Exploring the Dynamics of Multilingualism

Name: Exploring the Dynamics of Multilingualism | The DYLAN project
Brand: John Benjamins Publishing Company
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The DYLAN project

Anne-Claude Berthoud François Grin Georges Lüdi(Editor)

John Benjamins Publishing Company

1st Edition

Published on 17. December 2013

XXI, 440 pages

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978-90-272-7137-2 (ISBN)

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Exploring the Dynamics of Multilingualism
Editorial page
Title page
LCC data
Table of contents
Introduction
1. Context
2. Analytical Framework
3. Integrating different methodological orientations
4. Overview of the book
Multilingual practices in professional settings
1.1 Introduction
1.2 Analytical framework
1.2.1 Theoretical references
1.2.1.1 The study of language in interaction: Conversation analysis and interactional linguistics
1.2.1.2 Studies of professional interactions and work settings
1.2.1.3 Studies of multilingualism in interaction
1.2.2 Methodology
1.3 Results and discussion
1.3.1 General results: Multilingualism in action
1.3.2 Detailed analyses: Between progressivity and intersubjectivity
1.3.2.1 Progressivity step by step: The incremental organisation of Lingua Franca (QT)
1.3.2.2 Orienting to lingua franca's hybridity: Securing and slowing down progressivity (VAX)
1.3.2.3 Solving and adding problems through code-switching and other resources (HAMMAM)
1.3.2.4 Suspending progressivity: Securing mutual comprehension through translation (JEU)
1.4 Conclusion
Transcript conventions
Talk:
Embodied conduct:
References
The practical processing of plurilingualism as a resource in professional activities
2.1 Introduction
2.1.1 Plurilingualism used and processed by the participants: Language spaces, border-crossing, and 'languaging'.
2.1.1.1 Language space
2.1.1.2 Border-crossing: Leaving one language space for another
2.1.1.3 Searching for words and language bricolage or 'languaging'
2.1.2 Participation framework and language spaces: Implementation of resources in plurilingual processing
2.1.2.1 Organisation of the participation framework around the border between two language spaces
2.1.2.2 Plurilingualism as a creative resource in languaging
2.2 Analytical and methodological framework
2.2.1 Theoretical concepts
2.2.1.1 Analytical approach
2.2.1.2 Crossing language space borders: 'Code-switching' within interaction
2.2.2 Methodology
2.2.2.1 Fieldwork
2.2.2.2 Recording and transcription
2.2.3 Corpus
2.3 Findings and discussions
2.3.1 General findings
2.3.1.1 Multilingual setting and language in action
2.3.1.2 The work of "languaging": To produce a shared language
2.3.1.3 Diversity in the service of carrying out the activity
2.3.2 Linguistic heterogeneity as a resource in interactions at work
2.4 Conclusion
References
Multilingualism and diversity management in companies in the Upper Rhine Region
3.1 Introduction
3.2 Main findings and conceptual framework
3.2.1 Corporate language policies
3.2.2 Multiplicity of voices or polyphony
3.2.3 Mixed teams and the intercultural asset
3.2.4 Multilingual repertoires as a communicative and strategic resource in interaction
3.2.4.1 Multilingual strategies
3.2.4.2 Towards new conceptions of multiple linguistic competences
3.2.4.3 A multilanguaging philosophy
3.3 Multilingualism and multiculturalism as an asset for companies
References
Representations of multilingualism and management of linguistic diversity in companies
4.1 Introduction
4.2 Collective monophony or shared representations
4.2.1 Terminological and theoretical definitions
4.2.2 How is collective monophony reflected in the discourse?
4.2.2.1 Monophony is reflected in a consensus that emerges from the content and wording of the SRs
4.2.2.2 Collective monophony is reflected in the content of SRs (what is said)
4.2.2.3 Collective monophony is reflected in the use of shared discursive strategies
4.2.2.4 Collective monophony is reflected in the shared dialectical interplay between positive and negative assessment processes (enhanced and reduced status)
4.3 Representations of the intermediate space (between monophony and polyphony)
4.3.1 SRs that are partly shared between companies (points of difference between companies)
4.3.2 Differences between representations by interviewees within the same company
4.3.3 Different positions adopted by the same interviewee (micro level)
4.4 Polyphony in individual enunciators
4.4.1 Polyphony is reflected in the interviewee's adjustments
4.4.2 Interviewees distancing themselves from a dominant or shared representation
4.5 Conclusion
References
A social representational perspective on languages and their management in the Danish corporate sector
5.1 Introduction
5.2 Analytical framework
5.2.1 Theoretical concepts
5.2.2 Research methodology
5.3 Results and discussion
5.3.1 Social representations of languages
5.3.2 Social representations of language learning
5.3.3 Corporate language strategies
5.3.3.1 English as a corporate language
5.3.3.2 Language requirements and assessment at recruitment level
5.3.3.3 In-service language training
5.3.3.4 Use of native speakers
5.4 Discussion and implications
References
What can Gaelic teach us about effective policy through planning?
6.1 Introduction
6.1.1 Background
6.1.2 Purpose
6.1.3 Research questions
6.2 Analytical framework
6.2.1 Theoretical concepts
6.2.2 Research methodology
6.3 Results and discussion
6.3.1 Main findings
6.3.1.1 Translation services for written text
6.3.1.2 Training and Development
6.3.2 Lessons and lingering questions
6.4 Conclusion
References
Language diversity management on corporate websites
7.1 Introduction
7.2 Conceptual framework
7.2.1 E-commerce/E-business
7.2.2 Marketing strategy and language choice
7.2.3 Multilingual websites
7.2.4 Website localization
7.3 Main findings
7.3.1 Web pages and language choice
7.3.1.1 Statistical results (number of pages translated)
7.3.1.2 Lockwood's models of global websites
7.3.2 Offering jobs
7.3.2.1 Language options in the application process
7.3.2.2 Languages and Job offers: Different offers in different languages?
7.3.2.3 Language requirements
7.3.3 Localization of websites
7.4. Conclusion
References
Language competence and language choice within EU institutions and their effects on national legislative authorities
8.1 Introduction
8.1.1 Research questions
8.1.2 Positioning of research questions with respect to current scientific research
8.2 Analytical framework
8.2.1 Theoretical concepts
8.2.2 Research methodology
8.2.3 Research subject and observables
8.2.3.1 Internal communication
8.2.3.2 External communication
8.3 Results and discussion
8.3.1 Attitudes of MEPs and EU officials towards the use of working languages
8.3.2 The use of working languages in EP plenary sessions and committee meetings
8.3.3 Documents of interparliamentary delegations
8.3.4 Use of languages in EP contributions from commissioners
8.3.5 Websites of the commission and of parliamentary groups
8.3.6 EU submissions to the German Bundestag
8.3.7 Use of languages in commissioners' press conferences
8.3.8 Commissioners' language knowledge
8.4 Pointers for future research
References
EU and lesser-used languages
9.1 Introduction
9.2 Analytical framework
9.2.1 EU institutions
9.2.2 Slovene politics
9.3 Results
9.3.1 EU institutions
9.3.1.1 Interpreting and translation
9.3.1.2 Limits to multilingualism
9.3.1.3 English and French as lingua francas
9.3.1.4 Optimal linguistic organisation
9.3.1.5 Discussion
9.3.2 Slovene politics
9.3.2.1 Party programs
9.3.2.2 Slovene parliament
9.3.2.3 Slovene legislation
9.3.2.4 Discussion
9.4 Conclusion
References
Dynamics of multilingualism in post-Enlargement EU institutions
10.1 Introduction
10.2 Analytical framework
10.2.1 Theoretical background and key concepts
10.2.2 Research methodology and research foci
10.2.3 Perceptions of multilingualism in the EU and its institutions
10.2.4 Conceptions of multilingualism in the EU policy
10.2.5 Practices of multilingualism in the EU institutions
10.3 Results, examples and discussion
10.3.1 Main findings
10.4 Conclusions and perspectives
References
Accomplishing multilingualism through plurilingual activities
11.1 Introduction
11.2 Exploring multilingualism and plurilingualism at the university
11.2.1 Analysing plurilingual talk
11.2.2 Plurilingualism, interaction and learning
11.3 Doing plurilingualism
11.3.1 Plurilingualism in non-classroom settings
11.3.1.1 Ceremonies
11.3.1.2 Service encounters
11.3.2 Plurilingualism in classroom settings
11.3.2.1 Lectures
11.3.2.2 Peer-work interaction
11.4 Conclusions
11.4.1 Plurilingual mode in non-classroom interaction
11.4.2 Plurilingual mode in classroom interaction
11.4.3 Policies and strategies
References
Transcription conventions:
Multilingual higher education between policies and practices
12.1 Introduction
12.2 Analysing communication in a multilingual university: Theoretical framework and research methodologies
12.3 The Free University of Bozen-Bolzano: A case study
12.3.1 Academic lectures
12.3.2 Academic seminars
12.3.3 Service encounters
12.3.4 Students' social networks
12.4 Discussion
12.5 Concluding remarks
References
Appendix: Transcription conventions
Plurilingualisms and knowledge construction in higher education
13.1 Introduction
13.2 Analytical framework
13.3 Plurilingual instructional practices
13.3.1 Bi-plurilingual resources
13.1.1 Unilingual and bi-plurilingual mode
13.1.2 Code alternation
13.3.2 Interactive resources
13.3.3 Discourse resources
13.4 Representations of plurilingualism
13.5 Conclusion: Plurilingualism as an asset for knowledge construction?
References
Language policies in universities and their outcomes
14.1 Introduction
14.2 Earlier research and theoretical framework
14.3 Analytical framework
14.3.1 Research methodology and conceptual framework
14.3.2 Terrain and observables
14.4 Analysis and results
14.4.1 Analysis of overt language policy
14.4.2 Analysis of covert language policy
14.4.3 Analysis of the outcomes of language policy
14.4.4 The University of Helsinki in context
14.5 Discussion and conclusion
14.5.1 Discussion
14.5.2 Conclusion
References
Policies and practices of multilingualism at Babes-Bolyai University (Cluj, Romania)
15.1 Introduction and research questions
15.1.1 Positioning of research questions
15.2 Analytical framework
15.2.1 Theoretical concepts
15.2.2 Didactic concepts
15.2.3 Research methodology
15.2.4 Terrain and observables
15.3 Results and discussion
15.3.1 Main findings
15.3.1.1 BBU's policies of multilingualism
15.3.1.2 (Attitude) Representations of policies and practices
15.3.1.2.1 Attitudes to LSP and CLIL. According to the documents mentioned above, the main arguments for implementing the BBU language policy are regional and European linguistic and cultural integration, collaboration in scholarly and educational fields
15.3.1.2.2 Attitudes to regional languages. On the whole, the study-line system at BBU is seen as efficient by the respondents to the questionnaire, who view the opportunity of studying in these languages (Romanian, Hungarian and German) as beneficial in
15.3.1.2.3 Modal language and attitudes in interviews. In order to assess the discourses on the attitudes of the BBU language policy and multilingual practices, we have also undertaken a statistical semantic analysis of the modal dimension of interviews,
15.4 Contributions to answering the core Dylan questions
15.4.1 Resources for communication
15.4.2 Resources for knowledge
15.4.3 Multilingualism as a problem for communication, knowledge and economy
15.5 Conclusion: Pointers and priorities for future research
References
How policies influence multilingual education and the impact of multilingual education on practices
16.1 Introduction
16.1.1 Research questions
16.1.2 Positioning of research questions
16.2 Analytical framework
16.2.1 Theoretical concepts
16.2.2 Research methodology
16.3 Results
16.3.1 Results with reference to the influence of policies on multilingual education
16.3.1.1 The local flanders, Belgium policy of 2007
16.3.1.2 Influence of policies regarding multilingual education in six selected countries
16.3.2 Results with reference to the influence of multilingual education on practice
16.4 CLIL in two secondary schools
16.4.1 The Stedelijke Humaniora Dilsen
16.4.2 The Hotel School Hasselt
16.5 Discussion and conclusion
16.5.1 Discussion
16.5.2 Conclusion
References
Assessing efficiency and fairness in multilingual communication
17.1 Introduction
17.1.1 The evaluative perspective on multilingualism
17.2 Analytical framework
17.2.1 Efficiency
17.2.2 Fairness
17.3 Results and discussion
17.3.1 Multilingual communication as an object of evaluation
17.4 Towards a set of linguistic indicators for Europe
17.5 Concluding remarks
References
English as a lingua franca in European multilingualism
18.1 The research question
18.2 An analytical framework for ELF
18.3 Findings: ELF within and through European multilingualism
18.3.1 Familiarity in the foreign
18.3.2 Flexibility beyond the fixed
18.4 Conclusions beyond ELF, implications beyond languages
References
Europe's multilingualism in the context of a European culture of standard languages
1. Introduction
1.1 Forms of multilingualism in the EEC/EU
1.2 Europe, the continent of standard languages
2. Analytical framework
2.1 Context and strategy
2.2 Research methodology
3. Results and discussion
3.1 On 'Good' and 'Bad' multilingualism in Europe
3.2 From 'prestige multilingualism' to 'standard multilingualism'
3.3 Uniformity & language acquisition in Europe: Native Tongue and foreign language
3.4 The rediscovery of multilingualism in Europe
3.5 Periodization and typology
4. Conclusion
References
Conclusion
References
Blurb
DYLAN: Exploring the Dynamics of Multilingualism
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Exploring the Dynamics of Multilingualism

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