Book announced at https://linguistlist.org/issues/35-2597

Title: Multilingualism and Multiculturalism
Subtitle: Language Teaching and Learning
Series Title: Language Learning and Multilingualism
Publication Year: 2024

Publisher: Brill
http://www.brill.com
Book URL: https://brill.com/display/title/70546

Author(s): Sviatlana Karpava

Reviewer: Teresa Wai See Ong

Summary

Multilingualism and Multiculturalism: Language Teaching and Learning, edited by Sviatlana Karpava, contains an Introductory chapter and 10 chapters grouped into three parts. The first part, representing the theme ‘Multilingual, Multicultural and Inclusive Education’, has three chapters. The second part has four chapters based on the theme ‘Linguistic and Cultural Diversity: Multilingual and Intercultural Teaching Practices’. The third and final part focuses on ‘Multilingualism: Intercultural Competence, Language Identity, Metalinguistic Awareness’ has three chapters.

The Introduction, written by the editor, introduces the topic of multilingualism and multiculturalism for teaching and learning. In this globalised era, increased mobility has expanded multilingualism in diverse classrooms and prompted the development of teacher training programs. Due to the training received, many educators have become more aware of their students’ linguistic and cultural needs and have realized that it is important to promote equity and equality in their classrooms through effective strategies. Educators’ language beliefs are also vital in expanding their teaching methods to cater to their students’ needs.

Chapter 1, written by Marta Guarda and Gisela Mayr, focuses on reporting preliminary findings of a longitudinal study that examines teachers’ beliefs about and experiences of inclusive plurilingual education in South Tyrol, a region in Italy with three official languages (German, Italian, and Ladin). In this region, socioeconomic languages are favoured in school while minority languages of immigrants have a marginalised role. Over the course of two years, the authors collected data through several different tools such as a questionnaire, semi-structured interviews, focus group interviews, visual documentation, and class observations. They reported that teachers challenged dominant monolingual ideologies, and their ideological positioning was exhibited in their classroom practices. This was also confirmed through their reflections during their participation in COMPASS, a professional development initiative. The authors concluded by suggesting that implementing an inclusive translanguaging approach is not easily applicable in all classroom contexts.

In Chapter 2, Chiew Hong Ng and Yin Ling Cheung conduct a meta-synthesis on the literature, first to examine multilingualism and inclusive education across preschool/elementary, secondary/high school, and university levels, and second, to look into issues and concerns when integrating multilingualism and inclusive education. They found that there is an increasing interest in this topic within the last decade; and half of the studies were related to translanguaging as a pedagogical tool used for promoting inclusion. In terms of integration, there always exist tensions and conflicts in teachers’ language ideologies, and successful implementation of translanguaging heavily depends on teachers’ beliefs and pedagogical expertise. From this perspective, the authors’ research highlights that translanguaging can be employed as a tool for developing teachers’ linguistic and pedagogical knowledge.

Chapter 3 by Jakub Przybyt and Kamil Dtugosz discusses the four stages of self-regulated (SR) language learning - planning, monitoring, control, and reflection - via data collected from 128 full-time undergraduate students majoring in various languages in a state-run Polish university. The findings show that participants’ SR levels in languages chosen as their majors were higher than English, which was learnt as an additional language. Such scores indicate that previous language learning experience can have a positive impact, but other cognitive factors are also impacting learners (Berthele & Udry, 2022). The authors conclude that while these findings shed light on general patterns in SR language learning, further investigation involving qualitative methods should be incorporated.

In Chapter 4, Mila Schwartz and Orit Dror examine, via seven interviews and 12 workshop meetings, how preschool teachers in a small city in the North of Israel developed their agency towards linguistically and culturally diverse children (LCDC) during their professional development. The authors found that they functioned as language policymakers in their classrooms and embarked on the role of interpreting, negotiating, and resisting when needed. The teachers’ reflections highlighted the importance of participation in professional development, because it enhanced their self-efficacy when working with the children. In light of the increase of LCDC worldwide, the challenges faced by the teachers call for an in-depth exploration into their difficulties so that gradual changes can be made in their teaching approaches.

Chapter 5, written by Jasmin Peskoller and Aysel Kart, delves into analysed data from two doctoral projects designed to explore multilingual and intercultural teaching practices from the perspective of 60 lower and upper secondary school students in Austria. These students had migration experiences, and thus they speak more than one language in their daily lives. The findings reveal that 42 lower secondary students often reflect their multilingual opinions while the 18 upper secondary students often had their language and culture associated with nationalities. The findings also revealed the strengths and weaknesses of multilingualism derived from the students’ perspectives. Through this examination, the authors confirmed that the growing linguistic and cultural diversity is rarely used as a teaching resource, indicating the weak implementation of multilingual and intercultural teaching practices. Hence, it is important to enhance teachers’ understanding regarding this issue.

In Chapter 6, Tracey Costley, Hannah Gibson, Nacy C. Kula, and Colin Reilly draw on linguistic ethnographic data such as interviews, classroom observations, and focus group discussions to understand teachers’ attitudes and experiences of teaching in their multilingual classrooms in three neighbouring countries – Botswana, Tanzania, and Zambia. Each country has its own medium of education, each documented in its country’s education policy. The findings clearly show that in practice, there is no consistent language policy across the three country’s education systems. The implementation of language regulations in classroom practice depends on the specific teacher, which indicates that teachers have their own voices and standing. Multilingual practices are also not clearly defined in teacher training or professional development. The authors conclude that adopting locally informed practices is most appropriate for supporting inclusive learning environments.

Employing qualitative data, such as participant observations, field notes, informal conversations, video-recorded lessons, and semi-structured interviews, based on a year-long ethnographic case study, Giselle Martinez Negrette in Chapter 7 investigates the language ideologies motivating dual language (DL) program structures in the United States and how they are manifested and embodied by teachers and students. The author found that language separation and allocation are important aspects related to curriculum and instructional practices, as shown in the DL program. The data also highlights that language ideologies and beliefs play a crucial role in influencing the mediation of the program, including teacher’s interpretation and pedagogical decisions. In concluding, the author urges educational stakeholders to think critically from a more holistic perspective about the significance of structural changes in DL programs.

Sviatlana Karpava and Elena Kaourani in Chapter 8 present the linguistic repertoires, language experiences, perceptions, attitudes, and beliefs of 84 primary school children who were learning English as a foreign language in Cyprus. Data were collected via focus group discussions with the children regarding their completed language portraits (LP). The authors found that English was primarily connected with the colour red, which might be related to the UK’s national flag. The children’s choice of body parts in the LP also indicated the importance of English in their lives, particularly for their studies and communication purposes, despite their knowing more than two languages. Although different age groups demonstrated different perceptions on their LP, in general, they demonstrated positive attitudes toward multilingualism and multiculturalism. The authors concluded the chapter by emphasising the need to continue this type of research because it allows scholars to understand students’ and teachers’ beliefs and attitudes towards inclusive education.

In Chapter 9, Eider Saragueta and Oihana Leonet employ ethnographic methodology in the classroom of a public school within the Basque Autonomous Community to examine the pedagogical practices related to sustainable translanguaging as part of a pedagogical translanguaging project. The participants consisted of 24 bilingual primary school students who spoke fluent Basque and Spanish and were learning English. The findings showed that the students were aware of the historical ban on using Basque in school. Despite the increased encouragement to use Basque at present, students continued to find it challenging. Nevertheless, their bilingualism revealed their sense of European identity, which is an illustration of the complex connection between language and identity.

In the final chapter of the edited volume, Chapter 10, Sanna Riuttanen explores the investment in Finnish language learning of Issaka, a male African-origin migrant in his thirties who arrived in Finland in 2017. Her research utilized discourse analysis of classroom recordings, ethnographic fieldnotes, semi-structured interviews, and informal conversations with Issaka. The findings demonstrate that Issaka was surrounded by various discourses related to language learning, studying, and working. Although he suffered from constant stress, as did other migrants, he did not give up his dream of becoming an architect one day. He continued to be optimistic about his future, and this optimism acted as a motivator for his language investment. In sum, Issaka’s complex combination of personal, social, institutional, and societal factors influenced the multifaceted and fluid nature of his language learning process.

Evaluation

In the contemporary world, societies are merging to live and work together because of globalisation, increased mobility, and migration. From preschool to tertiary education, students representing different ethnicities are learning together in the same classrooms despite having different linguistic and cultural needs. Nevertheless, the language policies of most countries emphasise using official/dominant languages as mediums of instruction, which hinders the maintenance of linguistic and cultural diversity. Although many educators are aware of the importance of inclusive education, they face challenges in the implementation in their classrooms because of different language ideologies.
Hence, this edited volume addresses the issue by looking at macro-, meso-, and micro-factors in developing a multilingual and multicultural learning and teaching environment. The editor of this volume and authors of the chapters are to be congratulated for addressing issues related to multilingual, multicultural, and inclusive education in various countries worldwide using innovative methodologies such as language portraits of students.

Divided into three themes, the book represents different perspectives, not solely that of the students or or that of the teachers. Each chapter ends with a reference list that is useful for future research. The first theme describes multilingual, multicultural, and inclusive education based on teachers’ beliefs, synthesis of literature, and students’ scores on questionnaires. The second theme focuses on teaching practices, looking particularly at language ideologies and processes related to how language use is regulated in multilingual learning and teaching spaces. The third theme presents issues related to visual representations of multilingual learning in daily lives.

Overall, this edited volume is beneficial to those researching multilingual, multicultural, and inclusive education, because the thought-provoking findings have addressed many unanswered questions. Nevertheless, what remains to be done in future research is examining parental’s concerns and perspectives, specifically what they believe is most crucial and beneficial for their children’s language development in the home environment and in society, and comparing this to the type of learning practices children encounter in schools. Additionally, more research remains to be conducted in Asia, as Asia has an abundance of languages and a blend of western and Asian families living together.

References

Berthele, R., & Udry, L. (2022). Multilingual boost vs. cognitive abilities: Testing two theories of multilingual language learning in a primary school context. International Journal of Multilingualism, 19(1), 142-161.

Reviewer

Teresa Wai See Ong holds a PhD in sociolinguistics from Griffith University in Australia. She has widely published in areas such as language maintenance and language shift, language planning and policy, and linguistic landscape. At present, Teresa is working as a Learning Support Specialist at Singapore University of Social Sciences in Singapore. She co-investigates a project that focuses on understanding student learning needs and perspectives.