Research on the Students’Attitudes Towards Multilingualism:Li Minority Students in Hainan

Recent research has emphasized that attitude is key to language learners’learning outcomes.More specifically,language learners’feelings about languages and language learning may affect their study behavior and willingness to engage with a second or foreign language.Few studies on language attitudes have been conducted with ethnic minority groups in China.As such,influencing factors(e.g.,gender,language proficiency)have not gained sufficient attention.The present study aims to explore language attitudes,especially towards multilingualism,among members of the Li minority group in Hainan,China.First,we conceptualized and validated a questionnaire on attitudes towards multilingualism.Exploratory factor analysis and confirmatory factor analysis verified the survey’s validity.Then,we examined how selected sociodemographic variables(e.g.,gender and language proficiency)influenced students’attitudes towards multilingualism.Hierarchical regression was performed to ascertain the contribution of each predictor variable to learners’attitudes towards multilingualism.Results revealed no significant relationship between gender and language attitudes but found a significant impact of students’language proficiency level on their attitudes towards multilingualism.Implications for minority students’multilingual learning were discussed based on the findings.

Multilingualism and the Choice of a Language for Anglophone Education in Cameroon

This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, the current choice of language for education （English） is well motivated. The methodology employed is a socio-lin some randomly selected urban centers in Cameroon for example, Buea, Bamenda, Kumba, guistic survey of etc.. The results suggest among other things： （1） that Cameroon is a highly multilingual country with over 280 home languages and （2） that while English is the language for Anglophone education, Pidgin English is actually the predominant language and the first language for most Anglophones. Based on these findings, the author proposes Pidgin English as the choice language for early education in Anglophone Cameroon （the southwest and northwest regions）. Pidgin English is the only language which expresses Cameroonian reality. It is spoken by more than 70% of the population. It is the only language that is not associated with a particular tribe, religion, or with a specific colonial government.

A Comparative Study of Multilingualism in the Linguistic Landscapes of Zhongyang Street, Harbin at Different Periods

This paper compares the multilingualism in the linguistic landscapes of Zhongyang Street in the beginning of the 20th century(before 1932)and now.The distribution of languages is discussed with Russian being dominant in the first period and sim plified Chinese being dominant now.The connection between societal factors and the multilingualism are also discussed in the as pects of politics,demography,business,tourism,globalization,etc.Results show that while the multilingualism of the past was more a result of different ethnic groups living together and competition between different ethnicities in business,today’s is more for communication and tourism purposes.

Is There a Conflict between Englishisation and Multilingualism in the Process of the Expansion of Global Trade from the Organisations’ Perspective?

It is undoubted that language,as an intermediate,plays an important role in today’s trading.Collins(1994)also supported this view that language smooths the process of trading and even contributes to the growth of global trading.This study will thus investigate how two opposite language phenomena,Englishisation and multilingualism,boost or hinder companies from conducting their business.We used secondary research and questionnaires distributed to employees in multinational corporations.We found that multilingualism tends to be the trend in future global trading and the company tends to apply languages used by countries with higher trading volumes.This work explains that language professionals are still highly demanded by society.

Implications of Research into Multilingualism and Translanguaging: A Report

It is often assumed that foreign language pedagogy and first language pedagogy are two homogeneous and independentsystems.However,there is a growing awareness that second or foreign language teaching should not be easily distinguished with theassistance of the fist language of the learners.This article reports on research that question the challenges and advantages to multi-lingualism and translanguaging.It sets out to describe flexible implications to language teaching and learning in bilingual or multi-lingual context.

A Brief Introduction of EU Language Policy——Multilingualism and its Negative Implications

Recently, a rise in attention of Brexit has come to the public. The UK and European Union would both have an enormouamount of influence mutually. One of the important issues raised by the European Union(EU) is also deserved to cope with, namely language policy. In this paper, I develop an analysis aimed at presenting the basis introduction of multilingualism and its negative effectduring the implementary process. The paper focuses on the current language policy—how does the multilingualism work and some challenges confronted by EU language official institution, whether maintaining or abandoning the present form of institutional multilingualism or not to keep balance between promoting diversity and achieving efficiency.

Translocalization and Social Rescaling:Case Studies of Linguistic Landscapes in Guangzhou

Languages and linguistic resources transport from one locality to another,adapting to the norms,customs,and regulations of a new locality.This process involves translocalization.Translocalization emphasizes the movement of linguistic resources against the backdrop of globalization and the combination or reframing of resources from different localities.This research explores the extent to which translocalization is reflected by the linguistic landscapes of three distinct commercial areas in Guangzhou,China.It goes on to discuss how translocalization works together with social rescaling to incur the movement of linguistic resources and to result in distinct linguistic landscapes of the three commercial areas.It concludes that some languages or linguistic resources,such as English,pinyin and traditional Chinese writing,are transported to local contexts for the purpose of rescaling,whereas other languages or dialects,like Cantonese,might gradually lose their function of rescaling and retain its function in indexing local identity and solidarity.This study calls for more attention to the local resources and contexts in linguistic landscape studies.It argues for the indexical function of linguistic resources in social rescaling and city planning.

Review on Macro-and Micro-turns in Ttranslation Studies

Translation is a significant communicative activity with a long history. Translation study is developing into two turnsmacro and micro turn. Edwin Gentzler researched these two turns deeply in his thesis Macro-and Micro-turns in translation studies. The study in the circumstance of America can provide our Chinese translation study with some new aspects. Translation is more a frequent activity in the inner circunstance in China.

Non-official Languages in Secondary School Education in Cameroon： Attitudes and Prospects

This paper examines the teaching and learning of non-official languages in formal secondary education in Cameroon and the attitudes of learners to these languages. The data consist of a ten-item questionnaire administered in the University of Yaounde I during registration, a period when pupils from the ten regions of the country come to Yaounde to seek admission into this university＇. The informants, who were 432 learners having completed secondary education in Cameroon, were distributed as follows： 180 arts pupils, 192 science pupils and 60 parents. The findings revealed that these languages are compulsory school subjects that most learners hated but had to take them just to pass their examinations. As a result, they had very limited competence in them as most of them reported that they could not hold a three-minute conversation in these languages on completion of secondary education. They suggested that the pool of languages to choose from be increased from the current two languages to many others including Cameroonian, African and Asian tongues. Innovative ways for diversifying the pool of non-official languages and implementation strategies for a smooth integration of such a pool of languages in the school system are outlined.

Advanced Research Projects in the Humanities： New Trends on Literature, Languages, and Linguistics Studies

Following the author＇s own experiencing in supervising Ph.D. theses in literature, languages, linguistics, and teacher education, the author will focus on new trends of advanced research projects that have been contributing to reinforce the importance of research in these areas in a time of crisis in the humanities. The organization and funding of science and scholarship in Europe has been promoting anything else but social sciences research, including educational areas. The author will follow the recent call from the Board of Trustees da Academia Europaea to redirect policies toward the organization of multidisciplinary research projects. Among these so-called ＂small subjects＂, we will find original, inspired, and valuable research projects in the humanities, It is worth mentioning that the crisis that has been diminishing this type of scholarship strangely cohabits with several policies promoted by the European Commission and the Council of Europe to develop programs for plurilingual education and linguistic diversity, new framework strategies for multilingualism, and the use of new technologies for language teaching and learning. A strong emphasis on research projects leading to interdisciplinary studies involving literature and pure sciences, plus the development of outreach research projects will be proposed.

Foreign Language Learning at Tertiary Level in Mozambique

More than ever before, multilingualism is a key resource that opens the doors for participation in internationalisation and in the globalization process and participation in the knowledge society. As such, it is of outmost importance that governments consider language learning as an educational priority. Mozambique is no exception to this rule, as it has also already acknowledged the need not only to teach languages of wider communication such as English, French, and Portuguese, but also the Mozambican national languages. The present paper discusses the importance and value that is attached to multilingualism in Mozambique and focuses particularly on Foreign Language Teaching and Learning at tertiary level. This paper reports specifically on data collected through a questionnaire given to first year university students at Universidade Pedag6gica in Maputo, in June, 2008. In addition, it examines the university＇s language policy of providing English language teaching to first year students, focuses on some of the constraints that presently affect the development of productive and receptive multilingualism, and suggests ways of making foreign language learning more effective

Politics of Language Choice in African Education： The Case of Kenya and Malawi

In August 2015 the government of South Afiica issued Circular S10 of 2015, to inform education authorities that Mandarin would be taught in the schools beginning January 2016. Immediately, the South African Democratic Teachers＇ Union （Sadtu） expressed stiff opposition to it, rejecting it as constituting a ＂new form of colonization＂. The notification informed national and provincial education authorities that Mandarin would be incrementally implemented in schools such that ＂Grades 4-9 and 10 will be implemented in January 2016, followed by grade 11 in 2017 and grade 12 in 2018＂ （Nkosi, 2015）. Part of the justification for the introduction of Mandarin is that China is South Africa＇s biggest trading partner; as such, it is important for the children of South Africa to ＂become proficient in the Confucius language and develop a good understanding of Chinese culture＂ （Nkosi, 2015）. There was nothing said about China＇s reciprocation through changes to the language curriculum of China＇s educational system. Sadtu＇s reaction conforms to the interrogation of the use of language and education as the arena of power politics, exemplified here by the asymmetric power relations between the two countries. This feeds into the realities of African education that, largely, remains shackled through its content and languages of instruction to foreign knowledge systems, reinforced through globalization, science and technology. For instance, with regard to language of instruction the Malawi Government issued the Education Act of 2012 that decreed that English would be studied and used as medium of instruction from grade 1. Language-in-education policies of other African countries differ minimally from that of Malawi. With focus on Kenya and Malawi the paper will examine the politics of language and curricula in African education.

Language Education in India： Dialoging English and Vernacular Languages and Literatures

Post independence the challenge before educators and policy-makers was to ensure that the diverse socio-cultural, linguistic and economic backgrounds of India＇s children are respected and represented in the school curriculum. The need for a comprehensive plan to devise a national system of education was therefore felt. The same mandate holds relevance in contemporary India as many languages are becoming endangered, while some have actually become extint despite claims of multilingualism and maintenance. The loss of a language is equivalent to the erasure of an entire culture itself. This is where schools can play a critical role in preservation and perpetuation by relating the home language to the school language of learners. The integration of one or more language can lead to progressive understanding and use of another language without losing the former. The result would be maintenance of languages in a complementary model. It is also important that in this scheme English is not contextualized in a western ambience, but is taught through a contextually rich local perspective because English is no longer a colonial language per se but a global language in a multilingual milieu. It must therefore find place among local and vernacular languages.

A Multilingual Approach to Languages and Literacy Education： What Can Synthesising Theories, Research, and Practice Achieve？

This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied in the teaching of French, German, Indonesian, Italian, Japanese, and Spanish across 12 different schools in South Australia. The move to introduce the study of additional languages in Australian primary schools has yet to establish wide-ranging and on-going student engagement and often fails to progress students beyond simple pragmatic language use. It is argued that a new approach integrates languages in daily classroom literacy practices can redress this situation： a multilingual literacy approach. The theoretical framework that drives this approach draws from the notions of universality and transfer that are established in the literature. A critical realist paradigm provided a framework for integrating research methods： employing contingency theory and pragmatic methods of philosophy also ensured that values and hermeneutics were not sidelined in the explanation of the study＇s acts and outcomes. This longitudinal study demonstrates that when the aforementioned theoretical notions bridge the research-practice divide and are adopted into daily classroom teaching and learning activities, there is a qualitative and quantitative improvement in students＇ literacy learning

Language Policy in Nigeria and Nigerian Language Policy： Implications for Effective Communication in Non-Monolingual Nations

In Nigeria, almost 500 indigenous languages continue to compete with the English language that has assumed the status of a global linguistic code. The contact, in different domains between English and indigenous languages in the country continues to affect performance in English and contact languages, making effective communication in either English or any of the indigenous languages unattainable. The purpose of this study is to show that although no particular document, so named, exists expressing the nation＇s policy on language, nonetheless, the country has a policy on language that accommodates the indigenous languages as substrates, while the English language holds sway in various linguistic domains. Using a simple descriptive survey with data from previous studies, this paper examines the linguistic implications of the contact between English and indigenous languages on the younger generations who are losing contact with the mother tongue, and also not demonstrating enough proficiency in the English language. It is recommended that the opportunities that competence and maturation afforded a second language learner should be latched onto to gain the needed proficiency in English thus making them effective bilinguals and communicators in a world that is fast becoming a global village, and the inhabitants global citizens.

Screens, Billboards, and Words： Advertising in Whose Language

A great deal of research has been conducted on public language usage in Cameroon （Echu, 2003a, 2003b; Chumbow, 1996; Wolf, 2001） but very little has been done on advertising. Focus has been on administration, education, and politics. Unlike in South Africa where the 11 official languages are accorded equal status and used in major sectors of the economy, in Cameroon, English and French dominate the landscape. Consequently, there is discontent among the speakers of the marginalized languages, who argue that the exclusive use of English and French accords these European languages unfair advantage. Leaving out their tongues denies them access to information and participation in economic development. This qualitative study examines the current state of advertising in Cameroon and South Africa using a questionnaire, interviews, and observations for data collection. The findings suggest that in order to improve relations between speakers of the indigenous languages in Cameroon, especially those who speak neither English nor French, and speakers of the official languages, advertising should include the use of the major indigenous languages, and perhaps Cameroon Pidgin English too. To affect equity, the hegemonic Cameroonian advertising should take a leaf from the dynamic multilingual practices of South African advertising.

Book Review of Developing Multilingual Education Policies:Theory,Research and Practice Edited by Michal Tannenbaum,and Elana Shohamy,London&New York:Routledge,2023,PP.208,$135.ISBN:978-0-367-61989-3(hbk)

In the book review,the author introduced the latest theoretical and practical endeavors by Isreali scholars to tackle challenges posed by multilingualism.Michal Tannenbaum and Elena Shohamy conducted a comprehensive examination of the Isreali social and educational context,setting the stage for their proposal of a new multilingual policy.The new multilingual education policy has been formulated on the basis of extensive domestic and overseas research and empirical investigation,it is expected to be offer some insights into promoting multilingualism and social justice in both Isreal and the world.

Implications for Language Learners of Linguistic Changes from Second and Third Language Acquisition

The influence of bilingualism and multilingualism on language learners has been studied and discussed by researchers for many years.In recent decades,research focus has been moved to the effects of second and third language acquisition processes on language learner’s brains,which tends to have implications for future language learning.The purpose of this paper is to investi⁃gate possible implications for language learners of the efficiency in language learning,language learning strategies,and language use from the second and third language acquisition process,which tends to assist them to learn another language in an efficient way.

A Review of Linguistic Landscape Studies in China

Linguistic landscape,as an emerging discipline in the sociolinguistics,has gained the extensive attention of the scholars in China and also made great achievements.Linguistic landscape is not a kind of simple,static language usage,but symbolizes the multilingual usage,the implementation of language policy and the culture degree of this city.This paper provides a comprehensive overview of its research object,topics,methods,theoretical frame and perspectives and also points out some problems in the research.In the end,the paper gives some suggestion about the further study.

Effects of Phonological Awareness Development on Ethnic Group Learners of English as a Third Language

This is study is the research that focuses on one element of metalinguistic awareness,phonological awareness.By exploring bilinguals’phonological awareness development,this paper attempts to find out its effects on minority group learners'English learning.