Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-27T08:13:12.906Z Has data issue: false hasContentIssue false

30 - A Personal and Professional Journey to Multilingualism

Published online by Cambridge University Press:  02 June 2022

By
Nikolay Slavkov
Edited by
Gail Prasad ,
Nathalie Auger  and
Emmanuelle Le Pichon Vorstman
Gail Prasad
Affiliation:
York University, Toronto
Nathalie Auger
Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman
Affiliation:
University of Toronto
Get access

Summary

Heather Jane Smith experienced isolation in her early childhood in the United Kingdom because of her Canadian accent. She then decided to work in Zimbabwe, and back in Newcastle, she focused on the negative prejudices that prevailed regarding multiculturalism in education, taking into account British values and national security, and the growing racist nativist discourse in the English media.

Keywords

critical incidentsEnglish as an additional languagepedagogy of discomfortcritical race theorytransformative agendabilingualismlinguistic repertoireequitable practicestranslanguaging pedagogydesigning educational resources
Type
Chapter
Information
Multilingualism and Education
Researchers' Pathways and Perspectives
 , pp. 248 - 255
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Cenoz, J. and Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2017.1284855CrossRefGoogle Scholar
Cook, V. J. (1991). The poverty-of-the-stimulus argument and multicompetence. Second Language Research 7(2), 103–117.Google Scholar
Cook, V. J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly 33(2), 185–209.CrossRefGoogle Scholar
Coste, D., Moore, D. and Zarate, G. (1997). Compétence plurilingue et pluriculturelle: Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes: Études préparatoires [Plurilingual and Pluricultural Competence: Toward a Common European Reference Framework for Teaching and Learning Living Languages: Preparatory Studies]. Strasbourg: Editions du Conseil de l’Europe.Google Scholar
Davies, A. (1991). The Native Speaker in Applied Linguistics. Edinburgh: Edinburgh University Press.Google Scholar
De Houwer, A. (2009). Bilingual First Language Acquisition. Tonawanda, NY: Multilingual Matters.CrossRefGoogle Scholar
Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Philadelphia: Multilingual Matters.CrossRefGoogle Scholar
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Basil/Blackwell.Google Scholar
Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication 58, 1–10.CrossRefGoogle Scholar
King, K. A., Fogle, L. and Logan-Terry, A. (2008). Family language policy. Language and Linguistics Compass 2(5), 907–922.CrossRefGoogle Scholar
Singh, R. (2010). Multilingualism, sociolinguistics and theories of linguistic form: Some unfinished reflections. Language Sciences 32(6), 624–637.CrossRefGoogle Scholar
Slavkov, N. (2009). The acquisition of complex wh- questions in the L2 English of Canadian French and Bulgarian speakers: Medial wh- constructions, inversion phenomena, and avoidance strategies. Doctoral Dissertation, University of Ottawa.Google Scholar
Slavkov, N. (2014). Long-distance wh- movement and long-distance wh- movement avoidance in L2 English: Evidence from French and Bulgarian speakers. Second Language Research 31, 179–210. https://doi.org/10.1177/0267658314554939CrossRefGoogle Scholar
Slavkov, N. (2015). Language attrition and reactivation in the context of bilingual first language acquisition. International Journal of Bilingual Education and Bilingualism 18(6), 715–734.CrossRefGoogle Scholar
Slavkov, N. (2016a). In Search of the Right Questions: Language Background Profiling at Ontario Public Schools. Canadian Journal of Applied Linguistics 19(1), 22–45.Google Scholar
Slavkov, N. (2016b). Family language policy and school language choice: Pathways to bilingualism and multilingualism in a Canadian context. International Journal of Multilingualism 14(4), 378–400. https://doi.org/10.1080/14790718.2016.1229319CrossRefGoogle Scholar
Slavkov, N. (2018). What is your ‘first’ language in bilingual Canada? A study of language background profiling at publicly-funded elementary schools across three provinces. International Journal of Bilingual Education and Bilingualism 21(1), 20–37. https://doi.org/10.1080/13670050.2015.1126217Google Scholar
Slavkov, N., Melo-Pfeifer, S. and Kerschhofer-Puhalo, N. (2021). The Changing Face of the “Native Speaker”: Perspectives from Multilingualism and Globalization, Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9781501512353CrossRefGoogle Scholar
Slavkov, N. and Séror, J. (2019). The development of the linguistic risk-taking initiative at a bilingual post-secondary institution in Canada, Canadian Modern Language Review 75(3), 254–272. https://doi.org/10.3138/cmlr.2018-0202CrossRefGoogle Scholar
Valdés, G. (2015). Latin@s and the intergenerational continuity of Spanish: The challenges of curricularizing language. International Multilingual Research Journal 9(4), 253–273.CrossRefGoogle Scholar
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education]. Doctoral dissertation, University of Wales, Bangor.Google Scholar
Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–16 Years of Age. Bangor: University of Wales Bangor, School of Education.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×