To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230718T083020230718T1130Europe/Amsterdam[SYMP23] Changing communities, changing worldviews: Rethinking migration and learning languages other than EnglishHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Navigating the Path: Language Ideologies in a Multilingual Study Abroad Program
Oral Presentation[SYMP23] Changing communities, changing worldviews: Rethinking migration and learning languages other than English08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
The number of students studying abroad in non-language learning-oriented, English-medium degree programs in China has increased dramatically. Despite many students plan to pursue a career in China, a growing trend in Chinese higher education institutes is to offer programs taught exclusively in English. The motivation is perhaps due to the status of English as a global language par excellence (Kubota, 2016), yet it also implies that the expansion of the Chinese language's influence depends on English. However, such an ideological assumption is subject to contestation and negotiation in these students' everyday life. Using data from six-month ethnographic fieldwork in an English-medium program in Shanghai, China, this study examines the language ideologies among those study abroad students in China. It reveals how the divergent language ideologies impact their mobility choices and investment, which interconnects with identity (re)construction in the multilingual and transnational space.
The study aims to take the lens of language ideologies to examine how the divergent beliefs towards languages impact students' mobility choices and investment in learning Chinese and using languages other than English. Thirty participants, from 18 different countries and have distinctive language and cultural backgrounds, are all from a two-year English-medium Master's degree program in a public university in an international metropolitan Shanghai, China. The study adopts mixed methods to analyze the data. The findings demonstrate that language ideology is the key navigator for transnational mobility and investment in learning a target language. The language ideologies enacted and adopted towards Chinese, English, and other languages result in divergent attitudes towards the local communities and different strategies for learning and using Chinese in the multilingual space. The paper, therefore, highlights the role of language ideologies in learning a second language. It presents empirical evidence to better understand the language situations of students who study abroad in English-taught programs in China. Implications for stakeholders, policymakers, and program designers have also been discussed.
Presenters Yi Wang Assistant Professor , Stony Brook University
Language Repertoires, Plurilingual Profiles and Multilingual Needs of Adult Refugees and Migrants in Greece and Italy: Issues of SLA in L2 Greek and L2 Italian
Oral Presentation[SYMP23] Changing communities, changing worldviews: Rethinking migration and learning languages other than English08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
The issue of language education of adult refugees plays a very important role in the integration of refugee and migrant populations and the recognition of linguistic repertoires and multilingual needs may form the planning dynamics of relevant programs and tailor-made courses. Linguistic integration and their actual language needs may be rather complicated for those who are either residing temporarily or permanently settled, and use either lingua francas or their mother tongue to communicate with others. These exact needs in the Italian context have been identified by Bianco & Ortiz Cobo (2019, p. 12) and in the Greek context this reality has been pointed out in Mouti et al (2021). Plurilingual profiles, linguistic repertoires and multilingual needs of adult refugees and migrants will be assessed and identified through multilingual assessment techniques, with a particular focus on L2 Greek and L2 Italian (as Greece and Italy share a double role both as host and transition countries) and the main purpose of this study is to investigate the interconnection of issues of multilingualism and language use with the language repertoires of adult refugees and immigrants with a focus on the acquisition of L2 Greek and L2 Italian.
The issue of language education of adult refugees plays a very important role in the integration of refugee and migrant populations and the recognition of linguistic repertoires and multilingual needs may form the planning dynamics of relevant programs and tailormade courses. Linguistic integration and their actual language needs may be rather complicated for those who are either residing temporarily or permanently settled, and use either lingua francas or their mother tongue to communicate with others. These exact needs in the Italian context have been identified by Bianco & Ortiz Cobo (2019, p. 12) and in the Greek context this reality has been pointed out in Mouti et al (2021). As Bianco & Ortiz Cobo (2019) mention refugees usually own a rich multilingual repertoire, also due to their migration path and the practice reality shown by their research demonstrates that the Italian language is not the only language spoken in Italy by refugees. In social contexts such as the workplace, other languages are also spoken. In the CoE Toolkit Piloting in Italy (Rocca, 2017), the most strongly represented languages included in the migrants' repertoires as reported by the volunteers were in alphabetical : Arabic, Bambara, Bangla, Dari, English, French, Krio, Kurdish, Mandinca, Peul, Pidgin, Portuguese, Urdu, Wolof. In Greece, classes highly diverse in terms of the language competence, literacy, and linguistic backgrounds of the students have been identified, in many cases ranging from illiterates without any knowledge of TL (mainly Greek) to educated students (see Kantzou et al (2017), Mouti, Maligkoudi & Gogonas (2021). A variety of languages were reported in different studies: Arabic, Farsi, Urdu, Bangla, Punjabi, Pasto, Balochi, Lingala, Persian, Dari, other African dialects but also English, French and Greek. However, the main issue in the Greek context is that according to Kantzou et al (2017) the field of language education provided to migrants and refugees is fragmented, mainly depending on the initiatives taken by individuals, NGOs or institutions operating on a local level and up to now we are not aware of a more general/unified/at least at a national level approach. Plurilingual profiles, linguistic repertoires and multilingual needs of adult refugees and migrants will be assessed and identified through multilingual assessment techniques, with a particular focus on L2 Greek and L2 Italian and the main purpose of this study is toinvestigate the interconnection of issues of multilingualism and language use with the language repertoires of adult refugees and immigrants with a focus on the acquisition of L2 Greek and L2 Italian. This research project aims at examining and assessing: Linguistic Repertoires, Literacy Profiles (when needed), Multilingual/Language Needs, Uneven Profiles of L2 Greek or L2 Italian. Development and use of methodological research tools for this study will be mainly based on the existing tools developed by the Council of Europe under the LIAM-LAMI and LASLLIAM Projects.
Presenters MOUTI ANNA Assistant Professor, Aristotle University Of Thessaloniki
Construction of transformative identities in Chinese heritage language learners across spatio-temporal spaces
[SYMP23] Changing communities, changing worldviews: Rethinking migration and learning languages other than English08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Research into heritage language (HL) learner identity has acknowledged the interconnection between HL learner identity and motivation of learning HL. However, not much research has been dedicated to analysing how changes in motivation occurred and how these changes associated with identity construction. In this presentation, I examine how adult Chinese-as-a-heritage-language (CHL) learners narratively constructed their identities in their life-history stories of learning Chinese as a heritage language. In particular, I focus on their 'transformative identities' from passive to active learners were constructed across different spatio-temporal spaces. I use Bamberg's (1997) positioning framework as an analytical lens for understanding the participants' construction of selfhood and otherness in narrative discourses. I analyse how they changed from passive to active learners of Chinese in late adolescence or early adulthood, influenced by various sociocultural mediators, including peers, pop culture, and university Chinese language classes etc. Additionally, changing self-awareness is also closely linked with the CHL learners' motivational change. I conclude this presentation by discussing the importance of understanding HL learner identity from a spatio-temporal, narrative perspective.
In this presentation, I will report a narrative study of 16 adult CHL learners who attended university Chinese language classes in Hong Kong. Through reporting their experiences learning CHL from early childhood to adulthood, the participants reveal a transformative identity changing from passive to active learners of Chinese.
Research into the identity of heritage language learners has acknowledged the interconnection between HL learner identity and their motivation to learn HL (Berardi-Wiltshire, 2012; Lee & Kim, 2008; Seals, 2018). Research has also revealed that the learning needs of HL learners are not fixed but change over time through various social interactions with others (He, 2006; 2010). Thus, the identity of HL learners also evolves over time. For instance, many HL learners rejected learning their HLs during their childhood but turned out to be highly agentive learners at university. This transformational process involves identity reconstruction in CHL learners from passive to active learners.
In this presentation, I will show how identity is discursively constructed in discourse about Chinese learning experiences across different spaces and time periods. Bamberg's (1997) positioning framework is used as an analytical lens for studying the participants' positioning as CHL learners in their narratives from both micro and macro perspectives. Bamberg's framework allows the data analysis not only to focus on the interactive perspective of identity construction in the narratives but also to provide a wider perspective of how the larger social processes mediated the participants' investment in learning Chinese. The interaction between the different narrators and the other characters in their stories has shown that agency is a dynamic construct of identity construction and is subject to change. From the narratives of changing attitudes toward learning Chinese during late adolescence or early adulthood, it can be seen that the participants' positioning on themselves as CHL learners changed across time. Their changing self-positioning from passive language learners to active language learners emerged through the interactions with the other characters in the narratives. This presentation evaluates the narrators' self-positioning about changing learning experiences from being passive learners to truly active learners of Chinese. For the participants in this study, reconstructing their identities as CHL learners was related to the transformation from passive, unmotivated learners to active, motivated learners. This identity reconstruction is a vital experience in their narratives, and mostly occurred in their late juvenile and young adult years. It has not been uncommon to see investment change in HL learners who changed from unmotivated learners who had no enthusiasm to learn their HLs to highly motivated learners who strongly care about learning their HLs. The participants' narratives about their investment change in the course of their HL learning experiences provide a great deal of information on the dynamicity and changeability of their identity construction. The narratives presented are grouped into three major categories: peer influence, pop culture and career benefits, which are also the three leading factors that contribute to the narrators' investment change associated with the narrators' experience before investment change occurred to them.
Presenters Zhen Li Assistant Professor, Education University Of Hong Kong
Family Language Policy and Vocabulary Development: A Mixed Methods Study of Chinese Canadian Children’s Early Heritage Language Development
[SYMP23] Changing communities, changing worldviews: Rethinking migration and learning languages other than English08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Research on Chinese immigrant children's bilingualism in English-speaking countries has generally focused on English-Chinese bilingual development. Little attention has been devoted to Chinese children's bilingual development in their dialectal languages such as Cantonese or Shanghaiese and the standard Chinese, Mandarin. However, many children are acquiring their family dialects in addition to Mandarin. This mixed methods study investigates vocabulary development patterns in Chinese immigrant children's (N=84) bidialectalism in the early years in Canada where Cantonese and Mandarin are the most spoken Chinese languages and dialects. Specifically, this study examines the following research questions:
1)What are Chinese immigrant children's early HL vocabulary attainment patterns? 2)How do the families' language policies (beliefs, management, and practice) affect their early bidialectal HL vocabulary development? Analyses of quantitative and qualitative data revealed parents' and children's struggles in achieving bidialectalism and in particular, the constraints and difficulties in maintain their dialects (and Mandarin). The findings suggest that parental language ideologies shape qualitatively different home literacy practices and differential outcomes in achieving bidialectalism. The findings suggest the need to better support parents inachieving bidialectalism and the need to examine family as dynamic systems in the children's bilingual development.
Theoretical Frameworks This study is informed by the theoretical perspective of family language policy (FLP), defined as "explicit and overt planning in relation to language use within the home among family members" (King et al., 2008, p. 907). FLP has been found to have a determining effect on immigrant children's bi/multi-lingual development (Author, 2021; King & Fogle, 2013; Wilson, 2020). Particularly, FLP affects young children's bi/multilingual development through three major aspects of child-caretaker interactions, including parental language beliefs or ideologies (i.e., what parents think about language), language practices (i.e., what parents do to align their support with their beliefs and ideologies), and language management (i.e., what parents try to do to modify or influence those practices) (Spolsky, 2004).
Methods This a mixed-methods study followed an explanatory sequential design which included two phases. In Phase I, descriptive analyses were conducted to understand the patterns of the Mandarin- and Cantonese-speaking Chinese immigrant first graders' (N=84) HL receptive vocabulary attainment. One-Way Analysis of Variance (ANOVA)was also conducted to determine whether there were any statistical differences between the means of the two L1 groups. In Phase II, interviews of the Cantonese (n=29) participants' parents were analysed using thematic analysis to understand possible home-related factors that contributed to the divergent achievements in the two languages. The Chinese Peabody Picture Vocabulary Test-R (Form M) (C-PPVT-R, Lu & Liu, 2005) was administered in this study to assess the students' oral receptive vocabulary proficiency in their HL Cantonese and Mandarin. A Chinese version of the Alberta Language Environment Questionnaire (ALEQ) (Paradis et al., 2010) was used to measure each participating children's length and level of exposure to their heritage languages as well as English.Parental beliefs and practices and home biliteracy engagement information were elicited through semi-structured interviews. Parent interview transcripts were imported into NVivo 11 for thematic analysis by following Saldaña's (2016) two rounds of coding methods.
Findings and Implications The analyses revealed that indeed there were within-group differences in receptive HL vocabulary knowledge between Mandarin- and Cantonese-speaking first graders. Overall, Mandarin first graders outperformed their Cantonese peers. The results revealed the significant role of home language environments in shaping early vocabulary development in their HLs. Analysis of parent questionnaire and interview transcripts of the Cantonese children revealed several home factors that may have shaped their profiles of discrepancy. While parents all believed in the importance of bilingualism or multilingualism in Mandarin, Cantonese, and English (and/or French), their language ideologies affected their home language practices and investments in their HLs. Many parents emphasized the importance of Mandarin over Cantonese (after English and/or French) and believed that Mandarin would bring advantages to their children's future development. In line with their language attitudes, data analyses also revealed qualitative differences in their Mandarin home literacy activities and investment at home and (e.g., buying/reading more Mandarin books, watching more Mandarin TVs or movies). Many also sent their children to Mandarin (instead of Cantonese) classes in weekend language schools.
1.5 generation return migrants from the United States to Mexico: building alternative notions of citizenship
Oral Presentation[SYMP23] Changing communities, changing worldviews: Rethinking migration and learning languages other than English08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This presentation examines Mexican return migrants belonging to generation 1.5 of undocumented Mexican immigrants in the U.S. This generation defies traditional notions of citizenship associated with nation-states. Building on critical citizenship theories, specifically on the concepts of status, habitus, and acts, we aim to analyze the process of formal and substantive citizenship construction that they follow once they forcefully, or voluntarily, return to Mexico. Data was collected in 2019 through questionnaires to know participants' migration and educational histories, and then through focus groups with the participation of 13 return migrants. Focus groups were recorded, transcribed, and then analyzed based on thematic analysis. The analysis disaggregates the notions that these return migrants have regarding "being Mexican" and being bilinguals. Findings show how they experience and build notions of citizenship in Mexico while they develop additional linguistic repertoires in Spanish and acquire basic knowledge of Mexican culture. Results of the study suggest that return migrants go through various simultaneous learning processes to acquire Mexican habitus in Mexico. This learning process, we argue, occurs amidst multiple social, linguistic, and cultural tensions that trigger important acts of (linguistic) citizenship through which return migrants found their own definition of what it means to be "Mexican".
This presentation examines Mexican return migrants belonging to generation 1.5 (Rumbaut, 2004) of undocumented Mexican immigrants in the U.S.. Generation 1.5 relates to young people who migrated at a very young age with their parents to the United States (U.S.), went to U.S. schools, and use English as their everyday language. This generation defies traditional notions of citizenship associated with nation-states, i.e., one language, one identity, one citizenship. On the one hand, they use English as their dominant language and adopted cultural and social values associated with the U.S. (González, 2016) even though they were born in Mexico. On the other, they formally enjoy basic rights in Mexico where they possess formal citizenship, but their linguistic repertoires, cultural codes, and norms do not fit in with the traditional notions of mexicanity. Building on critical citizenship theories (Isin 2008, 2009), specifically on the concepts of status, habitus (Bourdieu, 1980), and acts, this research aims to examine the process of formal and substantive citizenship construction that generation 1.5 follows once they forcefully, or voluntarily, return to Mexico. The research is co-authored and part of a wider qualitative research funded by the Mexican National Research Council (CONACYT) which aimed to analyze educational trajectories and job prospects of generation 1.5 return migrants to Mexico. Data was collected in 2019 through questionnaires to know participants' migration and educational histories, and then through focus groups in five different Mexican states. For this research, we used focus groups from Puebla and Mexico City with the participation of 13 return migrants. Questions did not directly focus on citizenship, but the topic emerged naturally. Focus groups were recorded, transcribed, and then analyzed based on thematic analysis. The analysis disaggregates the notions that these return migrants have regarding "being Mexican" and being bilinguals. Findings show how these return migrants experience and build notions of citizenship in Mexico while they develop additional linguistic repertoires in Spanish and acquire basic knowledge of Mexican culture. Results of the study suggest that return migrants go through various simultaneous learning processes to acquire Mexican habitus in Mexico even though they already possess formal citizenship. This learning process, we argue, occurs amidst multiple social, linguistic, and cultural tensions that trigger important acts of (linguistic) citizenship through which return migrants found their own definition of what it means to be "Mexican".
Bourdieu, P. (1980). Le sens pratique. Collection Le Sens Commun. Paris, France: Les Éditions de Minuit. Gonzales, R. (2016). Lives in Limbo. Undocumented and coming of age in America. Oakland, CA: University of California Press. Isin, E. (2008). Theorizing Acts of Citizenship, ed. by Engin F. Isin, and Greg M. Nielsen in Acts of Citizenship, 15–43. London, UK: Palgrave Macmillan. Isin, E. (2009). Citizenship in flux: The figure of the activist citizen. Subjectivity, 29: 367–388. Rumbaut, Rubén (2004). Ages, Life Stages, and Generational Cohorts: Decomposing the Immigrant First and Second Generations in the United States. International Migration Review, 38(3), 1160-1205.
Yi Wang
MOUTI ANNA
Zhen Li
Colette Ilse Despagne Broxner
