Teaching second language pragmatics in the current era of globalization: An introduction

The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers have become a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have explored which methodology is most effective for teaching pragmatics. Earlier ILP studies compared explicit versus implicit instruction, highlighting the key role of explicit metapragmatic explanations. More recently, scholars have investigated how to create opportunities to for authentic pragmatic practice inside the classroom. To do so, some studies have implemented task-based language teaching to provide students with goal-oriented meaningful activities that address their real-world needs. Other studies have incorporated technology-enhanced materials such as simulated immersive environments and computer-mediated communication to promote students’ engagement in authentic use of the language beyond the classroom. Another current concern in L2 pragmatic instruction is how to account for the emergence of English as an International Language (EIL), and the consequent need to guide learners into acquiring language as a tool to mediate across linguistic and cultural boundaries. Different studies have adopted an EIL perspective, proposing the enhancement of students’ metapragmatic awareness and strategies to deal with the hybrid nature of English and its associated varieties and cultures. The special issue ‘Teaching second language pragmatics in the current era of globalization’ aims to illustrate such current trends, with six contributions by distinguished scholars in the field of L2 pragmatics from all over the globe.

The reflection of space in the language of a multilingual society (on the example of the Khatango-Anabarsky district)

This article examines the universal category of space and its representation in the multicultural and multilingual Khatango-Anabarsky cultural landscape. The Dolgan language in Khatangsky and Anabarsky multilingual societies develops evenly and has specifics of functionality. The Russian language that is the state language in the Russian Federation, along with the Yakut language that is cognate to the Dolgan language and has greater communicative capacity in the territory of Yakutia,  play considerable role in these processes. The description of the Dolgan concept of space is carried out by the following scheme: 1) semantic analysis of the lexis that reflects space and is notionally named spatial; 2) spatial analysis of the regional toponymy and ethno-economic territorial system of the Dolgan people; 3) psycholinguistic analysis of content of the concept. The novelty of this research lies in description of the peculiarities of linguistic consciousness of the bilinguals on the example of the Dolgan concept of space, which is viewed alongside the regional toponymy and ethno-economic territorial system of the Dolgan people. Space is the subject of research in various scientific disciplines. This article reviews its psycho-linguoculturological aspect. In accordance with the anthropocentric research model, the study explores the correlation between the language, culture and mentality, and complies with the definition of the concept as a certain "bundle of culture within human mind” [Stepanov, 2001, p.43]. Thus, the special lexis, besides the generally accepted binary oppositions, should include the geographical terms with landscape peculiarities, which in the authors’ opinion, can be the reflection of space.

Multilingualism in Prizren, Language Use and Language Policy

This research focuses on theoretical and practical issues of multilingualism in Prizren, the Republic of Kosovo’s most linguistically diverse city. It examines the city’s linguistic landscape, culture, and values, investigating language use at home, in public, and in institutions. It analyzes language legislation and its often uneven implementation. In the last 20 years the language situation in Prizren has changed dramatically. This research attempts to provide a clear picture of the current language situation of Prizren in the new and independent Republic of Kosovo, and is relevant for the general public, minority communities, government, non government and international organizations. The research was conducted in order to shed more light on the concept of multilingual societies. The central sources for this research are the Constitution of the Republic of Kosovo, the policy on language rights and language use in the country, questionnaires, and observation.

Une cartographie des traductions belges au XIXe siècle : centralisation et périphérisation des langues nationales

The metaphors of centre and periphery tend to reduce the complexity of language relations and interlingual exchanges that are featured by multilingual societies. At a crucial point of multilingual Belgium’s evolution, i.e. during the 19th century, exchanges between its two major languages, namely French and Flemish, offer a suitable angle to capture the processes of centralisation and peripherisation of both languages. Translingual practices, including translation, are at the heart of these processes. On the one hand, they sustain continuous attempts to impose and maintain the centrality of official French in the legal and administrative domains; on the other hand, they nurture counterbalancing claims for recognition and officialisation of Flemish as an equal language. This contribution puts focus on three major aspects of interlingual exchange: the design and management of Belgian translation policies, the asymmetric translation flows between French and Flemish vs. Flemish and French, and the emancipatory efforts of Flemish and its modest effects, notably in the literary domain.

Separated by a common language: How Breitbart and The New York Times produce different meanings from common words

We build on the work by Peled and Bonotti to illuminate the impact of linguistic relativity on democratic debate. Peled and Bonotti’s focus is on multilingual societies, and their worry is that ‘unconscious epistemic effects’ can undermine political reasoning between interlocutors who do not share the same native tongue. Our article makes two contributions. First, we argue that Peled and Bonotti’s concerns about linguistic relativity are just as relevant to monolingual discourse. We use machine learning to provide novel evidence of the linguistic discrepancies between two ideologically distant groups that speak the same language: readers of Breitbart and of The New York Times. We suggest that intralinguistic relativity can be at least as harmful to successful public deliberation and political negotiation as interlinguistic relativity. Second, we endorse the building of metalinguistic awareness to address problematic kinds of linguistic relativity and argue that the method of discourse analysis we use in this article is a good way to build that awareness.

Supporting EFL Science Students Through a Multilingual Approach to Blended Learning

Throughout the history of mankind, language has been used as a tool of ascendance and colonisation to consolidate power and create governable subjects. In this way, the coloniser's language became the colonised country's official language. Upon attaining political independence, several of these nation-states embarked on educational reforms by revising their curricula in the name of ‘decolonising education'. A closer look at these countries' curricula shows they are still largely Eurocentric following the monolingual ideology of ‘one nation, one language' with foreign languages being the lingua franca for these multilingual societies despite this approach being singled out as the major cause of academic underachievement in most countries. This chapter investigates the available technological approaches to support the teaching of science to English foreign language (EFL) students who are taught through a language different from their home language.

Interpreting and Intercultural Communication: Crossing Domains in the Era of Globalization, Technological Advances and Social Networks

The rise of globalization, the strengthening of multicultural societies, the abolishment of borders, technological advances, social networks and the increasing political power of economic forces are all unmistakable occurrences that are characteristic of the 21st century. It is now very much the responsibility of linguistic and cultural intermediaries or “translators” to provide support through the services they offer in a world that is so diverse, comprising a variety of languages and cultures, unprecedented levels of mobility, and technology that is increasingly advancing and being applied to the communication needs of society. There is also increased awareness regarding the need for qualified interpreters in all types of fields including legal, medical, business, educational, political, governmental and academic settings. Consequently, there has been an increase in the development of short programs and academic courses that are being offered and designed to introduce people to interpreting and to provide training in this field. In addition to this, communication within multilingual societies has also encountered developments and challenges due to the use of technology, an increase in intercultural relations and changes in certain factors or elements that inevitably modify each type of intervention. All of these issues are subjects of growing interest within the scope of research and training in interpreting studies. It is my intention to focus on some of these matters in the following pages.

Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice

This study examines the language practices in educational settings in Pakistan, taking the multilingual groupings in society into account. In Pakistan, each province is linked to the single or multiple identities of its people and the languages spoken by the majority. The national language Urdu is limited to educational settings and its function as a lingua franca. English serves people in authority, in offices, and in educational settings. Through discourse-ethnographic analysis, this study examines the individual and joint actions of policymakers and teachers to understand the role of language in educational policy and its practice in educational settings. The interview data identified issues regarding the relationship between language, identity, nation, region, religion, power, and personal attainment in regional, national, and international settings. Moreover, the power of national education policy to produce adequate results is limited by the regional discourses that policymakers ignore. This study concludes by arguing that policy practices for language-in-education in multilingual societies require thoughtful planning which should be informed by local conditions and requirements for its better implementation.