Challenging the Paradigm of Bi/Multilingual Research

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (31 January 2024) | Viewed by 1754

Special Issue Editors


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Guest Editor
School of Education, University of Sheffield, Sheffield S10 2TN, UK
Interests: bi/multilingualism; memory and cognition; language development; typical and atypical literacy development

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Guest Editor
Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield S10 2TN, UK
Interests: bi/multilingualism; typical and atypical language acquisition; bi/multilingualism and speech and language difficulties; bi/multilingualism and wellbeing

Special Issue Information

Dear Colleagues,

More than half of the world’s population is bilingual/multilingual, yet current theoretical views (and methodological approaches) to language and cognition are based on the monolingual perspective. The goal of this Special Issue of Languages is to bring together state-of-the-art papers on bi/multilingualism which challenge this theoretical and methodological assumption that monolingualism is the default model.

We invite papers within the realm of cognition, language processing, language acquisition and/or speech and language difficulties that address issues that include, but are not limited to, (1) re-positioning or re-defining the study of bi/multilingualism (2) testing the applicability/generalisability of methodological approaches in the study of language and/or cognition to bi/multilingual populations (3) challenging the standpoint that understanding bi/multilingualism is limited to studying a group of individuals who only speak two (or more) languages without considering the complexity of their life experience beyond language (4) testing (or proposing) alternative theoretical and/or methodological approaches for a bi/multilingual language and/or cognitive development.

Papers can be empirical studies, systematic (and meta-analytic) reviews or theoretical papers in nature.

The deadline for abstract submission is 30 June 2023. Abstracts should be between 200–300 words. Completed abstracts must be submitted to the Languages Editorial Office ([email protected]), which will be reviewed by the Guest Editors to ensure a proper fit within the scope of the Special Issue. If accepted by the Guest Editors, authors will be notified no later than 27 July 2023. If a publication is selected for inclusion in this Special Issue, then an opportunity will be available to apply for a publication fee waiver. Authors should also check with their Library Administrator to determine if their institution has funding available to support Open Access publication.

Full manuscripts will be due by 30 November 2023. All papers will undergo peer review. Manuscript submissions should be between 6000 and 8000 words (excluding the Reference List, Appendices, Tables and Figures).

Dr. Meesha Warmington
Dr. Özge Öztürk
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • bilingualism
  • bilingual experience
  • language acquisition
  • cognition
  • memory
  • language processing
  • multilingualism
  • speech and language

Published Papers (2 papers)

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Research

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18 pages, 395 KiB  
Article
Who Are Bilinguals? Surfacing Teacher Candidates’ Conceptions of Bilingualism
by Minhye Son and Elisabeth H. Kim
Languages 2024, 9(6), 208; https://0-doi-org.brum.beds.ac.uk/10.3390/languages9060208 - 6 Jun 2024
Viewed by 536
Abstract
This qualitative study delved into the perceptions of “bilingualism” among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates’ responses to identify a range of views [...] Read more.
This qualitative study delved into the perceptions of “bilingualism” among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates’ responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had a strict and narrow definition of bilingualism based on minimalist and monoglossic standards, especially when considering their own bilingual identities, legitimizing only speakers with native-like proficiency in all language domains in two languages as true bilinguals. Interestingly, their conceptions of bilingualism, as future educators, tended to be more maximalist and heteroglossic when they considered the bilingual potential of their future students. These findings will contribute and challenge the discourses that favor and idealize perfect balanced bilingualism. Implications for research and practice for teachers and teacher educators in bilingual settings are discussed. Full article
(This article belongs to the Special Issue Challenging the Paradigm of Bi/Multilingual Research)

Other

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27 pages, 893 KiB  
Systematic Review
The Complexity in Bilingual Code-Switching Research: A Systematic Review
by William Rayo, Aldo M. Barrita, Lianelys Cabrera Martinez and Ivan Carbajal
Languages 2024, 9(6), 217; https://0-doi-org.brum.beds.ac.uk/10.3390/languages9060217 - 13 Jun 2024
Viewed by 330
Abstract
This systematic review explored how researchers operationalized bilingualism when investigating the relationship between bilingual code-switching experience and cognition. Through a PRISMA-guided systematic review of thirty-two studies with original data, published in English, focusing on adult non-clinical samples, with bilingualism as a key variable, [...] Read more.
This systematic review explored how researchers operationalized bilingualism when investigating the relationship between bilingual code-switching experience and cognition. Through a PRISMA-guided systematic review of thirty-two studies with original data, published in English, focusing on adult non-clinical samples, with bilingualism as a key variable, we aimed to understand the prevalence of these issues. Criteria for inclusion required an assessment of bilingualism beyond language proficiency or age of acquisition, and consideration of naturalistic code-switching behaviors. We report our results through an analysis of themes that included aspects of language that are considered when measuring bilingualism and code-switching experience. We present our findings and offer insights for future research, advocating for the inclusion of sociocultural factors and more complex analytical modeling in bilingualism research to foster an evolution in the field. Full article
(This article belongs to the Special Issue Challenging the Paradigm of Bi/Multilingual Research)
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