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Linguistic dynamics in heritage speakers
This collective volume investigates linguistic dynamics in language contact, focusing on heritage speakers. The chapters provide new insights into the role of speaker repertoires and the distinction between contact-induced change and language-internal variation by reporting on corpus-linguistic studies across different communicative situations in heritage and majority languages. Conducted in the context of the DFG Research Unit “Emerging Grammars in Language Contact Situations” (FOR 2537), the studies focus on bilingual adolescent and adult speakers of German, Greek, Russian and Turkish as heritage languages, and of English and German as majority languages, and on monolingually raised ad...
New Approaches to Multilingualism, Language Learning, and Teaching
This volume examines issues of bilingualism and multilingualism. The research reported addresses second (L2), third (L3) and heritage language acquisition, including multiliteracy and home language development. It also touches on issues relating to language teaching methodology, education, and language policy. Through the lens of critical analysis, the authors seek to investigate new approaches to bi/multilingualism, language learning and teaching, theoretical models, research methodology, and application of language acquisition theories in teaching. The contributions provide frameworks for understanding multilingualism based on diverse topics and analyses. These chapters cover key concepts,...
Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.
The construction of multilinguals as Others
Multilingualism is the normal condition for contemporary as well as historical human societies. However, European nation-state building has led to a strong “monolingual habitus” that constructs a community of monolingual speakers as bearers of a nation. This erases or exoticises multilinguistic practices and excludes multilingual speakers. The effects of this exclusion are visible in the public discourse on multilingual speakers, where we find a widespread “Othering” of multilingual speakers, understood as constructing them as members of a social and linguistic out-group. Such Othering is not restricted to public discourse but is also found in our own practice as professionals workin...
Determiners and Quantifiers
This volume explores the interface between morphosyntax and semantics-pragmatics in the domain of referential and quantificational nominal expressions. We present case studies from Romance and Germanic languages, dealing with both synchronic and diachronic aspects. Our aim is to empirically test, on the basis of comparative data, the most recent theoretical developments in the analysis of reference and quantification and to identify focal points for future research.
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Heritage Languages at the Crossroads: Cultural Contexts, Individual Differences, and Methodologies
This Research Topic focuses on heritage languages at the crossroads by approaching heritage language bilingualism in an interdisciplinary way. A language qualifies as a heritage language if it is a minority language spoken at home in a majority language context. Any language can be the societal majority language in one context and the heritage language in another. While the number of empirical studies on language acquisition and processing in heritage language bilingualism has increased in recent years, heritage language bilinguals are an understudied subgroup of bilinguals. When examined as adults, heritage-speaker bilinguals tend to show significant differences in their heritage language performance (use) and competence (grammatical knowledge) from one another. This variation is particularly unusual because heritage speakers, like monolinguals, are native speakers of the heritage language.
