Validation of data collection instruments is a necessary step in all research and should be regarded as an integral component in every stage of the research process; however, the validation process is often not accounted for in detail in published studies. The purpose of this paper is to describe the development and validation of the Ungspråk electronic questionnaire, which was designed to explore teenagers' multilingualism and multilingual identity in the Norwegian school context. It aims to examine whether having a multilingual identity correlates with several variables such as language practices, languages studied in school, open-mindedness, and beliefs about multilingualism. To our knowledge, the Ungspråk questionnaire is one of the first validated tools for quantitatively investigating learners' multilingual identity in school settings. Different qualitative and quantitative procedures were adopted for validating Ungspråk, including piloting sessions with students from two lower secondary schools. The results of the validation processes suggest that the Ungspråk questionnaire is a robust instrument for investigating young learners' multilingual identity. It is easy to use, acceptable to learners, and fulfils stringent criteria of reliability and validity.

A positive link between open-mindedness and multilingualism suggested in intercultural psychology research (e.g., Dewaele & Botes, 2020; Korzilius et al., 2011; Dewaele & Oudenhoven, 2009) has also been implicitly assumed in Norway’s Core Curriculum (NDET, 2017) and in the curricula for English (NDET, 2019a) and Foreign Languages (NDET, 2019b). However, little empirical research has been conducted to explore how becoming multilingual, especially through learning foreign languages at school, can be connected to the development of students’ open-mindedness. The present study addresses this gap by exploring open-mindedness in lower secondary school students (n=593) learning one or two foreign languages in school. In addition, other factors related to students’ multilingualism, such as their multilingual identity, migration background, experience living abroad and having friends with home languages other than Norwegian, are also considered to better understand the complex relationship between open-mindedness and multilingualism in the school context. By analysing the data collected with the Ungspråk questionnaire (Haukås et al., 2021a), the study reveals no particular relationship between open-mindedness and students’ migration background and experience of living abroad. However, it indicates that open-mindedness is positively linked to L3 learning at school, multilingual identity and having friends who use other languages at home. These findings have significant pedagogical implications suggesting that promoting learning a second foreign language at lower secondary school, developing students’ self-identification as multilingual and encouraging the interaction with peers speaking further languages may contribute to the enhancement of open-mindedness among students. Keywords: open-mindedness, multilingualism, multilingual identity, foreign language learning, L2, L3

This paper argues for a multisensory approach to meaning-making in digital environments guided primarily by the sense of touch. Drawing on insights from multimodality, anthropology of the senses, cognitive science and media studies, among other disciplines, the text explores how such an approach can contribute to a more refined understanding of literacy and meaning-making practices in digital media. The paper starts by examining the relationship between meaning, embodiment and the senses, paying particular attention to the sense of touch. The discussion then focuses on the fundamentally tactile properties of digital media and explore their material, sensory and semiotic dimensions. The discussions are supported and complemented by the analysis of two empirical, illustrative examples of how a multisensory approach to meaning can help shed light on literacy practices in the digital age: the reading and interpretation of digital data visualizations and the production of videos using the TikTok app.

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This article aims to raise some general questions related to mobility and the traffic between languages in times of globalization. While defining "globalization" as a set of discourses, we outline some of its internal contradictions and paradoxes as well as the equally contradictory role of the English language as a homogenizing and fragmentary force in this context. Next, taking the perspective of language as socio discursive practice, we situate the multilingual speaker and the interweaving between languages and meanings in a world dominated by intense patterns of diversity and fluxes of people and discourses. Finally, we turn to the context of the bi/multilingual classroom, trying to point out alternatives to monolingual assumptions underlying educational and pedagogical discourses and practices related to bi/multilingual education that prevent us from understanding multilingual speakers in all their complexity. KEYWORDS: Mobility. Globalization. Multilingualism. RESUMO: O presente artigo pretende levantar questões gerais relacionadas à mobilidade e ao trânsito entre línguas em tempos de globalização. Ao definir o caráter primordialmente discursivo da globalização e esboçar algumas de suas contradições internas, discutimos também o papel igualmente contraditório 1 Master in Applied Linguistics, Unicamp, 2015. anstor65@yahoo.com.br. 2 Doctor in Applied Linguistics, Unicamp, 2015. fabib iondo@gmail.co m.