Published since January 1, 1982

Multilingua

Journal of Cross-Cultural and Interlanguage Communication

ISSN: 1613-3684

Edited by: Ingrid Piller

Impact Factor: 1.667

About this journal

Objective

Multilingua is a refereed academic journal publishing six issues per volume. It has established itself as an international forum for interdisciplinary research on linguistic diversity in social life. The journal is particularly interested in publishing high-quality empirical yet theoretically-grounded research from hitherto neglected sociolinguistic contexts worldwide.

Topics

Bi- and multilingualism
Language education, learning, and policy
Inter- and cross-cultural communication
Translation and interpreting in social contexts
Critical sociolinguistic studies of language and communication in globalization, transnationalism, migration, and mobility across time and space

Article formats

Research articles, research notes, reports, debates, review articles and short reviews

Your Benefits

Your benefits:

Provides an international forum for interdisciplinary research on linguistic diversity in social life
Facilitates exchange of information and experience between academics and practitioners
Focuses on neglected sociolinguistic contexts worldwide
Features special issues allowing in-depth exploration of specific topics

Multilingua has partnered with Language on the Move to regularly feature selected Multilingua articles and to bring them to the attention of a wider audience. Language on the Move is a peer-reviewed sociolinguistics research site devoted to multilingualism, language learning and intercultural communication in the contexts of globalization and migration. Language on the Move aims to disseminate sociolinguistic research to a broad global audience.

History

Multilingua was founded in 1982 by Mouton Publishers (now De Gruyter Mouton) with the support of the Commission of the European Communities. J. C. Sager was the journal’s first Editor-in-Chief, followed by Richard Watts who served as Editor-in-Chief from 1987–2013 and who was responsible for establishing the journal as an international and renowned academic journal devoted to multilingualism and intercultural communication.

Back Issues

Details on availability and prices of recent back volumes and issues will be provided on request from service@degruyter.com. All volumes of the majority of our journals* with the noted exception of the current volume are being offered by　

Schmidt Periodicals GmbH, Bad Feilnbach
Tel.: (+49) 80 64 – 221
Fax: (+49) 80 64 – 557

Email: schmidt@periodicals.com
http://www.periodicals.com

(* For periodicals not included in this agreement, please refer to the distribution address provided on the homepage of the periodical)

Other publications in the field

Back Issues

Details on availability and prices of recent back volumes and issues will be provided on request from customerservice@degruyter.com. All volumes of the majority of our journals* with the noted exception of the current volume are being offered by

Schmidt Periodicals GmbH, Bad Feilnbach
Tel.: (+49) 80 64 – 221
Fax: (+49) 80 64 – 557
Email: schmidt@periodicals.com
http://www.periodicals.com

(* For periodicals not included in this agreement, please refer to the distribution address provided by the link "Back Issues" on the homepage of the periodical.)

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Supplementary Materials

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Topics

External Links

Online Submission of Manuscripts

Volume 41 Issue 3

May 2022

Publicly Available May 10, 2022

Frontmatter

Page range: i-iv

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Editorial

Open Access February 17, 2022

Introduction to the special issue on translanguaging in the age of mobility

Boglárka Straszer, BethAnne Paulsrud, Jenny Rosén

Page range: 253-259

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Articles

Open Access December 16, 2021

Translanguaging as a resource for meaning-making at multilingual construction sites

Linda Kahlin, Leelo Keevallik, Hedda Söderlundh, Matylda Weidner

Page range: 261-280

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Abstract

In this article we investigate spoken professional interaction at construction sites in Sweden, where workers from Poland, Ukraine and Estonia are temporarily employed as carpenters, ground workers and kitchen installers. We study how the workers use resources associated with different languages and how these resources are mobilized along with embodied resources for meaning-making. The analysis aims at investigating what social space the workers construct by going between or beyond different linguistic structures, as defined in the theory of translanguaging. The study is based on Linguistic Ethnography and Conversation Analysis is used for close analysis. We focus on instances of translanguaging, such as Swedish-sounding institutionalized keywords, practices of receptive multilingualism and the search for communicative overlaps in repertoires. The findings from busy construction sites show that the stratifying aspect gives some workers a voice in the organization, while others remain silent. Hence, it is primarily professionals functioning as team leaders, who talk to different occupational categories and use resources associated with different languages. The data provide an opportunity to investigate the theory of translanguaging and its transformative power in relation to professional settings that are linguistically diverse, but also strictly hierarchical.

November 25, 2021

Chronotopic translanguaging and the mobile languaging subject: insights from an Algerian academic sojourner in the UK

Hadjer Taibi, Khawla Badwan

Page range: 281-298

Abstract

This study discusses the impact of spatial, temporal and virtual mobility on how mobile individuals talk about language in their world, and how they use language offline and online to communicate over time and across space. We introduce the notion of chronotopic translanguaging to highlight the significance of merging time and place in sociolinguistics. Doing so, we present a rather stretched understanding of time to include references to real time, online compressed time, linguistic ideologies and practices carried over time and challenged in recent times, as well as understanding time as an ecological factor. We interviewed Ekram, an Algerian academic sojourner, and observed her Facebook profile before and after coming to the UK. Our findings suggest that the networked lives of the participant beget fluid translanguaging practices that are constantly (re)negotiated depending to the ecology of interaction. Through entering and existing multiple time-space frames, Ekram found herself reunited with communicative repertoires she has not used for years. She also developed new relationships with other repertoires. This study concludes by emphasising the usefulness of chronotopic translanguaging as a conceptual tool that permits, and accounts for, the time-place influence on how mobile individuals deploy their communicative repertoires.

Open Access November 25, 2021

Translanguaging pathways to higher education: a transition program for highly educated refugees

Joana Duarte, Mirjam Günther-van der Meij

Page range: 299-319

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Abstract

The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer ‘transition programs’ to prepare refugees for their studies. These are mostly focused on acquiring language skills and general basic skills in subjects such as Mathematics and Cultural Diversity. The Dutch transition program described in this paper was specifically developed to make use of students’ multilingual repertoires. The resource-oriented pedagogy of translanguaging is used to give space to all languages, leverage students’ resources and contribute to their academic and language development. In this research, data from one year of the Dutch transition program was collected to study a) how teachers engage in official translanguaging practices during instruction and b) to what extent teachers develop other practices to engage with their students’ multilingual repertoires. Results from interaction analysis show that the teachers, although mainly using the language of instruction (Dutch), did use a variety of translanguaging practices, and created other ways to encourage students’ multilingualism, such as engaging in language comparisons and raising language awareness.

November 29, 2021

Multilingual education in an Italian public preschool: teachers and families among mobility processes and inclusive practices

Valentina Carbonara

Page range: 321-340

Abstract

This paper focuses on the integration of translanguaging practices in a public preschool situated in a small village in North-West of Italy. Mobility processes and local Italian families’ school choices have led to the raise of the number of students with an immigrant background enrolled at the studied preschool up to 85%. After a brief overview regarding mobility and translanguaging in education, particularly in relation to preschool domain, I describe the macro and micro contexts of this ethnographic case study. I then focus on the analysis of the main learning activities designed by teachers to engage children’s multilingual repertoires. Later, applying qualitative content analysis, I outline the main patterns and categories emerging from interviews and focus groups conducted with teachers and parents to investigate how they experienced the marginalization of immigrant minority children in their preschool and how they received the introduction of multilingual education approach. The results shows that the adoption of a translanguaging lens contributed to the educational legitimation of language diversity and to the acknowledgment of immigrant families. Finally, I discuss the results in terms of democratic language education and social justice, underlining their implications and relevance for preschools teachers’ professional development and agency.

November 29, 2021

Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility

Annika Norlund Shaswar

Page range: 341-358

Abstract

International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations and semi-structural interviews. The method of analysis comprises a set of sociolinguistic questions, three categories of language norms (double monolingualism, integrated bilingualism and polylingualism) and discourse analysis, centering on deictics, indexical signs and reported speech. Findings show that although the teacher does engage in translanguaging practices, her teaching practices cannot be referred to as translanguaging pedagogy because she has made no deliberate decision to include the students’ full linguistic repertoires and there are contradictions both within and between her articulated and embodied language norms. It is concluded that it is crucial for educational development in contexts characterised by mobility that teachers in linguistically heterogeneous classrooms increase their awareness of their language norms and the students’ linguistic resources.

Open Access November 25, 2021

Ideological and implementational spaces for translanguaging in the language introduction programme in Swedish Upper Secondary School

Åsa Wedin

Page range: 359-377

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Abstract

This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students’ varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply. In the analysis, schoolscaping is used based on displayed language on the school premises in combination with language practices in classrooms. The material analyzed consists of photographs, both from classrooms and shared spaces, together with field notes from observations. The analysis made conflicting ideologies visible. Although students were invited to use their languages in classrooms, these were rarely made visible in written form, which is remarkable as written language is given great value in school. The relative invisibility of the LIP students’ languages in the schoolscape, except for in their own classrooms, together with the physical separation from other students at the school, paints a picture of expectations of assimilation and of a monolingual ideology, where the goal is that students become Swedish-speaking. Thus, the conclusion is that there are implementational spaces in the partly closed space that constructs LIP, while ideological spaces are rather closed.

Open Access February 14, 2022

Commentary: the complex nexus between (im)mobility and translanguaging

Gerardo Mazzaferro

Page range: 379-385

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Abstract

Translanguaging has now become central to a sociolinguistics that foregrounds globalization and mobility as key concepts for grasping human beings’ capacity to engage with and draw on both multiple linguistic – including named languages – and semiotic resources dynamically and in combination for the purpose of meaning-making (García, Ofelia & Wei Li. 2014. Translanguaging: Language, bilingualism and education . New York: Palgrave/McMillan; Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30). The contributions collected here testify to the growing importance of translanguaging as a theory and practice within contexts of unprecedented mobility, namely educational and work environments, bringing to light processes of circulation of linguistic and semiotic resources across both physical and digital spaces involving the development of communicative practices as well as subjectivities and identities.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 41 (2022)

Volume 40 (2021)

Volume 39 (2020)

Volume 38 (2019)

Volume 37 (2018)

Volume 36 (2017)

Volume 35 (2016)

Volume 31 (2016)

Volume 34 (2015)

Volume 33 (2014)

Volume 32 (2013)

Volume 30 (2011)

Volume 29 (2010)

Volume 28 (2009)

Volume 27 (2008)

Volume 26 (2007)

Volume 25 (2006)

Volume 24 (2005)

Volume 23 (2004)

Volume 22 (2003)

Volume 21 (2002)

Volume 20 (2001)

Volume 19 (2000)

Volume 18 (1999)

Volume 17 (1998)

Volume 16 (1997)

Volume 15 (1996)

Volume 14 (1995)

Volume 13 (1994)

Volume 12 (1993)

Volume 11 (1992)

Volume 10 (1991)

Volume 9 (1990)

Volume 8 (1989)

Volume 7 (1988)

Volume 6 (1987)

Volume 5 (1986)

Volume 4 (1985)

Volume 3 (1984)

Volume 2 (1983)

Volume 1 (1982)

5-year Impact Factor	1.662
Cite Score	2.6
European Reference Index for the Humanities
Impact Factor	1.667
Journal Citation Indicator	1.71
SCImago Journal Rank	0.539
Source Normalized Impact per Paper	1.459

Submit

Submission

You can easily submit your manuscript online. Simply go to http://mc.manuscriptcentral.com/multi and you will be guided through the whole peer-reviewing and publishing process.

Your benefits of publishing with us

International and renowned Editorial Board
Significant Impact Factor
Ahead of print publication
Convenient online manuscript submission system
Every article easily discoverable because of SEO and comprehensive abstracting and indexing services
Convenient citation tracking via e-mail alert
Secure archiving by De Gruyter and the independent archiving service Portico
Professional sales and marketing activities

Submission process

Please format your manuscript according to the De Gruyter Mouton journal style sheet. Failure to do this may result in rejection of the manuscript
Submit your manuscript via our submission system
Submissions are subject to single-blind peer-review. The reviewing process takes on average two months. Submissions are sent to 2–3 reviewers. You will be informed by e-mail if your manuscript has been accepted or rejected or if it requires further attention. Every effort is made to respond to authors in a timely manner.
Multilingua has an acceptance rate of ca. 15%. To maximize your chances of acceptance, it is essential that your article is within the scope of the journal. We are looking for theoretically and methodologically innovative research that has broader relevance. We particularly welcome research from marginalized and underexplored contexts.
If accepted: you have the option to publish it open access

Please note

Before submitting your article please have a look at our Publication Ethics Statement and our copyright agreement
Our repository policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract.
If you have any general questions please visit our FAQ page for authors

Additional information for manuscript formatting

Manuscripts of between 8,000 and 12,000 words can be considered for publication as Research Articles. Shorter submissions may be considered for publication as Research Notes. Book Reviews should be no longer than 2,000 words
Guest editors and contributors of special issues will receive complimentary print copies of the issue
f you wish to propose a special issue, please contact the editor.

Hybrid Open Access

Authors have the option to publish their article under an open access license. The standard article processing charge for a hybrid open access article is 2,000 Euro (plus VAT if applicable). Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.

Editorial

Editor
Ingrid Piller
Department of Linguistics
Macquarie University, NSW 2109
Australia
e-mail: ingrid.piller@mq.edu.au

Editorial Assistant
Hanna Irving Torsh (Macquarie University, Australia)

Editorial Board
Philipp Angermeyer (York University, Canada)
Jinhyun Cho (Macquarie University, Australia)
Eva Codó (Universitat Autònoma de Barcelona, Spain)
Alexandre Duchêne (Université de Fribourg, Switzerland)
Ingrid Gogolin (Hamburg University, Germany)
Alexandra Grey (University of Sydney, Australia)
Nelson Flores (University of Pennsylvania, USA)
Huamei Han (Simon Fraser University, Canada)
Adam Jaworski (University of Hong Kong, China)
Petteri Laihonen (University of Jyväskylä, Finland)
Sabine Little (University of Sheffield, UK)
Ikuko Nakane (University of Melbourne, Australia)
Laura Smith-Khan (University of Technology Sydney, Australia)
Joseph Sung-Yul Park (National University of Singapore, Singapore)
Fatma Said (Goldsmiths, University of London, and University of York, UK)
Jie Zhang (Zhongnan University of Economics and Law, China)

(Deutsch)

Online ISSN: 1613-3684
Print ISSN: 0167-8507
Type: Journal
Language: English
Publisher: De Gruyter Mouton
First published: January 1, 1982
Publication Frequency: 6 Issues per Year
Audience: scholars, students and practitioners