Can language classrooms take the multilingual turn?

Paquet-Gauthier, Myriam; Beaulieu, Suzie

doi:10.1080/01434632.2015.1049180

Cited by 23 publications

(10 citation statements)

References 42 publications

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“…Sanden and Lønsmann (2018) found that in three Scandinavian MNCs where English was held as the corporate common language, employees tended to use their discretion to choose when to diverge from using English when the corporate language policy was incompatible with everyday demands of their job. Some researchers have proposed utilizing translanguaging as an emerging paradigm to analyze language practices in multilingual communication in resistance to monolingual beliefs (e.g., Conteh & Meier, 2014;Paquet-Gauthier & Beaulieu, 2016), and we believe that this argument may also apply to the investigation of language practices in multilingual workplaces.…”

Section: Translanguaging Practices and Language Beliefs In The Multilingual Workplacementioning

confidence: 89%

Translanguaging Practices in Local Employees’ Negotiation to create Linguistic Space in a Multilingual Workplace

孙雯¹,

Qiu²,

郑咏滟³

2021

CLAC

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This study explores the language practices and beliefs of local employees at a Shanghai-based subsidiary of a German multinational company. We conducted a seven-month ethnographic study and collected data from the company’s publicly accessible documents, meeting transcripts, semi-structured interviews with five employees, and ethnographic notes. Qualitative data analysis revealed that local employees frequently utilized translanguaging practices despite the company’s implicit assumption that English would be used as the common corporate language. Four major translanguaging practices were identified: key terms in English, bilingual label quest, cross-language recapping, and cross-language alternation. In addition, local employees perceived language as both a resource and an obstacle, often engaging in translanguaging practices to establish their own linguistic and communicative spaces, indicating that translanguaging is a complex multilingual practice influenced by internal and external factors, subject to social milieu, personal language competence, and beliefs. Ultimately, this study extends the notion of translanguaging and probes its analytical benefits for understanding fluid and discursive activities in multilingual workplaces and the sustainability of linguistic ecology and knowledge dissemination.

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Section: Translanguaging Practices and Language Beliefs In The Multilingual Workplacementioning

confidence: 89%

Translanguaging Practices in Local Employees’ Negotiation to create Linguistic Space in a Multilingual Workplace

孙雯¹,

Qiu²,

郑咏滟³

2021

CLAC

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“…Researchers suggest that language learners who have acquired more than one language can possess a wide range of skills and abilities because of their learning experiences that allow them to interact in more complex ways with their environment and lead to heightened cognitive, metacognitive, and intercultural ability (Jessner, 2008; Paquet‐Gauthier & Beaulieu, 2016). This multicompetence, as it were, which can also include increased creativity and knowledge of diverse learning strategies, might not be available to monolingual individuals to the same extent.…”

Section: Self‐regulation the Multilingual Teacher And Arabicmentioning

confidence: 99%

Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates

Tang

Calafato

2021

Foreign Language Annals

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Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and learning of languages. As a result, research on language teaching and learning in super‐diverse contexts has acquired greater importance, yet the teaching of languages other than English (LOTE), specifically LOTE teacher beliefs and practices, has received comparatively little attention to date. To shed more light on teacher beliefs and practices as these concern the teaching of LOTEs to multilingual students, this study explored the extent to which 100 Arabic language teachers, working in UK‐curriculum secondary schools in the United Arab Emirates, used their students’ multilingualism as a resource during lessons and developed their self‐regulation and language awareness through specific activities. The findings regarding the participants’ efforts to develop their students’ self‐regulation and language awareness revealed an unexpected, negative correlation between their degree of multilingualism and their reported practices.

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“…Obviously, bilingual practice contributes to L2 learners' translingual competence, which may well correspond to language learners' real or assumed future language use (Anderson, 2018). Contrary to expressed concerns (Paquet-Gauthier & Beaulieu, 2016), it also prepares learners for monolingual contexts as many activities are designed to facilitate L2 acquisition or lead into monolingual practice (Butzkamm & Caldwell, 2009).…”

Section: Bilingual Practicementioning

confidence: 99%

Impact of bilingual practice on EFL learners’ self-efficacy

Rathert

Cabaroğlu

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Acknowledging the increased appreciation of the learner's L1 for L2 learning, this study reports on a criteria-based implementation of bilingual activities in a course of 26 young adult EFL learners at a Turkish university. To investigate potential effects of the bilingual practice on the learners' self-efficacy, a self-efficacy scale of English was administered before and after the 14-week course. Interviews were conducted to triangulate the results of the comparative analysis of the self-efficacy scale. The analysis revealed that only five out of 25 students' self-efficacy perceptions (related to speaking and writing) changed significantly with moderate effect size. The findings from the interviews suggest that changes in self-efficacy were only partly associated with the implementation of bilingual activities, and that unfavourable conditions of the course context overshadowed potential positive effects of the bilingual practice. However, the results also indicate that the bilingual practice was perceived conducive to L2 learning and that it may serve as a tool to addresses the specific needs of learners with diminished self-efficacy.

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Can language classrooms take the multilingual turn?

Cited by 23 publications

References 42 publications

Translanguaging Practices in Local Employees’ Negotiation to create Linguistic Space in a Multilingual Workplace

Translanguaging Practices in Local Employees’ Negotiation to create Linguistic Space in a Multilingual Workplace

Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates

Impact of bilingual practice on EFL learners’ self-efficacy

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