Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities

This chapter explores the nuances of critical literacy reviewing the influence of the sociocultural context and the critical element that arises from the individuals who negotiate their identities as they interact with others in a variety of settings. The perspective adopted here focuses on multilingual learners as they engage in literacy practices in English, the dominant language, within schooled environments resulting in hybrid productions within a Third Space, which is a metaphorical setting that promotes expansive learning. Such literacy productions consider the lived-in experiences of the individuals and their personal histories as tools for learning with the potential to liberate themselves from the dominant literacy practices. The chapter includes a discussion of the role and status of English to empower non-dominant groups within English-speaking settings.

A PROPOSAL FOR RECALIBRATION OF A VOCABULARY LEVELS TEST AS DIAGNOSIS OF LATE BILINGUALS’ L2 PROFICIENCY

his study explores the recalibration and adequacy of a measure of vocabulary size – the Vocabulary Levels Test (VLT) – as a predictor of Brazilian Portuguese-English speakers’ ability to access grammatical representations through their non-dominant language. Such endeavor concerns a specific part of the test (composed majorly by cognates) which has been blurring the results when participants are natives in Latin-derived languages, such as Brazilian Portuguese. A new test (nVLT) was designed, with a novel version of this problematic part (level 4) present in the older test that, now, avoids the proliferation of cognates. Both versions were applied to a number of Brazilian participants and the results were correlated with another proficiency measure, taken from an acceptability judgment task designed according to the model reported in Souza et al (2015). When the low-proficiency participants took the VLT, there were a decreasing pattern in their scores from the first level of the exam all the way to level 3 (because each level is harder than the preceding). But, when they got to level 4, which is “harder” than level 3, their scores increased surprisingly, and then decreased again in level 5. When they performed the nVLT, which has a level 4 recalibrated (without latin cognates), the decreasing pattern was maintained evenly through the whole test. These results from nVLT show an internal coherence of the test due to the recalibration.

A Morphosyntactic Analysis of Isamal Ergatives: Movement in Ergative Structures

Isamal is an Austronesian language spoken by around 8,000 indigenous people of Samal Island, Mindanao, Philippines. Fieldwork has shown that every speaker of Isamal is bilingual in Cebuano, the most dominant language in the island with a population of 104,123 according to Philippine Census (2015). This paper deals with the morphosyntax of Isamal ergatives, and analysis is made using the Minimalist Program with focus on the movement of elements in the structure. Verb morphology is given a description to lend a hand in the analytical scrutiny of the projections of the lexical information encoded in the argument and thematic structures of the verbs. Like all ergatives, Isamal ergatives have only one argument, that is, the theme-DP. There are three primary syntactic structures that are analyzed in this paper, namely, VP, TP, and CP. With the employment of the Minimalist Program for analysis, movement in the ergative structures shows that verbs, arguments and adjuncts can move.

The effects of iconicity and conventionalisation on word order preferences

Of the 6 possible orderings of the 3 main constituents of language (subject, verb and object), two —- SOV and SVO —- are predominant cross-linguistically. Previous research using the silent gesture paradigm in which hearing participants produce or respond to gestures without speech, has shown that different factors such as reversibility, salience and animacy can affect the preferences for different orders. Here, we test whether participants’ preferences for orders that are conditioned on the semantics of the event change depending on i) the iconicity of individual gestural elements and ii) the prior knowledge of a conventional lexicon. Our findings demonstrate the same preference for semantically-conditioned word order found in previous studies, specifically that SOV and SVO are preferred differentially for different types of events. We do not find that iconicity of individual gestures affects participants’ ordering preferences, however we do find that learning a lexicon leads to a stronger preference for SVO-like orders overall. Finally, we compare our findings from English speakers, using an SVO-dominant language, with data from speakers of an SOV-dominant language, Turkish. We find that, while learning a lexicon leads to an increase in SVO preference for both sets of participants, this effect is mediated by language background and event type, suggesting that an interplay of factors together determine preferences for different ordering patterns. Taken together, our results support a view of word order as a gradient phenomenon responding to multiple biases.

Representasi Multilingualisme Penanda Sarana Pariwisata di Kawasan Wisata Canggu

This paper, as part of the study of Landscape Liguistics, aims to reveal how the multilingualism is represented in the public space in this area. In addition, to find out how the structure of writing and language patterns used in public spaces in the area. To collect the data, the method used in this research is the documentation method, then the data was analyzed quantitatively and qualitatively. The results showed that there were 13 languages ??used in public spaces, especially on markers of existing tourism facilities. English is the most dominant language used, Latin writing is also used in almost all markers, and also the language pattern that uses 2 - 3 different languages ??has shown this area to be considered as an international region.

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

Pirmsskolēnu latviešu valodas apguves rezultāti Latvijā: Kurzemē, Rīgā un Latgalē

The issue of state language skills has been crucial in the Latvian education system since the renewal of the national independence in 1991, and important decisions have been taken in recent years, which could contribute to the learning of the Latvian language in the educational process. The main point is that minority pre-school education institutions should implement a bilingual learning methodology to ensure that children are able to speak Latvian in daily communication and successfully start learning at least bilingually in the first grade. The Cabinet Regulations No. 716 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Programmes” adopted 21 November 2018 and in force since 1 September 2019 (MK 2018, Nr. 716) state “to provide a child with a possibility to prepare for the acquisition of basic education” (section 3.5) and explain the differences in the content of pre-school education implementation programmes included in the pre-school education programme of the minority pre-school education programme, the special pre-school education programme, and the special pre-school minority education programme (see section 4). One of the tasks for pre-school language researchers in the sub-project No. 8 of the National Research Programme “Latvian Language” was to test Latvian and minority children’s real Latvian proficiency by performing the pre-school children’s Latvian proficiency test and analysis, taking into account the regional distribution, differences in pre-school education groups by the language of instruction and in children’s mother tongue. From 2018 to 2021, 1) a Latvian language proficiency test for children of pre-school age and its results’ assessment system were developed, 2) pre-school children’s language records were made in Kurzeme, Latgale, and Riga pre-school education institutions, 3) knowledge of Latvian and its usage skills were analysed and compared: a) for children with Latvian as the mother tongue, b) for minority children who attend pre-school groups with Latvian as the language of daily communication, c) for minority children who attend pre-school groups with Russian as the dominant language. During the study, in conversations with parents, the authors found out that in families of minority children whose knowledge of Latvian was insufficient, communication takes place in Russian, and in minority children’s groups in pre-school education institutions with Russian as daily communication language, Russian dominates in communication with children and their parents and visual information. The results of analysis of children’s language: Pre-schoolers who attend an educational establishment’s group with Latvian as daily communication language demonstrate good knowledge and skills of Latvian and are prepared to learn in Latvian at school. The Latvian proficiency of minority children attending pre-school education groups with the dominant Russian language is insufficient and does not comply with the requirements specified in the Cabinet Regulation No. 716 of 2018, that children should be prepared to start learning at school in Latvian or bilingually. This conclusion is not dependent on the region where the children live. Minority children who attend the groups with Russian as the dominant language have limited vocabulary, underdeveloped language of dialogue, impaired fluency of speech amplified by very minimal knowledge of grammar, and children’s reading skills do not meet the national requirements. Minority pre-schoolers are well able to imitate another language because in all regions studied, minority children have the best results in Latvian pronunciation. Insufficient Latvian language skills, in general, can be explained by insufficient daily use of Latvian. For minority children in pre-school age to successfully learn Latvian, it is not enough to have only a few Latvian language lessons a week; it is necessary to create a real bilingual language usage environment (communication, games, visual features, etc.) in pre-school education institutions.

Assessing the evidence for asymmetrical language switch costs and reversed language dominance effects - a meta analysis

Two seemingly counterintuitive phenomena – asymmetrical language switch costs and the reversed language dominance effect – prove to be particularly controversial in the literature on language control. Asymmetrical language switch costs refer to the larger costs for switching into the dominant language compared to switching into the less dominant language, both relative to staying in either one language. The reversed language dominance effect refers to longer reaction times when in the more dominant of the two languages in situations that require frequent language switching (i.e., mixed-language blocks). The asymmetrical language switch costs are commonly taken as an index for processes of transient, reactive inhibitory language control, whereas the reversed language dominance effect is taken as an index for sustained, proactive inhibitory language control. In the present meta-analysis, we set out to establish the empirical evidence for these two phenomena using a Bayesian linear mixed effects modelling approach. Despite the observation of both phenomena in some studies, our results suggest that overall, there is little evidence for the generality and robustness of these two effects, and this holds true even when conditions – such as language proficiency and preparation time manipulations – were included as moderators of these phenomena. We conclude that asymmetrical switch costs and the reversed language dominance effect are important for theory development, but their utility for theory testing is limited due to their lack of robustness and the absence of confirmed moderatory variables.