English words often pepper sentences in Nairobi or Delhi, emphasizing ideas with more clarity than the other language might. Every language has its strengths and weaknesses when it comes to getting a point across; that means the multilingual has the vocabulary to best express themselves. Appendix 7-1 provides a summary of a number of research studies (published in English) that have examined multilingual speech and language development in typical and atypical children. Much of the research that has been conducted in English has focused on Spanish-English speech and language development conducted in the United States. Readers are encouraged to access the original sources to learn more about typical and atypical acquisition of languages. This article synthesizes the key research questions in the field of bilingualism and multilingualism, including the conditions that facilitate the learning and use of multiple languages, and what it means to be a bilingual or multilingual individual.
Pedagogical translanguaging has a great potential not only to enhance the acquisition of different languages but also to support learning content. In this article we have seen that it is possible to adopt a “Focus on multilingualism” that recognizes students as multilingual who have a multilingual repertoire that can be used in class. In this way multilingual speakers can have more resources at their disposal because they link their prior knowledge even in languages that are not in the curriculum to new languages and academic content. Linking research on the social level to research on the individual level presents a big challenge for future studies of multilingualism. Also combining the emic, the multilingual’s perspective, with the etic, the researcher’s perspective, of multilingualism appears to be the most promising step forward in the development of the field (Todeva and Cenoz, 2009). This results in speakers using terms like courrier noir (literally, mail that is black) in French, instead of the proper word for blackmail in French, chantage. A coordinate model posits that equal time should be spent in separate instruction of the native language and the community language.
It will remain to be seen how effectively the lessons from each of these diverse areas of research will come together to provide concrete proposals for how new language learning might be implemented. The lessons from the field are clear in suggesting a new emphasis on exploiting a model that enables the learner to encounter complexity from the start and to then focus on the strategies that may encourage optimal self-regulation. Multilingualism in education takes many forms depending on factors such as linguistic diversity, the aims of the educational program or the characteristics of the languages involved. In many contexts, a great number of schoolchildren have different home languages from the ones used at school. Today, school classes are more linguistically diverse than in the past, particularly in the case of big cities in Europe and North America, due to the mobility of the population.
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In order to guarantee that Parliament’s political will is rendered in high quality legislative texts the lawyer-linguists are involved at all stages of the legislative procedure. In the following sections, categorizations of educational provision in multilingual societies are outlined, and some of the major sociopolitical and psychoeducational issues that characterize this provision are discussed. Moreover, as we seek solutions to new problems, having different modes of thinking that come with multilingualism gives us a greater chance of finding answers, providing new perspectives, and conceiving innovative questions that will benefit humanity. If you live in an area where more than one bridge has been built over time, one collapse will not prevent you from reaching your destination because you can take alternative routes to reach your home. Prior to his involvement with Thoth, Toby has been Project Manager of the Community-led Open Publication Infrastructures for Monographs (COPIM) project ( ). Lorena Caliman has a Master’s degree in Contemporary Communication and Culture (Federal University of Bahia), is a journalist and researcher in the field of public communication, disinformation and journalism.
Although digital humanities projects and initiatives are diverse, they often reflect common values and methods.29 These can help in understanding this hard-to-define field. As primary sources of information are more frequently digitized and available online than ever before, how can we use those sources to ask new questions? How did Chinese families organize themselves and their landscapes in China’s past? The answers to these questions can be explored using a wide variety of digital tools, methods, and sources. Digital Humanities plays a crucial role in preserving literary works and cultural heritage for future generations. Through digitisation, rare books, manuscripts, and other valuable materials can be converted into digital formats, ensuring their long-term preservation while also making them accessible to a global audience. In the field of English Literature, Digital Humanities has introduced innovative methods to study, interpret, and preserve literary works.
It is a phenomenon that has become prevalent in the educational context due to historical, social, political, and economic reasons. Translating the user interface is usually part of the software localization process, which also includes adaptations such as units and date conversion. Many software applications are available in several languages, ranging from a handful (the most spoken languages) to dozens for the most popular applications (such as office suites, web browsers, etc.). The reverse phenomenon, where people who know more than one language end up losing command of some or all of their additional languages, is called language attrition. It has been documented that, under certain conditions, individuals may lose their L1 language proficiency completely, after switching to the exclusive use of another language, and effectively “become native” in a language that was once secondary after the L1 undergoes total attrition.
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Vanessa Proudman is Director of SPARC Europe, where she is working to make Open the default in Europe. Vanessa has 20 years of international experience working on Open Access, Open Science, Open Culture and Open Education with many leading universities and libraries worldwide from over 20 countries. She is working to increase and strengthen international, national and regional OS and Open Education policy-making djwrisley.com and practice in Europe. Research and knowledge exchange are her vehicles to inform, connect and advocate for change in these areas. Prior to SPARC Europe, she worked at Tilburg University on various national and international projects, was programme manager at Europeana and led a dept on information and IT at a UN-European region research institute in Vienna for over 10 years. Please note, linguists and those with training in second language acquisition may (rightfully) contend that these definitions are simplified. My objective here is to offer clear and straightforward explanations, without too much technical jargon.
It is unclear whether (Morando, 2016) and Sadjed et al. (2015) are talking about culture-specific or culture-general IC (probably a mix of both) but Mantel’s (2020) work clearly refers to culture-general IC. It notes that SG teachers were divided between others’ expectations and their own wish to engage in management of intercultural issues, and the perceived risk that this would highlight their ascribed, often stigmatized differences and mask their overall human capital. However, the nexus between contextual factors – such as stigmatising intergroup relations – and the choices of SGIs cannot be conceived in deterministic terms. SGIs are agents in dialectic interaction with their context and may choose either to hide or reveal their migration background and related competences as an active strategy to pursue their goals, which may include challenging intergroup power relations (Zanoni and Janssens, 2007).. Thus, the degree to which any society is multilingual varies in relation to how many of its citizens are fluent in multiple languages and use these languages for a variety of functions in a range of social contexts.}
Using computational methods to process, analyze, and derive insights from text data, scholars can unveil patterns, trends, and relationships in the study of literature that may have gone unnoticed using traditional approaches. This LibGuide provides an overview of Digital Humanities resources and tools for the SDSU community. The iSchool is pleased to announce that Emily Maemura will join the faculty as an assistant professor in January 2022. She recently completed her PhD at the University of Toronto’s Faculty of Information, with a dissertation exploring the practices of collecting and curating web pages and websites for future use by researchers in the social sciences and humanities. The Digital Humanities community at Duke promotes new ways to engage in and learn about the use of technology in humanities scholarship. This site aggregates information from various programs and initiatives around campus. The Digital Humanities Initiative @ FHI, Trinity College of Arts and Sciences and Duke Libraries all provide programming and support.
The selected chapters focus on the numerous and heterogeneous relations between languages. They also incorporate a series of contextualized studies with diverse research designs applied in different settings across the globe. This volume constitutes a pivotal reference source for the latest scholarly material on multilingualism from twelve different countries. It is a thought-provoking collection that provides a series of rich insights into the way multilingualism is practised in international contexts. It is ideally designed for academics, upper-level students, educators, professionals and practitioners seeking linguistic and pedagogical guidance on multilingualism.
“Cultural analytics” refers to the use of computational method for exploration and analysis of large visual collections and also contemporary digital media. The concept was developed in 2005 by Lev Manovich who then established the Cultural Analytics Lab in 2007 at Qualcomm Institute at California Institute for Telecommunication and Information (Calit2). Digital humanities scholars use a variety of digital tools for their research, which may take place in an environment as small as a mobile device or as large as a virtual reality lab. Environments for “creating, publishing and working with digital scholarship include everything from personal equipment to institutes and software to cyberspace.”49 Some scholars use advanced programming languages and databases, while others use less complex tools, depending on their needs. DiRT (Digital Research Tools Directory50) offers a registry of digital research tools for scholars. TAPoR (Text Analysis Portal for Research51) is a gateway to text analysis and retrieval tools. An accessible, free example of an online textual analysis program is Voyant Tools,52 which only requires the user to copy and paste either a body of text or a URL and then click the ‘reveal’ button to run the program.
