Identity Around Multilingualism:

First paragraph: MacDonald (2013) proposes that distributional properties of language and processing biases in language comprehension can to a large extent be attributed to consequences of the language production process. In essence, the account is derived from the principle of least effort that was formulated by Zipf, among others (Zipf, 1949; Levelt, 2013). However, in Zipf's view the outcome of the least effort principle was a compromise between least effort for the speaker and least effort for the listener, whereas MacDonald puts most of the burden on the production process.

This qualitative case study aims at describing the process followed by ninth grade students at a private religious school when using and analyzing literary language. The instruments used to carry out this study were: students’ artifacts to identify and analyze the literary language used, field notes, and interviews. During this process, the learners as authors generated the construction of meaning and developed their competence in writing. The results show that students used metaphors and similes (literary features) to express ideas and details about their contexts in written production. In turn, students profited from the poetic function of the language where their voices as authors describe their perceptions and experiences as writers.

Language policy is an essential part of the state national policy. It is focused on regulating public relations in three main directions: the use of the languages of the peoples of Russia in order to ensure their preservation and development, the formation of a set of measures that promote the use of the state language of the Russian Federation in official spheres of communication and expand its use in interpersonal informal communication (which is not regulated by law), ensuring guarantees for the study of the native language by its native speakers and popularization of the use of the national (native) language in the fields of education, creativity, and science. The implementation of language policy involves taking into account the plurality of identity, including cultural identity, linguistic identity, which can be considered, under certain conditions, not independently, but as elements of civic identity. The article examines the main directions of language policy, taking into account the combination of individual and collective interests in the fields of language and culture, which contributes to the development of both national languages and cultures and all-Russian symbols — the state language and all-Russian culture. The heterogeneous nature of the legislation of the subjects of the Russian Federation in the field of language policy implementation is emphasized. The directions of improving legislative regulation in order to ensure ethnocultural and linguistic diversity, the development of guarantees for the protection of national languages, and the improvement of the mechanism for the use of languages with different legal status are proposed. The dialectical method of scientific cognition aimed at the study of legal phenomena and processes in their interrelation and systemic unity, and other general scientific methods (analysis, synthesis, generalization) are used. Conclusion. Language policy in the interests of maintaining the cultural and national identity of Russian citizens requires taking into account at least two factors in its formation: the need to preserve and protect national culture and language as the basis for the formation of national identity, and strengthening the all-Russian civic identity, which allows a Russian citizen to recognize himself as a Russian. Its principles include the protection of the rights of Russian citizens in the field of culture and language, the promotion and preservation of national languages and cultures of each people of Russia, the adaptation of migrants to the language and culture of the host community, the protection of the linguistic rights of compatriots abroad, the protection of the state language as the main element of the all-Russian civil identity.

The internationalisation of higher education witnesses the increasing student mobility across borders and the emergence of more and more EMI universities worldwide, which may simultaneously offer opportunities to and pose challenges on cross-border students‘ language experiences and identities. The intra-state cross-border context of mainland Chinese students pursuing higher education in Hong Kong is a unique one, given the close ties between the two sides and Hong Kong‘s multilingual ecology. However, not enough attention seems to have been given to these students‘ linguistic experiences, especially in terms of how their linguistic identities evolve across time and space. Therefore, this case study aims to delve into the linguistic identity trajectory of a mainland Chinese undergraduate studying in Hong Kong, with specific emphasis on how and why her linguistic self-identifications might be multiple, dynamic, contesting and contextually situated. Purposefully selecting the participant, the study adopts Photo-Elicitation Interviews to elicit her narratives from visual materials. Her detailed and unique language use stories exhibit a conversion from contradictory and competing multiple linguistic identities to a core and relatively stable multilingual identity. Moreover, by identifying the contributing factors, this study argues that individuals‘ linguistic identities reside in an organic system of language ideology, power relation and community, with the complex interplay between factors contributing to the constant evolution of linguistic identities.

In this article, we set out to survey the current state of awareness and use of the phenomenon of language code-mixing among young people, thereby assessing the causes and effects and providing directions in language use by contemporary Vietnamese youth. Currently, code-mixing is a very common phenomenon in young people’s communication, especially pupils and students in high schools and universities. Code-mixing is not only a purely linguistic phenomenon but also a phenomenon recognized in language-cultural contact. This phenomenon has created a lot of mixed public opinion. This phenomenon significantly contributes to maintaining the purity of the Vietnamese language in contemporary times. By using statistical methods based on questionnaires administered to over 1,000 students at Vietnamese universities, we have obtained results regarding the current status of awareness and use of code-mixing phenomenon in the language. The results obtained show that young people in Vietnam have relatively correct awareness about the use of language code mixing phenomenon, but there is still a need for measures to orient a part of young people to improve their language skills. I highly recommend the use of code-mixing phenomenon in particular and modern languages in general. The three measures proposed in the article, namely raising awareness among young people, promoting language education, and coordinating between relevant parties, will certainly contribute to the work of preserving the purity of the Vietnamese language.

Effects of socioeconomic status and language use on academic language proficiency in children with a migration background: An evaluation using quantile regressions

Book Review| October 01 2002 Like Grapes of Gold Set in Silver: An Interpretation of Proverbial Clusters in Proverbs 10:1-22:16 Like Grapes of Gold Set in Silver: An Interpretation of Proverbial Clusters in Proverbs 10:1-22:16, Knut Martin Heim. Andrew E. Steinmann Andrew E. Steinmann Search for other works by this author on: This Site Google Journal of Biblical Literature (2002) 121 (3): 546–549. https://doi.org/10.2307/3268165 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Andrew E. Steinmann; Like Grapes of Gold Set in Silver: An Interpretation of Proverbial Clusters in Proverbs 10:1-22:16. Journal of Biblical Literature 1 January 2002; 121 (3): 546–549. doi: https://doi.org/10.2307/3268165 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveSBL PressJournal of Biblical Literature Search Advanced Search The text of this article is only available as a PDF. Article PDF first page preview Close Modal You do not currently have access to this content.

This study examines the exploration of language usage in relation to identities and ideologies among Spanish Heritage language (SHL) speakers. More specifically, the study analyzes whether these speakers’ alternate use of languages in the classroom or in their daily lives contributes to the construction of their own language and ethnic identities. This qualitative study was conducted with the aim of building an understanding of the linguistic profiles of speakers of Spanish as a heritage language, and how they use language to talk about themselves, their translingual and bicultural backgrounds, and their ethnic and linguistic identities. This is important because building an understanding of how these speakers portray and conceptualize their ethnic and linguistic identities will contribute to heritage language education at the college level. Additionally, it can provide information on how educational institutions can better serve heritage language speakers, not only of Spanish, but other heritage languages as well. The case studies of the three heritage speakers are presented as narrative portraits, and all three reveal interpretive themes that suggest the close connection between language and identity, the importance of representation, validity, and recognition for heritage languages and cultures, as well as the role of translanguaging in the reaffirmation of linguistic identity.

Today, computer-mediated communication (CMC) has made written communication a prevalent form of daily interaction through e-mails, Facebook, Twitter, text messages and the like. As a consequence, languages (written and spoken) seem to be shaped more and more by the modalities of digital media and of an ‘instant communication response’ culture. Linguistic identity, or the use of language to portray oneself as part of a community, is being shaped as well by the same modalities. Traditionally, the way individuals and communities used specific forms of language in face-to-face (F2F) situations shaped perceptions of identity (personal and communal). Now, the question can be asked: Are these changing in the age of the Internet, when CMC has extended the concept of community in a global way? This article will look at this question as it concerns linguistic identity in Italy, assessing its implications in the light of the traditional sociolinguistic study of language as a conveyor of identity.

Authored by Annette M.B. de Groot Psychology Press, Taylor and Francis Group 2011 Within the current global and multicultural context, a monolingual orientation is no longer tenable in a comprehensive study of psycholinguistics. However, since its foundation in the 1950s, the majority of psycholinguistic research has been carried out in a monolingual framework. It is only in the last 15 years that studies in bilingualism have shown that many psycho-neurobiological factors shaping the acquisition and use of language may be altered and affected by bi- and multilingualism. In her newly published book, Annette M.B.de Groot challenges the view of monolingual psycholinguistics. Professor of Experimental Psychology at the University of Amsterdam, De Groot provides a comprehensive discussion of the psychology of language from both the bilingual and multilingual perspective.

One of the defining characteristics of African studies at the moment, regrettably, is the fact that the bulk of knowledge produced in and about Africa is written in foreign languages. This, according to Ngugi wa Thiong’o, is the “Europhonic legacies of colonialism.” Any serious attempt to decolonise knowledge production in Africa cannot disregard the language question. The use of local African languages in higher education and academic publications contributes a great deal to a project of complete decolonisation. Against the backdrop of such debates and concerns, the present study examines the issue of language and academic publication in Addis Ababa University, Ethiopia. Although Ethiopia escaped direct forms of colonialism, the postcolonial situation in the use of foreign languages for higher education and academic publication is quite similar to the rest of Africa. The appraisal of a decade of academic publication in one college and five decades of publication in a research institute reveals that English is the dominant language of academic publications in the university, while the use of local languages like Amharic, Afan Oromo, Tigrigna and Somali are limited or non-existent. The paper, following Ngugi, argues that languages are archives of “social memory” and “remembrance,” and these languages are the most suitable vehicles to get direct access to the various communities and ethnic groups across Africa. Hence, the study calls for intellectuals in African universities and Africanists to use local languages in academic publications and thereby, contribute to the complete decolonisation of knowledge production on the continent.

In an era of global migration, where public discourse often assumes that migrants lack exposure to and command of local majority language(s), it is a crucial research task to understand how migrants learn and use new languages in their everyday lives. This study provides empirical evidence about the quantity and nature of everyday language exposure and use (LEU) among migrants in Sweden. Using the Experience Sampling Method and the Lang-Track-App, we collected rich self-report data across three weeks from 45 adult migrants with diverse backgrounds. Group-level quantitative analyses revealed that, despite considerable individual variation and occasional linguistic challenges, Swedish was the most used language across a broad range of self-reported daily activities. Complementary qualitative analysis of two cases illustrated the nuanced and fluctuating nature of LEU, which did not align predictably with structural factors such as employment, student status, or social networks. Instead, LEU appeared to emerge through dynamic interplay between individual agency and contextual affordances. These findings challenge prevailing narratives about migrants’ limited contact with the majority language and underscore the value of capturing LEU through temporally and contextually sensitive methods.

The purpose of this study was to investigate how translanguaging advanced Xitsonga language education through literacy development practices in Limpopo schools. It focused on how learners and teachers used multiple languages, mainly Xitsonga and English, to support reading and writing development in multilingual classrooms. A qualitative research design was employed, involving classroom observations, semi-structured interviews with Xitsonga teachers, and analysis of learner writing samples from selected primary and secondary schools in Limpopo Province. The study aimed to understand how translanguaging was applied in literacy instruction and how it influenced learner outcomes. Findings revealed that translanguaging significantly improved learners’ comprehension, vocabulary acquisition, and confidence in both Xitsonga and English. Teachers who incorporated translanguaging strategies created inclusive learning environments that affirmed learners’ linguistic identities and promoted active participation. The research also found that translanguaging enabled learners to draw on prior knowledge and use familiar language to access unfamiliar content. Based on these findings, the study recommended the integration of translanguaging into teacher education programmes and the development of multilingual teaching materials tailored to learners’ linguistic backgrounds. School policies should also support flexible language use in classrooms to improve literacy outcomes. In conclusion, the study demonstrated that translanguaging served as an effective tool for enhancing literacy development in Xitsonga-speaking learners. This study contributes to scholarship by highlighting the practical application of translanguaging in indigenous language education and underscores its value in promoting equitable and inclusive teaching practices in South African schools.

Code-switching aids comprehension by bridging language gaps in multilingual classrooms. This qualitative study explored the role of code-switching in science instruction within a multilingual Philippine public high school context. Using a phenomenological approach, the research examined the lived experiences and perceptions of ten Science teachers—seven female and three males—with 10 to 15 years of teaching experience and high English proficiency. Data were collected through in-depth interviews, focus group discussions, and classroom observations, allowing for triangulation of findings. Thematic analysis revealed that code-switching served both instructional and interpersonal functions. Instructionally, it was used to clarify complex scientific concepts, translate technical terms, and scaffold comprehension, particularly for students with limited English proficiency. Interpersonally, it fostered rapport, encouraged participation, and reduced classroom anxiety. The findings highlighted that code-switching was a strategic and deliberate pedagogical choice informed by student needs and lesson demands, rather than a habitual fallback. Discrepancies emerged between self-reported practices and observed classroom behavior, with teachers often underreporting their frequency of code-switching. This suggests that professional perceptions may influence how teachers represent their language use. Teachers also perceived code-switching as a culturally responsive approach that validates students’ linguistic identities and promotes inclusive learning environments. The study concludes that purposeful, judicious code-switching can enhance student comprehension and engagement in Science instruction without undermining English language development. It recommends a balanced, context-driven approach that integrates both the target language and the students’ mother tongue to optimize learning outcomes in multilingual classrooms. These findings have implications for teacher training, curriculum planning, and language policy in science education.

Differences in reading literacy are a manifestation of varying personal experiences embedded in changing social, cultural and material surroundings, including linguistic circumstances. In this study the students’ home background in terms of parents’ educational and material level on the one hand and the linguistic Finnish influence on the other are related to reading literacy in a Finland‐Swedish context. The investigation is based on data from a national study carried out in close connection with the multinational IEA Reading Literacy Study 1991 and a similar national study in 1995 for 14‐year‐old students in comprehensive schools. Two‐level analyses for students within schools were performed using AMOS, a program for structural equation modelling. The results indicate that the home background was more significant for reading literacy in both the 1991 and 1995 studies than was the linguistic home background with regard to the students’ language use and linguistic identity. A tendency to a decreased negative influence of linguistic background on reading literacy in the Swedish‐speaking school was obvious, despite the fact that the number of students from bilingual and Finnish‐speaking homes had increased. Some means are discussed which could ensure that differences in home culture and linguistic background are not barriers to good reading.