as important policy developments in the US context.
To address the large number of citations and references that grew substantially with each edition, over 860 older and redundant citations have been removed. These have been replaced with over 350 citations to more recent research and current developments, most of which have been published after the 5th edition was published in 2011. All demographic and statistical information has been fully updated.
Figures, tables, and text boxes have been reformatted and are now numbered for easy reference. End of chapter recommended readings and study activities have been revised, plus discussion questions and many web resources have been added. We were especially pleased to include for the first time a comprehensive glossary with definitions for bolded key terms that appear throughout the book.
Q7: Which part of the book did you most enjoy working on?
Much has changed in terms of policy in the US and around the world. We enjoyed writing about the end of No Child Left Behind, the beginning of the transition to the Every Student Succeeds Act, and especially about current developments more favourable to bilingual and multilingual education such as the growing number of US states adopting the Seal of Biliteracy, California overturning Proposition 227 through the passage of Proposition 58, the expansion of CLIL across Europe, and developing nations around the world turning to multilingual education as a solution to challenges in providing a basic education for all children.
We also enjoyed revising and adding new end-of-chapter material, thinking of ways the contents of each chapter could be used to engage students in meaningful in-class or online discussions, providing practical ideas for short research activities, and connecting students with real-life examples via the internet.
Q8: Foundations has been hugely successful since the first edition was published in 1993. Why do you think it has been so popular and has continued to sell so well?
In 1993, there was no comprehensive introduction to bilingualism and bilingual education. Mike Grover, the founding father of Multilingual Matters, noticed that Colin’s 1988 book ‘Key Issues in Bilingualism and Bilingual Education’ was selling as a textbook even though it was not written for that purpose. Mike had the vision for an international textbook that was as comprehensive as possible. Colin took the challenge. Then, in the early 1990s, Ofelia García played a key role in broadening Colin’s understanding from the psychological and educational to the sociological and political. She has been central to reviewing the draft of every edition since 1993. The first edition of 1993 and the subsequent editions in 1996, 2001, 2006 and 2011, sold well particularly in the United States, but also with sales in almost every country of the world. Mike’s vision has been fulfilled.
Some very kind expert reviews have appeared over the years, particularly mentioning the multidisciplinary and international approach, the willingness to provide a balanced and critical view, the attempt to simplify the complexities without losing understanding, and the attempt to write in a relatively simple and straightforward style with international students in mind. These elements seem to be part of the character of the book and have made the book a bestseller.
Q9: Is the 2017 6th edition an ending or a beginning?
Multilingual Matters envisage that the book will go on from strength to strength to at least a dozen editions! Work on the 7th edition begins with the publication of this, the 6th edition. Wayne Wright is now in charge, and the authorship will naturally change to ‘Wright and Baker’.
We are always looking for ideas about new themes, so if you have suggestions, they are very welcome. You could influence the 7th edition and help us move this famous textbook into the next six editions.
The nations on the Arabian Peninsula are home to increasingly urban, networked, ethnically and linguistically heterogeneous societies. Their youthful demography, and the relatively elevated levels of population growth provide impetus to an expanding education sector. The high proportion of foreign recruited employees in the secondary and particularly in the tertiary sectors, provides domestic students with exposure to diverse cultures and languages during their formal education. Complementing this, government scholarship schemes enable many Gulf Arab graduates opportunities for immersion in foreign cultures and languages while pursuing a higher degree. These factors contribute to a widespread appreciation of the role of foreign languages for academic and professional purposes. While English has for decades occupied a privileged position in education and administrative professional contexts, the extensive use of Asian languages, in addition to Arabic and English, in street commerce encounters, in professional activities related to technology, infrastructure and logistics, and the health sector, reflects the multilingual and multi-ethnic profile of the region’s demography.
As contributors to this volume, we have observed the role and the reception of foreign languages in the lives of our students over many years. We continue a nascent tradition in book-length studies on the Arabian Peninsula which take a critical view of the status of English in educational contexts and professional lives, and we extend previous work by documenting the importance of Asian languages in public and private spheres.
Four main themes run through the book. The opening theme explores the multilingual nature of many households and the different spheres of use assigned to particular languages experienced in the domestic domain. In many homes, the presence of domestic migrant workers (employed to perform the duties of drivers, gardeners, household help and nannies) contributes to an early awareness among young Gulf Arab nationals of their linguistically and culturally diverse communities and, in some cases, provides opportunities for second language acquisition in early childhood. Gender roles may influence the degree to which oral proficiency is developed in particular languages. For instance, as interaction with South Asian labourers and tradesmen is more typically undertaken by males in the household, these may develop a degree of oral competence in particular South Asian languages. Less well-known is the influence of South Korean cultural production. The popularity of Korean soap operas and pop music among some young Gulf Arab females has prompted the inclusion of Korean words or phrases into in-group talk among peers.
The subsequent two themes in the volume are devoted to issues regarding identity construction and academic achievement in sectors of Gulf Arab societies which have strongly promoted English-medium education. The early introduction of English immersion has sometimes come at the expense of Arabic. The perceived neglect or marginalization of Arabic has sparked much public debate in the media.
The assimilation of English as an additional language into the linguistic repertoire of many educated Gulf Arabs, and the widespread daily exposure to South Asian varieties of English, means that the wholesale adoption of English language assessment systems which were devised primarily for usage in inner-circle country educational or professional contexts, is problematic. Such proficiency examinations not only include cultural references which may not be readily comprehended by test takers in the Gulf Arab context, but they also often require a form of engagement with texts that is not necessarily commonly practised in the domestic educational context.
The final theme in this volume concerns the role of English as a transmitter of cultural practices in teaching and research careers. The promotion of international study opportunities facilitates the exposure to a wide range of pedagogical traditions; however, Gulf Arab students may experience the need to critically evaluate the degree to which assimilated practices may be applicable in their domestic teaching contexts. In the final study, we examine how international mainstream scholarly journal publishing practices have been adapted to an Omani context to support a culture of research and inquiry in the region, and facilitate the international visibility of local researchers.
Contributions come from five countries on the Arabian Peninsula: Oman, Qatar, Saudi Arabia, the UAE and Yemen. All studies were specifically undertaken with a view to their inclusion in this volume. Both quantitative and qualitative research traditions are represented and the methodological approaches used to document language practices encompass interviews, focus groups and surveys, policy analysis and linguistic landscape methodology.
This month we are publishing Who’s Afraid of Multilingual Education? by Amir Kalan which explores multilingual education in Iran through a series of conversations with leading multilingualism scholars. In this post, Amir explains why the language situation in Iran is so unique.
More than 70 languages are spoken in today’s Iran, yet by law all school textbooks are written in Farsi (Persian). Farsi is also the only language of instruction throughout the country, even in non-Persian areas with vibrant linguistic lives and solid cultural identities. My new book, Who is Afraid of Multilingual Education?, tries to discover how ideological discourses in Iran have allowed the dominance of monolingual schools despite empirical evidence that advocates otherwise. The book examines arguments that doubt the effectiveness of mother tongue-based multilingual education in Iran and, through conversations with four respected international scholars, it compares the Iranian situation with global experiences with challenges of establishing multilingual educational systems that regard students’ plurilingualism as a valuable resource rather than an obstacle.
A focus on multilingualism in the Iranian context is worthwhile due to a number of reasons. Despite the current official systematic resistance against the demands of Iranian ethnic minorities for classroom instruction in students’ mother tongues (which has left Iran well behind India and even China, Iran’s civilizational cousins) Iran has a long history of multiculturalism and multilingualism. Diversity has always been an integral part of social life in the Iranian Plateau since the very beginnings of the formation of greater Iran (through Iranian empires) up to the contemporary Iranian society. On the other hand, minoritized Iranian populations – to the best of our knowledge – have not experienced the violence similar to what has been imposed on minority cultures in the West through colonialism and imperialism, such as attempts to eradicate aboriginal cultures and racial segregation in education systems. Up until the early 20th century, when the Iranian government of the time imported Western educational models along with European nation state ideologies, Iranian languages organically mingled and interacted in learning centers as well as everyday social interactions. Who is Afraid of Multilingual Education? asks what discourses advocating mother tongue-based multilingual educational have rendered a heresy over the past 100 years in Iran despite the multilingual fabric of the country. Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty and Stephen Bahry critique these discourses in the book drawing upon examples of the experiences of minoritized students in different parts of the world.
The arguments against mother tongue-based multilingual education discussed in this book include nationalistic one-language-one-nation discourses that deem the dominance of a single language a necessary factor in creating a national identity; political visions that advocate that imposing one single language on minorities would empower them by providing them the ability to communicate and to trade their skills and products in larger markets and thus “succeed” in life; linguistic theories that attempt to prove some languages are naturally wired to be superior to other languages and thus are to be shared by all the members of society regardless of their linguistic backgrounds; economic speculations proposing that mother tongue-based multilingual education is an appealing and perhaps moral idea but too expensive to put into practice; and finally, post-colonial and anti-imperial anxieties that help the state treat legitimate demands for receiving education in the medium of students’ mother tongues as separatist desires.
Unfortunately, empirical evidence supporting the benefits of multilingual education for students and society at large is often comfortably ignored by politicians and mainstream media. Traditional academic publications also often fail to find their way out of closed professional circles and remain unread by the public, typically fed by more popular but less accurate forms of dissemination such as TV shows and mainstream news websites. As a result, Who is Afraid of Multilingual Education? reviews the issues that the international language research community has struggled with in a more accessible interview format. Hopefully, the interviews offered in this book and the analyses that follow them can open new horizons in the mother tongue debate in Iran, establish better communication between Iranian and international educators, and contribute to the ongoing conversation about multilingualism in the international research community.
For further information about this book please see our website. For other books in our Linguistic Diversity and Language Rights series take a look at the series page on our website.
In January we published Multilingual Perspectives on Child Language Disordersedited by Janet L. Patterson and Barbara L. Rodríguez which explores the issues surrounding multilingual children with various language disorders. In this post, the editors explain how the book will be useful for speech-language pathologists as well as researchers in the field.
What good timing! Two questions addressed in our edited volume, Multilingual Perspectives on Child Language Disorders, appeared on an American Speech-Language and Hearing Association discussion board in the same week the book was published. The first was from a speech-language pathologist (SLP) seeking research to share with parents who have been told NOT to speak Spanish (the home language) to their children and “stick to English” in order reduce the language processing demands on their children. The SLP was concerned that this misguided advice was being given to families of children with Down syndrome by personnel in more than one school district. Four days later another SLP asked for research and advice on counseling the parents of a 2-year-old girl who may have an autism spectrum disorder (ASD). The parents had planned to raise their daughter bilingually (Dutch and English), but they wondered if they should speak only English to their daughter in view of her significant communication delays. These questions are specifically addressed in chapters on bilingualism and Down syndrome (by Mandy Kay Raining-Bird) and bilingualism and ASD (Stefka Marinova-Todd and Pat Mirenda).
We hope our book will prove to be a useful resource for SLPs and for researchers interested in cross-linguistic work in child language disorders. The chapter authors conduct research and provide services across the globe. The book includes chapters on language disorders among bilingual and multilingual children with specific language impairment, as well as a variety of developmental disabilities, and monolingual children who speak languages other than English.
Collaborating with the contributing authors has been a great experience. We have enjoyed learning about diverse topics including cross-linguistic research on Williams syndrome (Vesna Stojanovik), the challenges multilingual children with fetal alcohol spectrum disorders (FASD) face and evidence-based intervention approaches (John Thorne and Truman Coggins), manifestations of specific language impairment, dyslexia and ASD in Cantonese-speaking children (Carol To), and a framework for providing early intervention services to multilingual families with a focus on North Indian-speaking families in London (Jane Stokes and Nita Madhani), as well as chapters on assessment considerations and tools developed for use with children who speak French (Elin Thordardottir), Turkish (Seyhun Topbaş and Ïlknur Maviş), and Spanish (Barbara Rodríguez).
We were struck by the common themes and patterns that emerged among authors who work with such different populations and typologically diverse languages. Many authors highlighted the need for assessment tools that focus on key structures for the language being tested and the need for assessment tools that are diagnostically accurate. Although the specific structures vary across languages, several authors are conducting research to address the global need for language-appropriate assessments. In addition, assessments for some children need to include complex discourse demands (FASD) and detailed examination of specific skills, such as certain areas of pragmatics, morphology, and use of intonation patterns (Williams syndrome). In the area of treatment, several authors highlighted the importance of adapting intervention to include culturally congruent practices. The value of cross-linguistic research for understanding the nature of language disorders associated with specific syndromes also was highlighted in several chapters. Although the chapters in Multilingual Perspectives on Child Language Disorders do not cover every language and every situation, we are confident the book provides researchers and clinicians with a broad-based perspective on child language disorders that supports evidence-based practice and stimulates further research.
This month we publishedThe Multilingual City edited by Lid King and Lorna Carson which explores the reality of urban multilingualism in a network of cities researched by the the LUCIDE team – part of a European project funded by the European Commission’s Lifelong Learning Programme. In this post, the editors tell us more about multilingual cities and what we can learn from their research.
Why are cities such a useful laboratory for the study of multilingualism?
In many ways, cities are working models of the future, and powerful generators of new ideas on managing and benefiting from new patterns of mobility and diversity. They are places where new policy discourse can be created, where the constraints of national policies and limitations of national discourse may be modified or overcome.
What does the literature on urban studies have to say about multilingualism?
To be honest, not much! While the city has long been a topic of academic, policy and development discourse, and in recent years there has also been significant interest in the potential of the city to resolve social and economic problems, there has also been a persistent underestimation of the importance of linguistic diversity as a catalyst for such creativity and change. This volume seeks to rectify this lack of attention by examining the realities of multilingualism in the eighteen cities represented by the LUCIDE network.
Are there any common themes which might indicate the future for multilingual cities? Or does every city tell a different tale?
Despite the homogenisation of globalisation, it would appear that diversity is the one striking characteristic of our urban world. The model is not one of ‘the multilingual city’, but of a more complex typology of cities, which are essentially distinct and rooted in particular landscapes. So for many cities, an image as multilingual is seen as highly desirable. Utrecht, for example, presents itself as a multilingual hotspot, and the administration of the city presents this as a positive thing and sign of a better way of life. Other cities, however, downplay their multilingual aspects, some not even recognising the realities of their language diversity.
Yet there are also some common themes which emerge from the cities, despite their economic, demographic and historical differences.
What about the experiences of individual citizens?
Just as authorities choose to promote their city’s image in different ways, so too do individual inhabitants’ reactions to multilingualism differ. Even in the most cosmopolitan cities, not all of the inhabitants share positive and optimistic attitudes. For some, their city is a vibrant, cosmopolitan, creative place where they want to live. For others, it is a more uncomfortable place where the very speed of change has been unsettling rather than inspirational.
The economic crisis has only exacerbated this uncertainty.
Howhas the political class responded?
In recent years politicians across the spectrum have joined a chorus of concern about the consequences of globalisation and have stressed the need to reaffirm national identities. Many of the accepted liberal consensual views about the value of diversity and the role of the state, particularly in promoting inclusive education, are being called into question. The inability of European leaders to respond to the current influx of refugees is the most vivid and tragic indication of where such negativity could lead.
And what about the future of the multilingual city?
Despite this narrow and inward-looking discourse of politicians, there is an inescapable logic to reality, especially in the more or less democratic and open cities of our network. The strength of urban multilingualism lies in the activities of citizens – in the initiatives and structures which grow up from the ground. These happen because of need and in response to community aspiration. At policy and political level, multilingual vitality will be maintained and will flourish in cities which allow freedom and give support to these communities, rather than seeking to suppress or homogenise growth and diversity. Together, the chapters in our book articulate a rationale for multilingual vitality and for promoting the value and strength of the diverse city.
We seem to be forever turning. The discursive turn. The sociocultural turn. The identity turn. The critical turn. The narrative turn. These and other intersecting “turns” that have made their way across second language (L2) and multilingualism studies in recent decades have helped to promote greater recognition of L2 users as individuals and whole persons by encouraging sustained inquiry into their lived experiences with language and social belonging across the lifespan and across diverse spaces and borders. It is not surprising then, that researchers have found the recent emotional or affective turn sympathetic to the goal of accessing the personal and deeply felt dimensions of language learning and use and identity negotiation that may otherwise go unexamined or untold.
Emotion and Discourse in L2 Narrative Research engages with this emotional territory by calling on researchers to more reflexively theorize and represent speakers’ past and present stories and selves through the lenses of data generation and self-presentation, not just data collection or giving voice. Emotionality (emotion in and as interaction) forms the theoretical and analytical heart of this book. Drawing largely on my own longitudinal narrative interview research with adult immigrants from Southeast Asia to the US and Canada, these chapters examine emotionality in relation to the identities that speakers take up and reject, the personal stories that they tell and avoid, and the ways in which those emotions, identities, stories and related matters get collaboratively built and managed over time within and even outside the research setting.
A reality is that researchers (and participants) are often unprepared for the emotional, psychological, ethical, moral, interpersonal and other consequences that arise from our often intimate and sustained research encounters. This book makes visible these various tensions as well as the personal and professional predicaments faced by researchers who desire, on the one hand, to empathetically connect with participants on a shared human level while, on the other, avoiding giving in to what some scholars have condemned as overly “emotionalist” or “romantic” perspectives.
The various tensions this book addresses include:
Discursive construction and deconstruction
Sexual identity and identification
Interview conflict and resistance
Managing trauma, distress and discomfort
Emotional danger and emotional contagion
Therapy-like aspects of interview research
Shifting story versions
Questioning and responding
“Visible” and “invisible” contexts
I am particularly proud with how this book illuminates interactants’ own concerns with emotion management and negative emotionality, while drawing inspiration from the work of Arlie Hochschild and studies on emotion regulation. It should also be noted that though this book highlights the prevalence of “negative” emotionality, there is also humor. For example, I have a section that discusses how an immigrant man from Vietnam used disco songs such as “I Will Survive” and “Stayin’ Alive” to humorously transform and perform some of his traumatic experiences. This material almost did not make it into the book, but I am glad it did because it offers another representational layer to the analysis.
This book should appeal to a wide readership. In addition to contributing to research theory and method, its discursive constructionist approach is relevant to those interested in discourse, interaction, interview and narrative by examining various linguistic and other semiotic resources used in generating and responding to emotionality surrounding autobiographical talk. Identity scholars will appreciate the attention to gender, sexuality, ethnicity, race, immigration, citizenship, native/non-native speaker binaries and other contested aspects of contemporary selfhood. Those interested in psychological matters will find the frames of emotionality, mental health and specific emotions (e.g. anger, fear, shame), along with its interconnections with psychology and counseling, useful for better understanding transcultural identities and sensemaking practices.
If you would like more information about the book please see our website or contact Matthew directly at the email address below.