Cultural Research on Multilingualism

A study of the limits of multilingual literary expression in print culture. Beginning with the insight that multilingual literature defies simple translation, Brian Lennon examines the resistance multilingual literature offers to book publication. Looking closely at the limit of multilingual literary expression and the literary journalism, criticism, and scholarship that comments on multilingual work, In Babel’s Shadow presents a critical reflection on the fate of literature in a world gripped by the crisis of globalization.

Kültürlerarası uyum ve işbirliği çok kültürlü ülkelerde gitgide önem kazanmaktadır. Alt kültürün sosyal uyum seviyesi arttıkça, kültürel varlığını ve gelişimini sürdürmek daha kolay hale gelmektedir. Bu çalışmanın amacı, Yunanistan"da yaşayan Türk öğrencilerin dahil oldukları bu kültüre uyum becerilerini saptamaktır. Bu bağlamda, Ergin tarafından geliştirilen "sosyal beceri-sınıfa uyum" ve "sosyal beceri-arkadaşlık" ölçekleri ile demografik bilgi formu Batı Trakya"da öğrenim gören 113 öğrenciye uygulanmıştır. Demografik bilgi formu öğrencinin demografik bilgileri, ailenin sosyoekonomik yapısı, Yunan komşu ve arkadaşları ile ilişkilerini içermektedir. Çalışma sonucunda, içe dönük bir kültürel yapıda yaşayan öğrencilerin sosyal uyum konusunda daha fazla sorunla karşılaştığı görülmüştür. Arkadaşlık uyumu yüksek olan Türk azınlık öğrencilerinin sınıfa uyumları da daha kolay olmaktadır Anahtar kelimeler: Çok kültürlülük, sosyal uyum, sosyal beceri, okula uyum, arkadaşlık GİRİŞ Sosyal gelişim; doğumdan itibaren başlayan, yaşam boyu devam eden, kişinin başkaları ile iyi ilişkiler kurmasını ve içinde yaşadığı topluma uyumunu sağlayan bir süreçtir (Sarı, 2007).

Tous droits de traduction, de reproduction et d'adaptation réservés pour tous pays. Toute reproduction ou représentation intégrale ou partielle, par quelque procédé que ce soit (électronique, mécanique, photocopie, enregistrement, quelque système de stockage et de récupération d'information) des pages publiées dans le présent ouvrage faite sans autorisation écrite de l'éditeur, est interdite.

Hakkas from Meizhou who migrated to Calcutta established successful businesses, and then, in the 1970s to the 1990s, moved on to settle in Vienna (and Toronto). Practicing a closed-group life both in Vienna and across continents, the Hakkas preserved their language and culture while adapting both to India and Austria in various ways. In a series of open interviews with Vienna-based Hakkas, questions of identity and the preservation of a minority culture are raised. In dependence to age, the consultants have very different personal identities behind a shared social identity of being 'Indian Hakkas', which is, however, mostly borne out of practical considerations of mutual support and certain cultural practices. As migrants, they can profit from close friendship and loyalty between group members, sharing the same professions, marrying inside the group, and speaking their own language. Questions of identity are mostly relevant for the younger generation which has to deal with a confusingly layered familial identity .

This article draws attention to language choice and language use of Austrian bi-and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative situation by taking multiple contextual factors into consideration, meaning language users choose to use, or not to use, a language based on the socio-contextual information at hand. We consider these contextual factors to be most relevant as they provide the basis on which speakers can actually make use of a certain language within a given context. By drawing on examples of empirical data obtained through a language background survey, we examine some of the complex and dynamic interactions of contextual parameters influencing language choice and language use in the formal educational setting of classroom instruction. Based on the results of this study, we display a selection of the dynamic and complex interactions of pupils' language use in one specific context as well as their language preferences and how these relate to social inclusion.

Der folgende Beitrag hat die besondere Bedeutung des Übersetzens im mehrsprachigen Europa zum Gegenstand: Nach einer Darstellung der Merkmale der juristischen Fachsprache und Rechtskommunikation sowie der besonderen Probleme der Mehrsprachigkeit und der Translation im Recht wird die Situation der Europäischen Union im Hinblick auf Übersetzung und Mehrsprachigkeit skizziert. Die verschiedenen Lösungsansätze für die sich daraus ergebenden Schwierigkeiten versucht der Beitrag abschließend aufzuzeigen.

At the crossroad between linguistics and cross-cultural communication, multilingualism is frequently presented through its most positive perspective. However, if the long-term benefits outrun the disadvantages, frustration is often the dominant feeling among the speakers during their early years. Based upon meticulous observations and careful collection of examples in a multilingual family, this article is a case study of the difficulties encountered by polyglots growing up with four simultaneous languages: Russian, French, Czech, and English. Using the research framework usually developed for the study of bilingualism, the article reviews not only the psychological and cognitive difficulties encountered by tetraglots, but also the social and linguistic drawbacks they are confronted with. It also examines common multilingual strategies such as code-switching, words creation and language mixing. It concludes that the linguistic development of tetraglots does not differ much from bilingual ones, except for the elongated period before acquiring production speech. Quadrilingual children tend to speak later than not only monolingual children, but also bilingual ones.

Cette contribution cherchera à comprendre l'impact qu'exerce le plurilinguisme d'un écrivain sur sa production littéraire. Pour étudier ce phénomène, les manuscrits des écrivains constituent une voie privilégiée car ils gardent les traces des processus sous-jacents à la production écrite. Plusieurs stratégies d'utilisation des langues par les écrivains (séparation fonctionnelle, mélange, écriture en parallèle…) qui sont observables dans leurs documents de travail seront passées en revue.
Présentation de l'auteur : Olga ANOKHINA est linguiste, chercheur à l'Institut des Textes et Manuscrits Modernes (UMR 8132 CNRS/ENS) et consacre ses recherches à la genèse des oeuvres des écrivains plurilingues. Olga Anokhina s'intéresse également aux aspects cognitifs de la production écrite, du multilinguisme et de la création. Elle a initié et dirigé en 2005-2007 un programme de recherche franco-russe Multilinguisme et genèse des textes. Les résultats de ces recherches ont été publiés en 2012 dans un volume collectif Multilinguisme et créativité littéraire chez Academia Bruylant/Harmattan. Olga Anokhina dirige à l'ITEM l'équipe Multilinguisme, traduction, création.

The paper deals with affective variables of motivation, orientations and attitudes toward the learning of German and English as foreign languages among teacher education students at the Faculty of Teacher Education (University of Zagreb). The learning of a foreign language is a long-term process, which requires a lot of effort on behalf of the learner. Research has shown that the language learning process does not only depend on cognitive factors, but is also influenced by socio-cultural and affective variables, whereby integrative motivation has a significantly stronger influence than its instrumental counterpart. The perceived use of a language alone cannot lead to successful language acquisition if at the same time a negatively oriented integrative motivation is at hand.
This study has shown that there are statistically significant correlations in the attitudes toward English and German and the self-assessed previous learning success of respondents. The hypothesis was confirmed that English is more frequently positively perceived than German and that the factors affecting language learning include affective, cognitive and social aspects. 

Publication link: http://katalog.nsk.hr/F/?func=direct&doc_number=001015213

This article draws attention to language choice and language use of Austrian bi-and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative situation by taking multiple contextual factors into consideration, meaning language users choose to use, or not to use, a language based on the socio-contextual information at hand. We consider these contextual factors to be most relevant as they provide the basis on which speakers can actually make use of a certain language within a given context. By drawing on examples of empirical data obtained through a language background survey, we examine some of the complex and dynamic interactions of contextual parameters influencing language choice and language use in the formal educational setting of classroom instruction. Based on the results of this study, we display a selection of the dynamic and complex interactions of pupils' language use in one specific context as well as their language preferences and how these relate to social inclusion.

The merits of cultural and linguistic diversity are often praised across the world. This setting is very present in Africa in general and Cameroon in particular, a country with 285 local languages, two official languages, English and French, and several lingua francas that are experiencing a rapid rise. While the governmental and scientific effort in setting up what we call a triangular language education system (mother tongue + L2 + L3) is to be commended, it is worth looking at their distribution and use in everyday life to see whether they benefit academics and whether the results are in line with the expectations of policymakers. This research looks at the health of the teaching of English as a second language in Cameroon's multilingual education system and tries to identify factors that may constrain its implementation. The questionnaire administered to 53 ESL teachers from a variety of backgrounds allowed us to conclude that learning ESL in Cameroon is easier when one has some mastery of one's L1 (local language). The absence of a single national language is a hindrance to linguistic development in schools, but if standardized, the CPE could be a solution.

This article draws attention to language choice and language use of Austrian bi-and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative situation by taking multiple contextual factors into consideration, meaning language users choose to use, or not to use, a language based on the socio-contextual information at hand. We consider these contextual factors to be most relevant as they provide the basis on which speakers can actually make use of a certain language within a given context. By drawing on examples of empirical data obtained through a language background survey, we examine some of the complex and dynamic interactions of contextual parameters influencing language choice and language use in the formal educational setting of classroom instruction. Based on the results of this study, we display a selection of the dynamic and complex interactions of pupils' language use in one specific context as well as their language preferences and how these relate to social inclusion.

The aim of this study is to investigate the translation process of three government institutions in Korea, to identify linguistic and generic characteristics found in the translation products of the institutions, and to analyse frequent changes made during the translations. Amongst various Korean government institutions, translating practices are most actively performed in the Ministry of Culture, Sports and Tourism, the Ministry of Foreign Affairs and Trade, and the Office of the President. The translating environment or circumstances of the institutions are quite unique compared to other genres of translations such as novels, in that initiators or distributors of the target texts are the institutions that also initiate productions of the source texts. The data of this study are selectively chosen in accordance with four criteria, (i) the translation direction from Korean into English, (ii) regularity of delivery of the speech type, (iii) public accessibility to both source texts and target texts, and (iv) representativeness. Data that fulfil these criteria include: the web-magazine of the National Museum of Contemporary Art, press briefings by the spokesperson and Deputy Minister for Public Relations of the Ministry of Foreign Affairs and Trade, and the annual speeches made by the Korean president. This paper shows that the methodology of Corpus-Assisted Discourse Studies can be used effectively to reveal genre characteristics and changes made in translations in a combination of a quantitative with a qualitative analysis. The quantitative analysis is based on a personally compiled corpus (a parallel corpus of the originals and their translations) and the Wordsmith Tools 6 concordancing programme. It shows that the translation processes of the three institutions vary and not all of them publicise their translation processes. The translations of the web-magazine of the National Museum of Contemporary Art are outsourced to translation agencies while the translations of the Ministry of Foreign Affairs and Trade are generally done by in-house translators and pass through several stages of editing by subject experts. It is also found that not all of the texts available in Korean are translated into English. The case study of the presidential speeches shows that frequent changes made in the translations of each genre are distinguishable and this characterises the translation of that genre.

At the crossroad between linguistics and cross-cultural communication, multilingualism is frequently presented through its most positive perspective. However, if the long-term benefits outrun the disadvantages, frustration is often the dominant feeling among the speakers during their early years. Based upon meticulous observations and careful collection of examples in a multilingual family, this article is a case study of the difficulties encountered by polyglots growing up with four simultaneous languages: Russian, French, Czech, and English. Using the research framework usually developed for the study of bilingualism, the article reviews not only the psychological and cognitive difficulties encountered by tetraglots, but also the social and linguistic drawbacks they are confronted with. It also examines common multilingual strategies such as code-switching, words creation and language mixing.It concludes that the linguistic development of tetraglots does not differ much from bilin...

... Some content that appears in print may not be available in electronic books. Library of Congress Cataloging-in-Publication Data Yildiz, Yasemin. Beyond the mother tongue : the postmonolingual condition / Yasemin Yildiz. — 1st ed. p. cm. ... Ihr wisst, was Ihr mir bedeutet. ...

Both social-existential and literary forms of multilingualism pose meaningful challenges to monolingual national literatures, but the reverse is also true. Claudio Guillén’s typology of responses to the “latent” multilingualism of many societies distinguished between mere Sprachmischung and a more radical literary bilingualism, and was conscientiously attentive to the social dynamics of domination and subordination that guide the choice of a language of expression for multilingual or equilingual writers. And yet, like most who have written on this subject, Guillén had little to say about what I consider the the primary counter-challenge posed by monolingual national literatures to the literary multilingualism that challenges them: the organization of the book and other print publication industries, which all too often block the publication of radically multilingual literature at the point of entry to the market or even at the creative source, barring access to the literary posterity of the library and archive or even dissuading multilingual writers from undertaking multilingual writing projects altogether.