图书简介
The volume offers a collection of the most recent research coming from scholars and practitioners in the field of multilingualism research in various contexts of natural/immersion environments, school/formal instruction, grounded in multilingual societies and individual multilinguality of semi-monolingual countries. The studies included in the book constitute an exemplification of new methods of research used (e.g., narratives, visualizations, metaphors) as well as new approaches to multilingualism (affordances, dominant language constellations). The volume is divided into four parts:Part One focuses on different dimensions of multilingualism,Part Two zooms in on the concept of affordances and their role in the development of multilingual competence,Part Three concentrates on dominant language constellations in different contexts and, finally,Part Four shifts the focus to instructional practices in teaching multiple languages.
Introduction.- Philosophy of Multilingualism and Technology: From Representation to Attunement.- Endangered Species “Bilingualism”? How we Spin Constructs to Suit our Purposes.- Borders and Borderlands in Aronin and Politis’ “Edge” Metaphor.- The Concept of Functional Multilingualism in the Context of Internationalisation at German Universities.- EFL Teachers’ Perceptions of Linguistically and Culturally Responsive Pedagogy.- Young Multilingual Pragmatics. A Focus on Requests in CLIL and non-CLIL settings.- News and Stories from the Multilingual World.- Affordances for Multilingual Development in Minority Contexts: A Sociolinguistic Perspective on Multilingualism in South Tyrol.- Learning Multiple Languages in an Instructional Setting: Insights from the Study of Affordances and from the Conceptualization(s) of Translanguaging.- Inventory of Language Learning Affordances in Croatian Socio-educational Context.- Translanguaging and the Role of the L1 in CLIL Classrooms: Beliefs of In-Service Teachers.- Pre-service Teachers’ Wellbeing from the Perspective of Affordance Theory.- Dominant instead of Hidden? A Critical Discussion on a European DLC Including Endangered Languages.- Multilingualism in Swedish-medium Teacher Education in Finland. DLCs in the Light of Teacher Educators’ Institutional Constellation Charts and the Institutional Linguistic Landscape.- Employing Dominant Language Constellation in Teacher Professional Development: The Impact on EAL Teachers’ Beliefs, Practices, and Multilingual Identity.- “There are more diversities in multilingualism”: Visualising Dominant Language Constellations to Raise Awareness of Multilingualism in Future Language Teachers.-Exploring Student Teachers’ Multilingual Identity through Dominant Language Constellations: DLC Artefacts in Teacher Education.- Multilingual Awareness in South African Language Portraits: Exploring the Usefulness of a DMM and DLC Framework.- A Holistic Approach to Language Attitudes in Two Multilingual Educational Contexts.- The Materiality of Fachkultur. Pre-service Language Teacher Beliefs about their Classrooms and Professional Selves as Represented in Self-portraits.- Verbal Non-participation in L3 Language Classroom: Effects of L2 Learning Experiences.- A Monolingual or Multilingual City? Discrepancies between the Written and Spoken Language Practices in the Public Space of Zadar, Croatia.
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