This textbook takes a broad perspective on multilingualism, using a sociolinguistics and acquisition-informed approach that treats multilingualism not solely as the mastery of two or more well-defined language systems, but rather as a continuum of linguistic repertoires and resources to be used in different settings and combinations. The authors introduce traditional aspects of multilingualism - including historical dimensions, societal and individual multilingualism, aspects of identities, ideologies, education, and language policies - before going on to examine newer manifestations such as multilingualism in migrant and refugee contexts, in new media, pop music and linguistic landscaping, as well as the notion of grassroots multilingualism. This textbook will be an ideal resource for postgraduate students of linguistics and multilingualism, as well as advanced undergraduate students who are looking for a nuanced and holistic approach to the topic.
Author(s): Sarah Buschfeld, Patricia Ronan, Manuela Vida-Mannl
Edition: 1
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 343
Preface
Contents
About the Authors
Abbreviations
List of Figures
List of Tables
I: Contextualising Multilingualism
1: Welcome to a Multilingual World
1.1 Introduction
1.2 Some Facts and Figures
1.3 Some Basic Concepts and Terminology Related to Multilingualism
1.4 Let’s Get Started
References
Key Readings
Further Readings
2: Multilingualism Then and Now
2.1 Introduction
2.2 The Historical Dimensions of Multilingualism
2.2.1 How Does Multilingualism Arise?
2.2.2 How Do Multilingual Countries Arise?
2.2.2.1 The Role of Colonisation
2.2.2.2 Internal Developments to Multilingual States
2.2.2.3 Evolution of Multilingual States
2.3 Some Myths About Multilingualism
2.3.1 Myth #1: Multilingualism Is a Recent Phenomenon
2.3.2 Myth #2: Monolingualism Is the Norm
2.3.3 Myth #3: Multilingualism Is Disadvantageous
2.3.4 Myth #4: A Bilingual Person Is Two Monolinguals in One
2.3.5 Myth #5: Multilingualism Causes Identity Problems
Summary
References
Key Readings
Further Readings
II: Conceptualising Multilingualism
3: The Multilingual Individual: Who Is Multilingual and What Is Special?
3.1 Introduction
3.2 Who Is Multilingual?
3.3 Acquiring Two or More Languages from Birth: What Is Different?
3.3.1 Acquiring Sound System(s)
3.3.2 Acquiring Words: The Lexicon
3.3.3 Acquiring Morphosyntax
3.4 Language Choice and Cross-Linguistic Influence
Summary
References
Key Readings
Further Readings
4: Linguistic Mechanisms, Processes, and Results
4.1 Introduction
4.2 Language Contact
4.3 Language Change and Its Mechanisms
4.3.1 First vs. Second Language Acquisition and Language Change
4.3.2 Factors of Language Change
4.3.2.1 Linguistic Factors of Language Change
4.3.2.2 Social Factors of Language Change
4.3.2.3 The Influence of Speaker Attitudes on Language Change
4.3.3 Mechanisms of Language Change
4.3.3.1 Code-Switching, Code-Mixing, and Code Alternation
4.3.3.2 Translanguaging
4.4 Linguistic Effects of Language Change on the Recipient Language
4.5 Language Change or Temporary Variation?
References
Key Readings
Further Readings
5: Linguistic Manifestations in a Multilingual World: Focus on English
5.1 Introduction
5.2 Types of English Around the World
5.2.1 The English as a Native, Second, and Foreign Language Distinction
5.2.2 Pidgin and Creole Languages
5.2.3 English as a Lingua Franca, English for Specific Purposes, and Grassroots Englishes
5.3 Hybrid or Mixed Languages in Multilingual Settings
5.4 But What’s in a Name?
Summary
References
Key Readings
Further Readings
6: Societal Multilingualism
6.1 Introduction
6.2 What Makes a Country or Society Multilingual?
6.2.1 Measuring Linguistic Diversity
6.2.2 Typologies and Frameworks of Societal Multilingualism
6.2.3 Terms and Labels Expressing Language Status and Power Relations Amongst Speakers
6.2.4 Contemporary Social Trends
6.2.5 Language Policies and Attitudes
6.3 Patterns of Multilingual Organisation
6.3.1 Type I: Territorial Multilingualism Type A
6.3.2 Type II: Territorial Multilingualism Type B
6.3.3 Type III: Territorial Monolingualism
6.3.4 Type IV: Predominantly Territorial Monolingualism with Urban Multilingualism
6.3.5 Type V: Diglossia
6.4 Determinants of Multilingual Patterns
Summary
References
Key Reading
Further Readings
7: Multilingualism Between Identities, Ideologies, and Language Policies
7.1 Introduction
7.2 Identities
7.2.1 Defining Identities
7.2.2 Language and Identity
7.3 Attitudes and Ideologies
7.3.1 Defining Language Attitudes
7.3.2 Defining Language Ideologies
7.3.3 Effects of Language Ideologies
7.4 Policies
Summary
References
Key Readings
Further Readings
8: Multilingual Education and Teaching
8.1 Introduction
8.2 Why and When are Schools Monolingual or Multilingual?
8.3 Multilingual Approaches in Schools
8.3.1 Weak Multilingual Approaches
8.3.2 Strong Multilingual Approaches
8.3.2.1 Content and Language Integrated Learning (CLIL)
8.3.2.2 Translanguaging
8.4 Multilingual Third-Level Education
Summary
References
Key Readings
Further Readings
III: Multilingualism in the Modern Age: Emergent Contexts and Current Perspectives
9: Multilingualism in Migrant and Refugee Contexts
9.1 Introduction
9.2 Migration Contexts
9.3 Modes of Communication in Migration Contexts
9.3.1 Super-Diverse Settings
9.3.2 Communication in Super-Diverse Settings
9.4 Multiethnolects
9.4.1 Introduction to Multiethnolects
9.4.2 Linguistic Features of Multiethnolects
9.4.3 Why Are Multiethnolects Used?
9.5 International Diasporas
Summary
References
Key Readings
Further Reading
10: Multilingualism in New Media
10.1 Introduction
10.2 The History of Multilingual New Media
10.3 Practices of Multilingualism in New Media
10.3.1 Multilingual Sites
10.3.2 Multilingual Language Use on the Internet
10.4 Benefits and Pitfalls of Multilingual New Media
10.5 Two Case Studies
10.5.1 Multilingual Exchanges in YouTube Comments
10.5.2 Appropriating your Idol: Instagram
10.5.3 What the Sample Studies Show Us
Summary
References
Key Reading
Further Reading
11: Multilingual Pop Music
11.1 Introduction
11.2 The History of Multilingualism in Music
11.3 Multilingualism and Language Use and Choice in (Pop) Music
11.4 Reasons for Employing a Particular Singing Style or Multiple Languages or Dialects
11.5 A Short Resumé
11.6 Manifestations of Multilingual Pop Music in the Twenty-First Century
Summary
References
Key Readings
Further Reading
12: Linguistic Landscapes
12.1 Introduction
12.2 The Background to Linguistic Landscapes
12.3 Types of Signs
12.4 What Counts as a Sign?
12.5 The Study of Linguistic Landscapes in the Context of Multilingualism and English
Summary
References
Key Readings
Further Reading
IV: Methodological Perspectives
13: Investigating Multilingualism
13.1 Introduction
13.2 Multilingual Data Types and Approaches to Studying Them
13.3 Before Data Collection: Getting Started on the Project
13.4 Data Collection Methods
13.4.1 Questionnaire Studies
13.4.2 Interviews
13.4.3 Ethnographic Observations
13.4.4 Linguistic Landscapes
13.5 Ethical Aspects of Data Collection
Summary
References
Key Readings
Further Reading
14: Using Existing Data Repositories and Data Analysis
14.1 Introduction
14.2 Making Use of Existing Data Repositories
14.2.1 Collecting Data in the Multilingual Social Media Space
14.2.2 Corpus Linguistics
14.3 Processing and Analysing Linguistic Data
Summary
References
Key Readings
Further Reading
References
Index
