Penggunaan Tindak Tutur Direktif Mahasiswa Multikultural dalam Konteks Kesantunan

This study aims to reveal the use of directive speech acts of multicultural students studying in Malang City in the context of politeness. Qualitative descriptive is the method used in this study. Five tribes are the subject of this research, namely Java, Sumba, Flores, Dayak, and Madura. Data were collected using questionnaires, interviews, and observations. The data obtained were analyzed based on how they used directive demand speech act in different situations in the realm of family, friendship, and school and how they minimized the FTA that might occur when facing different speech partners. The results of this study indicate that from the four aspects that become the parameters of this study, multicultural students in using directive speech acts have the following pattern. In the aspect of direct/indirect speech acts, in three different domains, all multicultural students use direct speech acts and the honorific aspect. The use of hedge aspects is more widely used in the campus domain. Meanwhile, in the aspect of speech level, only Javanese and Madurese students use it.

I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context

Summary This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners’ investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners’ identity is multiple, dynamic, discursively shaped and context-dependent.

Communicative Practices from the Margins: The Multilingual and Multicultural Repertoires on University Spaces

We draw from the meaning-making practices on the margins, the communicative repertoires of the multilingual and multicultural students at two Southern African universities: the University of Zambia in Lusaka, Zambia; and the University of Malawi in Zomba, Malawi. As our locus, we are interested in the unique linguistic/semiotic coinages which constitute the students’ linguistic repertoires as multilingual innovations amenable to placemaking. In an attempt to do this, we purposefully unearth lexical innovations which we analyse within the broader framework of translanguaging. Thus, we show the emergence of (new) lexical items through the (re-)invention and disinvention of communicative resources, and the deployment of material artefacts of place as a basis for the creativity and innovation through repurposing of lexical items for new uses. Thus, we privilege students as active manipulators of their communicative practices by showing the semiotic/linguistic creativity and innovation inherent in their repertoires.

From Multicultural Students to Intercultural Pedagogy

Creating an effective learning environment in a multicultural classroom requires more than attention to content and bibliography. I had to make the pedagogical move from the primary importance of exegesis to the indispensable need for hermeneutics. And not just any hermeneutical theory; one built on the very diversity I found in the classroom. In a word, I needed to learn to teach latinamente. I had to transform from being a teacher to becoming a host, gathering co-learners around the table, and recognizing and valuing the diversity already present.