Bi- and multilingualism from various perspectives of applied linguistics / / edited by Zofia Chłopek and Przemysław E. Gębal.

• Superior document: Interdisziplinäre Verortungen der Angewandten Linguistik
• TeilnehmendeR: Chłopek, Zofia,; Gębal, Przemysław E.,
• Place / Publishing House: Göttingen, Germany : : V & R Unipress,, [2022]; ©2022
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: Interdisziplinäre Verortungen der Angewandten Linguistik
• Physical Description: 1 online resource (339 pages)

Table of Contents

Intro -- Title Page -- Copyright -- Table of Contents -- Body -- Acknowledgments -- Introduction -- References -- List of Common Abbreviations -- Part One: Discourse Communities: Languages in Contact -- Paola Attolino: Chapter 1 - "Yo word is yo bond": Black Semantics, Discourse Communities, and Translanguaging Spaces -- 1. Introduction and theoretical framework -- 2. Translanguaging and Black Semantics -- 3. Phraseology and African Americans -- 4. Between nigga and wigga: nuances of racism in America -- 5. Some closing remarks -- References -- Michael M. Kretzer: Chapter 2 - Touristscapes: (Multilingual) Language Policy and (Monolingual) Linguistic Landscape (LL) at Tourist Sites in Eastern Cape, South Africa -- 1. Introduction -- 2. Origins, areas, and scope of Linguistic Landscape (LL) research -- 3. Language policy in South Africa -- 4. Legislative regulations for LL in South Africa and the Eastern Cape -- 5. Methodology -- 6. Patterns of LL in touristic areas in the research area of Eastern Cape -- 7. Conclusion -- References -- Miguel Luis Poveda Balbuena / Jose Belda-Medina: Chapter 3 - The Effects of Multilingualism in Medieval England: The Impact of French on Middle English Military Terminology -- 1. Introduction -- 2. English and French in England during the Middle English period -- 3. The medieval military development and its effects on vocabulary -- 4. Corpus of study, objectives, and methodology of the research -- 5. Results of the research -- 6. Discussion and conclusion -- References -- Quoted references -- Dictionaries and databases used -- Part Two: Languages in the Mind: Language Development and Language Use -- Anita Buczek-Zawiła: Chapter 4 - L1 Sound Awareness (or Lack thereof?) in the Context of L2 Sound Training -- 1. Introduction -- 2. Literature review -- 3. The study -- 3.1. The material -- 3.2. The self-reports.

3.3. Discussion -- 4. Conclusion -- References -- Jadwiga Cook: Chapter 5 - Locative Prepositions in Bilingual Children's Languages. Example of Polish-French Young Bilinguals -- 1. Introduction -- 2. Spatial relations in language -- 3. Prepositions in language acquisition -- 4. Prepositions in bilingual children's speech -- 4.1. Methodology -- 4.1.1. Participants -- 4.1.2. Task -- 4.2. Previous results for French -- 4.3. Results for Polish -- 4.3.1. Repertoire of prepositions -- 4.3.2. Use of prepositions -- 4.3.3. Effects of bilingualism -- 5. Discussion and conclusions -- References -- Sources of illustrations -- Games -- Sources -- Giovina Angela del Rosso: Chapter 6 - On Non-native Coarticulation: (New) Prospective Insights into (Old) Multilingualism- and Phonetics-Related Issues? -- 1. Introduction -- 2. Foreign accent -- 3. Coarticulation -- 4. The ostracism of coarticulation: Arguments and counterarguments -- 4.1. The alleged universality of coarticulation patterns -- 4.2. The quest for invariance within variability -- 5. Non-native coarticulation research: State of the art -- 6. A multidisciplinary approach to non-native coarticulation: strengths and challenges -- 7. Conclusion -- References -- Monika Kowalonek-Janczarek: Chapter 7 - Attitudes toward Multilingualism in Poland and Japan from University Students' Perspective -- 1. Introduction -- 2. Multilingualism and the linguistic situation in Poland and in Japan -- 3. The study -- 3.1. Aim of the study and research questions -- 3.2. Participants -- 3.3. Method and procedure -- 4. Results and discussion -- 5. Conclusions and future research -- References -- Internet sources -- Ewa Kujawska-Lis: Chapter 8 - The Splendors and Miseries of Multilingualism: The Case of Joseph Conrad -- 1. Conrad's linguistic background: Polish, French, and English -- 1.1. Polish -- 1.2. French -- 1.3. English.

2. Outcomes of Conrad's multilingualism -- 2.1. Pronunciation -- 2.2. Creative achievements and difficulties -- 2.3. Cross-linguistic influences in Conrad's writing -- 3. Conclusions -- References -- Sources -- Secondary literature -- Rafał Krzysztof Matusiak / Grzegorz Wlaźlak: Chapter 9 - Effects of Receptive Multilingualism on the Knowledge of Legal Vocabulary: An Analysis of the Multilingual Competence of a Selected Group of Polish Lawyers -- 1. Introductory remarks on multilingualism -- 2. Defining receptive multilingualism -- 3. Strategies in multilingual communication -- 4. Polish legal language -- 5. Goals, research questions, participants, and method -- 6. Results and discussion -- 7. Conclusions -- References -- Appendix: Test of receptive multilingualism -- Jacek Pradela: Chapter 10 - The Development of English Spelling through Dictation in a Polish-English Non-native Bilingual Child -- 1. Introduction -- 2. Early bilingualism -- 2.1. Non-native bilingualism as a form of early bilingualism -- 3. Developing writing -- 3.1. Writing skills -- 3.2. Previous studies on the development of writing in bilingual children -- 4. Research design -- 4.1. Aims of the study and research questions -- 4.2. The NNB child language biography -- 4.3. Research method -- 4.3.1. Dictation of individual words -- 4.3.2. Text dictation -- 4.3.3. The procedure -- 5. Results -- 5.1. Stage one - individual words -- 5.1.1. Letter omission -- 5.1.2. Letter substitution -- 5.1.3. Letter insertion -- 5.1.4. Transposition -- 5.1.5. Unidentified errors -- 5.2. Stage two - text dictation -- 6. Discussion -- 7. Conclusions -- References -- Internet sources -- Boris Yelin: Chapter 11 - Cross-linguistic Influence in Trilingual Language Switching: Effects of Dominance -- 1. Introduction -- 2. The multilingual lexicon -- 2.1. Lexical access studies.

3. Cross-linguistic influence studies -- 3.1. CLI's link to lexical access -- 4. Current study -- 5. Methods -- 5.1. Participants and languages -- 5.2. Stimuli -- 5.2.1. Carrier phrase creation -- 5.2.2. Object selection -- 5.3. Procedure -- 5.4. Coding -- 6. Results and discussion -- 7. Conclusion -- References -- Part Three: Language Education: Supporting Multilingual Development -- Moira De Iaco: Chapter 12 - A Multilingual Perspective on Metaphoric Gestures for Language Education Purposes -- 1. Introduction -- 2. Metaphoric gestures we live and learn by -- 3. Metaphoric gestures in language education -- 4. Three examples of metaphoric gestures -- 4.1. Scissor hand gesture: An example of a metaphoric gesture which may teach conceptual metaphors and related verbal expressions -- 4.2. Future and past gestures as tools to teach contents through metaphorizing processes -- 4.3. Explanatory gestures for the Italian expression fare la scarpetta: An example of the use of metaphoric gestures as tools for teaching FL vocabulary -- 5. Conclusions -- References -- Dana Hanesová: Chapter 13 - University - an Inspiring Educational Environment for the Development of Students' Multilingual Competence -- 1. Introduction -- 2. Multilingual competence and its development -- 2.1. Key concept of multilingualism and plurilingualism as its alternative -- 2.2. The developable nature of multilingual competence -- 2.3. A holistic approach to the development of multilingualism at university -- 3. Research description -- 3.1. Research problem and suggestions for investigation -- 3.2. Research methodology -- 3.2.1. Description of the intervention in the experiment -- 3.2.2. Quasi-experiment -- 4. Research results -- 5. Discussion -- 6. Limitations of the research and threats -- 7. Conclusion -- Acknowledgements -- References.

Radosław Kucharczyk: Chapter 14 - Strategic Development of Plurilingual Competence in the Polish Educational Context -- 1. Introduction -- 2. Operationalization of the concept of plurilingual competence -- 3. Components of the original model of strategic development of plurilingual competence -- 3.1. Metacognition and the development of plurilingual competence -- 3.2. Affectivity and the development of plurilingual competence -- 3.3. Reflectivity and the development of plurilingual competence -- 3.4. The development of plurilingual competence strategies -- 3.5. Ability to use positive inter-linguistic transfer -- 4. Research Study -- 4.1. Background of the study -- 4.2. Study participants -- 4.3. Observation of the focus-group discussions -- 4.3.1. The study - 1st trimester -- 4.3.2. The study - 2nd trimester -- 4.3.3. The study - 3rd trimester -- 5. Discussion -- 6. Conclusions -- References -- Beatriz López Medina: Chapter 15 - Plurilingual Outcomes in Plurilingual CLIL Settings: A Case Study of Translanguaging in Secondary Education in Latvia -- 1. Introduction -- 2. Literature review -- 3. Method -- 3.1. Research questions -- 3.2. Context -- 3.3. Description of the task -- 3.4. Participants -- 3.5. Instruments -- 3.6. Procedure -- 4. Results -- 5. Discussion -- 6. Limitations of the study -- 7. Conclusion -- Acknowledgments -- References -- Jacopo Saturno: Chapter 16 - Effect of Bridge Language Status in the Intercomprehension-Based Learning of L2 Polish by Speakers of Russian -- 1. Introduction -- 1.1. Intercomprehension -- 1.2. Transfer studies -- 1.3. Target structure -- 1.4. Research question -- 2. Methodology -- 2.1. Procedure -- 2.2. EIT rationale -- 2.3. Participants -- 3. Results -- 4. Discussion -- 5. Conclusion -- References -- Notes on Contributors.