Schweitzer Fachinformationen
Wenn es um professionelles Wissen geht, ist Schweitzer Fachinformationen wegweisend. Kunden aus Recht und Beratung sowie Unternehmen, öffentliche Verwaltungen und Bibliotheken erhalten komplette Lösungen zum Beschaffen, Verwalten und Nutzen von digitalen und gedruckten Medien.
Including detailed discussions of both the current state and future directions of the field, this comprehensive textbook presents a complete overview of multilingualism.
Written by internationally recognized researchers and educators, Understanding Multilingualism: An Introduction provides detailed coverage of the various dimensions of modern multilingualism. It highlights the interdisciplinary nature of the field by exploring the broad spectrum of different sociolinguistic, psycholinguistic, and neurocognitive approaches to the study of multilingualism.
The text begins by defining and clarifying the scope of multilingualism studies as a distinctive, interdisciplinary field of inquiry. Subsequent chapters discuss the historical development and theoretical models of multilingualism, how the brain processes multiple languages, the effect of multilingualism on human cognition, how multilingual processing changes over the human lifespan, societal management of multilingualism, multilingual education, and impact of technological advancement on multilingualism. The book concludes by addressing the prospect of a post-multilingual world and methodological issues in studying multilingualism.
Understanding Multilingualism: An Introduction is the perfect primary textbook for undergraduate courses in multilingualism and bilingualism, and an excellent resource for advanced students in applied linguistics, sociolinguistics, psycholinguistics, second language acquisition, and foreign language education programs.
JOHN W. SCHWIETER is Professor at Wilfrid Laurier University and Adjunct Professor at McMaster University, Canada.
ALINE FERREIRA is Associate Professor at the University of California, Santa Barbara, USA.
LI WEI is Director and Dean of the UCL Institute of Education and Professor at University College London, UK.
About the Authors x
Preface xi
Acknowledgments xiii
1 Defining Multilingualism 1
1.1 Introduction 1
1.2 Evolutionary Roots of Language 3
1.3 Theoretical Perspectives of Multilingualism 5
1.3.1 Linguistic Perspectives 5
1.3.2 Sociolinguistic Perspectives 6
1.3.3 Cognitive Perspectives 6
1.4 Various Forms of Multilingualism 8
1.4.1 Individual Multilingualism 8
1.4.2 Societal Multilingualism 8
1.4.3 Transnational Multilingualism 9
Summary 10
Further Reading 10
Study Questions 11
References 11
2 Learning More than One Language 13
2.1 Introduction 13
2.2 Similarities and Differences Between L1 and L2 Acquisition 14
2.3 Linguistic Development of Multiple Languages 15
2.3.1 Acquisition of L2 Phonology 15
2.3.2 Acquisition of L2 Morphology 17
2.3.3 Acquisition of L2 Syntax 17
2.3.4 Acquisition of L2 Communicative and Pragmatic Competences 20
2.4 Factors Affecting L2 Acquisition 22
2.4.1 Learning Style 22
2.4.2 Cross- Linguistic Influences 22
2.4.3 Age 24
2.4.4 Language Aptitude 24
2.4.5 Working Memory Capacity 25
2.4.6 Gender 25
2.4.7 Affective Factors 25
2.4.8 Learning Environment 26
2.5 Classroom Pedagogies Used by L2 Educators 27
2.5.1 Early Approaches to L2 Teaching and Learning 27
2.5.2 Communicative Approaches to L2 Teaching 28
2.5.3 Sociocultural Approaches to L2 Teaching 29
2.5.4 Processing Instruction 30
2.5.5 Immersion Programs 31
2.5.6 Technology- Enhanced L2 Teaching 31
Summary 32
Further Reading 33
Study Questions 33
References 34
3 Psycholinguistic Models of Multilingualism 38
3.1 Introduction 38
3.2 Speech Production Models 39
3.2.1 Foundations from Monolingual Speech Production 39
3.2.1.1 Dell's (1986) Spreading Activation Model 40
3.2.1.2 Levelt's (1989) Modular Speaking Model 41
3.2.2 Developments in Multilingualism 42
3.2.2.1 Kormos' (2006) Bilingual Speech Production Model 42
3.3 Comprehension Models 44
3.3.1 Foundations from Monolingual Comprehension 44
3.3.1.1 Interactive Activation Model 44
3.3.1.2 The TRACE Model 45
3.3.2 Developments in Multilingualism 46
3.3.2.1 Bilingual Interactive Activation Model 46
3.3.2.2 Bilingual Model of Lexical Access 47
3.4 Multilingual Models of Lexical and Conceptual Memory 48
3.4.1 Revised Hierarchical Model 49
3.4.2 Modified Hierarchical Model 50
3.5 Multilingual Models of Language Control 50
3.5.1 Inhibitory Control Model 51
3.5.2 Adaptive Control Hypothesis 52
3.5.3 Cognitive Effects of Language Switching 53
Summary 54
Further Reading 55
Study Questions 55
References 55
4 The Multilingual Brain 58
4.1 Introduction 58
4.2 Where Are Languages Located in the Brain? 59
4.3 Multilingualism and Changes to the Brain 60
4.3.1 Neuroplasticity 60
4.3.2 Structural Changes to the Brain 61
4.3.3 Neural Remodeling 62
4.4 What Happens to Languages After Brain Trauma? 63
4.4.1 How Does Damage to Brain Areas Affect Languages? 63
4.4.2 What Premorbid Factors Influence Aphasia in Multilinguals? 63
4.5 Clinical Assessment and Treatment of Aphasia Among Multilinguals 66
4.5.1 How Is Aphasia Diagnosed in Multilingual Patients? 66
4.5.2 Language Rehabilitation in Multilingual Aphasics 67
4.6 Clinical Recovery Patterns of Languages in Multilingual Patients 70
Summary 71
Further Reading 72
Study Questions 72
References 72
5 Cognitive Effects of Multilingualism 77
5.1 Introduction 77
5.2 Cognitive Processes of Multilingualism: A Look at Inhibitory Control in Language Switching 78
5.3 Multilingualism in Children, Adults, and Older Adults 80
5.3.1 Multilingual Children 80
5.3.2 Multilingual Adults 80
5.3.3 Multilingual Older Adults 81
5.4 Cognitive Effects of Multilingualism Across the Lifespan 82
5.4.1 Children 82
5.4.2 Adults 83
5.4.3 Older Adults 85
Summary 86
Further Reading 87
Study Questions 87
References 87
6 Multilingualism Across the Lifespan 91
6.1 Introduction 91
6.2 Early Research and Views on Multilingualism 92
6.3 Multilingual Children 94
6.4 Multilingual Adolescents 97
6.5 Multilingual Middle and Older Adults 98
Summary 100
Further Reading 100
Study Questions 100
References 101
7 Language Attrition and Maintenance 104
7.1 Introduction 104
7.2 Language Attrition 105
7.3 Language Attrition Across Linguistic Domains 107
7.3.1 Sound 107
7.3.2 Vocabulary 108
7.3.3 Grammar 109
7.4 Language Maintenance and Revitalization 110
Summary 114
Further Reading 114
Study Questions 114
References 115
8 Multilingual Communities and Families in Society 117
8.1 Introduction 117
8.2 Societal Multilingualism 118
8.3 Multilingual Communities 121
8.4 Multilingual Families 125
8.4.1 New Family Structures and Relations: Cross- Linguistic Adoption 130
8.5 Tensions Between Societal Policy and Everyday Lived Experiences of Multilinguals 131
Summary 132
Further Reading 132
Study Questions 132
References 133
9 Multilingualism in Education 134
9.1 Introduction 134
9.2 Types of Multilingual Education Programs 135
9.3 Medium of Instruction Policies and Multilingual Pedagogies 138
9.4 Multilingual Classroom Interaction 141
9.5 Multilingual Assessment 144
9.6 Multilingual Education and Social Justice 145
Summary 147
Further Reading 147
Study Questions 147
References 148
10 Digital Technology, Media, and Multilingualism 149
10.1 Introduction 149
10.2 Digital Transformation of Multilingualism: In What Way Has the World Become More Multilingual? 150
10.3 Multilingual Internet 153
10.4 Social Media and Multilingual Interaction 156
10.5 AI, Future Technologies, and Multilingual Futures 163
Summary 164
Further Reading 165
Study Questions 165
References 165
11 Beyond Multilingualism: Rethinking Practice, Policy, and Theory from a Translingual Perspective 166
11.1 Introduction 166
11.2 From Multi- to Trans- Lingual: More than a Terminological Shift 167
11.3 Examples of Post- Multilingualism 169
11.3.1 Trans- Scripting/Tranßcripting 169
11.3.2 Kongish 170
11.4 The Nature of Languages from a Translanguaging Perspective 173
11.5 Implications for Education Policy and Practice 176
Summary 178
Further Reading 179
Study Questions 179
References 179
12 Designing and Conducting Research in Multilingualism 181
12.1 Introduction 181
12.1.1 Defining Research Questions 182
12.1.2 Choosing a Research Design 183
12.1.3 Collecting Data 183
12.1.4 Analyzing Findings 183
12.1.5 Ethical Considerations 184
12.2 Methods Examining Multilingual Development in Classroom Settings 184
12.2.1 Observational Research 184
12.2.2 Quasi- Experimental Research 186
12.2.3 Longitudinal vs. Cross- Sectional Research 186
12.2.4 Action Research 188
12.2.5 Introspective Research 188
12.3 Methods Examining Individual Differences 189
12.4 Methods Examining Corpora of Multilingual Use 190
12.5 Methods Examining Language Processing and the Brain 191
12.5.1 Eyetracking 191
12.5.2 Electroencephalography 192
12.5.3 Brain Imaging 194
12.6 Methods of Sociolinguistic Aspects of Multilingualism 198
12.6.1 Ethnographies 198
12.6.2 Case Studies 199
12.6.3 Interviews: Natural and Controlled Language Elicitation 199
12.7 Methods of Pragmatics Aspects of Multilingualism 200
Summary 203
Further Reading 203
Study Questions 204
References 204
Glossary 206
Index 223
Jerry was an English-speaking monolingual from the United States who had just graduated with an undergraduate degree in business. As a reward for his hard work, Jerry decided to go backpacking in Europe. His journey took him to several countries where he was able to visit important sites that he never dreamed of seeing in person. Jerry also enjoyed the local cuisines and met many new friends in the several hostels where he stayed. When Jerry returned home, he started to reflect on his travel experiences and on all the friends he had made along the way. With the exception of a few students from Australia and England, all of his new friends had spoken English as their second (or third or fourth!) language. This worked out fine for Jerry, who only knew English, but what type of experience would it have been, Jerry wondered, if he had been able to interact with these individuals in their languages, or at least a mixture of theirs and his. Would they have shared different stories? Would they have had a "better" or "worse" time? Would the connection they made still be the same? Jerry decided that he would learn a second language, and what better way than to begin practicing it than with some of the new friends he had made while abroad! Jerry knew that they would be pleasantly surprised, and perhaps even feel honoured, to see his interest in their language.
Jerry's story shows us that multilingualism forms an important part of today's interconnected world, and understanding the complicated characteristics of multilingualism, while challenging, can be beneficial in a number of ways. Multilingualism can help individuals navigate linguistic diversity, fostering better communication and comprehension in various settings such as academic and social systems. Multilingualism is often intertwined with cultural richness, by opening up a window into the linguistic aspects that shape and reflect diverse cultures. Moreover, it helps promote more inclusive and informed perspectives. In other words, multilingualism is not just a theoretical concept; it has practical implications in various domains such as education, business, society, politics, and media, among many others.
In this chapter, we will talk about insights and real-world scenarios in which multilingualism plays a vital role in the interconnectedness of languages, cultures, and societies on a global scale. In doing so, we look at how the field of multilingualism has developed through interdisciplinary synergies with other fields such as linguistics, psychology, and sociology. For instance, in linguistics, the dynamic nature of multilingualism can be seen through the various possibilities of conceptual and linguistic restructurings in multilingual minds. The use of multiple languages, or the speaker's multicompetence, is related to communicative competence, or the concrete usage of a language, which comprehends "different and typologically distant varieties" (p. 348). In sociolinguistics, multilingualism is viewed as "various forms of social, institutional, and individual ways that we go about using more than one language" (Franceschini 2011, p. 344), including not only official languages but also minoritized languages, sign languages, and dialects. In cognitive psychology, multilingualism has become an important area of investigation since the discovery that the regular use of two or more languages may lead to cognitive benefits not seen in monolinguals (Bialystok et al. 2004). Bialystok et al. (2007) found that multilingualism delays the onset of symptoms of cognitive decline among patients with dementia. In the study, for multilingual patients, dementia symptoms emerged around four years after those observed in monolingual patients. While several studies have found that multilingualism may lead to cognitive benefits not seen in monolingual individuals, others have found contrary evidence. Research is ongoing in this interesting area of inquiry.
As we will see in this chapter, multilingualism is not just a linguistic phenomenon, but it is also deeply intertwined with social and cultural factors. For instance, researchers have shown great interest in describing how language choice reflects identity, community belonging, and power dynamics within multilingual societies. There are also ongoing efforts to identify and design best practices that foster learning outcomes among multilingual learners in educational settings. These efforts often consider the role of the first language in second language learning settings (Ferreira et al. 2016) and can inform the development of effective bilingual education programs and language policies. Furthermore, because of technological advances, understanding multilingual practices is very important in digital media and communication. Accessing and analyzing the diverse linguistic interactions that have been recorded in large databanks called language corpora show us how new patterns and expressions in languages have evolved hand-in-hand with other developments in society, digital technology, and how humans interact in general.
If you speak more than one language, do you use them (mostly) in different contexts and places? For instance, do you use one language at home and one language at school and work? What are some of the benefits and challenges of living in a multilingual environment? How or where did you learn those languages? At home? At school? By watching movies? On the Internet? If you do not know more than one language, ask someone who does.
The skulls of Neanderthals suggest that their brains had significantly smaller frontal lobes, areas that are crucial for expressive language and managing higher-level executive functions. This suggests that our ancestors did not have the same degree of biological capacity for language as we do today. In fact, it has been argued that spoken human language may have emerged from simple gestures (Fay et al. 2022), including pointing at things and grunting. As our brain developed, so did our abilities for languages, and over time, those gestures and non-language sounds evolved into more complex articulations and eventually formed a sophisticated and elaborate system of language. The need for communication was crucial for survival and collaboration. To early humans, developing a language must have been like creating a superpower.
Neubauer et al. (2018) argue that by around 300?000 years ago, "H. sapiens' brain size already fell within the range of present-day humans" (p. 1). The human brain consists of three main parts: the cerebrum, brainstem, and cerebellum. The cerebellum is associated with language, working memory, spatial processing, affective processing, and social cognition. The cerebellum grows at the highest rate of all brain parts in the first three months of life, and researchers speculate that this early growth phase may play a crucial role in setting the foundation for the birth of language. The cerebellum has also been associated with "verbal fluency (both semantic and formal) expressive and receptive grammar processing, the ability to identify and correct language mistakes, and writing skills" (Starowicz-Filip et al. 2017, p. 661). The idea of the cerebellum forming a basis of the regulation of cognitive and emotional functions (see Dow 1974) has been supported in several studies examining working memory, learning, executive and visuospatial functions, and emotion regulation. Studies are continuously published to unravel the complexities of early brain development and its capacity to learn and process languages.
Alongside the evolutionary changes of the brain, when humans were developing ways of farming and creating settlements, they began to use livestock and grains for trading. This task required them to keep tabs on what materials were taken in and which ones were traded or sold. Ancient accountants used various shapes of small tokens that were formed out of clay to track everything they had, such as bushels of grain, sheep, and goats. Schmandt-Besserat (2014) states that: "Unlike spoken language, the token system made no use of syntax. 'Three cones and three ovoids,' scattered in any way, were to be translated as 'three baskets of grain, three jars of oil' " (p. 1). The fact that the same shapes of tokens were used across an expansive territory in the Near East suggests that tokens, and thus, users of tokens, did not involve phonetics. They worked very well to track numbers, but not for expressing complex or unclear ideas. Nonetheless, they served their purpose. Our human nature drives us toward communication and telling stories, and these processes become more and more complex as our capacity to express them also develops....
Dateiformat: ePUBKopierschutz: Adobe-DRM (Digital Rights Management)
Systemvoraussetzungen:
Das Dateiformat ePUB ist sehr gut für Romane und Sachbücher geeignet – also für „fließenden” Text ohne komplexes Layout. Bei E-Readern oder Smartphones passt sich der Zeilen- und Seitenumbruch automatisch den kleinen Displays an. Mit Adobe-DRM wird hier ein „harter” Kopierschutz verwendet. Wenn die notwendigen Voraussetzungen nicht vorliegen, können Sie das E-Book leider nicht öffnen. Daher müssen Sie bereits vor dem Download Ihre Lese-Hardware vorbereiten.Bitte beachten Sie: Wir empfehlen Ihnen unbedingt nach Installation der Lese-Software diese mit Ihrer persönlichen Adobe-ID zu autorisieren!
Weitere Informationen finden Sie in unserer E-Book Hilfe.
