The Material Culture of Multilingualism PDF
Preview The Material Culture of Multilingualism
Educational Linguistics Larissa Aronin · Michael Hornsby Grażyna Kiliańska-Przybyło Editors The Material Culture of Multilingualism Educational Linguistics Volume 36 Series Editor Francis M. Hult, Lund University, Sweden Editorial Board Marilda C. Cavalcanti, Universidade Estadual de Campinas, Brazil Jasone Cenoz, University of the Basque Country, Spain Angela Creese, University of Birmingham, United Kingdom Ingrid Gogolin, Universität Hamburg, Germany Christine Hélot, Université de Strasbourg, France Hilary Janks, University of Witwatersrand, South Africa Claire Kramsch, University of California, Berkeley, U.S.A Constant Leung, King’s College London, United Kingdom Angel Lin, University of Hong Kong, Hong Kong Alastair Pennycook, University of Technology, Sydney, Australia Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi- layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning. The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; first- and additional language literacy; language teacher education; language development and socialization in non- traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics. The Educational Linguistics series invites authors to contact the general editor with suggestions and/or proposals for new monographs or edited volumes. For more information, please contact the publishing editor: Jolanda Voogd, Senior Publishing Editor, Springer, Van Godewijckstraat 30, 3300 AA Dordrecht, The Netherlands. More information about this series at http://www.springer.com/series/5894 Larissa Aronin • Michael Hornsby Grażyna Kiliańska-Przybyło Editors The Material Culture of Multilingualism Editors Larissa Aronin Michael Hornsby Oranim Academic College of Education Adam Mickiewicz University Tivon, Haifa, Israel Poznań, Poland Grażyna Kiliańska-Przybyło University of Silesia Katowice, Poland ISSN 1572-0292 ISSN 2215-1656 (electronic) Educational Linguistics ISBN 978-3-319-91103-8 ISBN 978-3-319-91104-5 (eBook) https://doi.org/10.1007/978-3-319-91104-5 Library of Congress Control Number: 2018946104 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer International Publishing AG part of Springer Nature. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword “The material culture of multilingualism” explores a highly original relationship that has attracted researchers working on multilingualism only in the last years. Multilingualism can be understood at the individual and social levels, and its study can be approached from disciplines such as neurolinguistics, sociolinguistics, psy- cholinguistics, education, anthropology or history. It is certainly a broad concept, and it is studied by using different theoretical models and research methodologies. The study of material culture dates back hundreds of years, and it is also multi- disciplinary, archaeology being one of the main disciplines involved. The relation- ship between multilingualism and material culture has not received much attention, but it is not new. In fact, the most ancient examples of multilingualism are also considered as important examples of material culture. The Behistun Inscription in the Kermanshah Province of Iran, authored by Darius the Great, was composed between 522 BCE and 486 BCE. It is in cuneiform script and is in three languages: Old Persian, Akkadian and Elamite. These three languages were also found in the cuneiform inscription of Xerxes at Van Fortress (Turkey). This is a Sumerian trilin- gual tablet from the fifth century BCE. The Letoon trilingual is also an inscription that brings together material culture and multilingualism. It is a stele from the fourth century BCE, and the three languages are Lycian, Greek and Aramaic. Another famous example is the Rosetta Stone. This stele is inscribed with a decree issued in Egypt in the year 196 BCE and has three scripts: Ancient Egyptian hieroglyphs, Demotic and Greek. Another example of an important multilingual cultural object is the Glosas Emilianenses from the eleventh century. This is not a stele but a trilingual volume which is a Latin codex with marginalia written in Spanish and Basque. These com- ments on the margins are very valuable as early examples of these languages. Further East and closer in time, another example of multilingualism and material culture is the Galle Trilingual Inscription erected in Galle (Sri Lanka) in 1409 CE. The three languages on this stone tablet inscription are Chinese, Tamil and Persian. v vi Foreword When we look at the link between material culture and multilingualism, it is surprising that this relationship has not attracted researchers on multilingualism until only recently. This volume brings together research studies from different con- texts and explores different ways of understanding how multilingualism and multi- lingual communication are related to objects and artefacts that are part of material culture. Larissa Aronin, Michael Hornsby and Grażyna Kiliańska-Przybyło clearly contribute to filling that gap by editing this volume. The volume certainly provides food for thought because it goes beyond the traditional scope of studies in multilin- gualism. At the same time, the chapters in this volume show the challenges that the material culture of multilingualism faces. One such challenge is the scope of what can be defined as material culture in relation to multilingualism. According to the editors’ definition in the introduction to this volume, “material culture is the realm of physical items embracing everyday objects... all produced by humans and interconnected by and with local and global mindset, culture, tradition and social life”. This definition shows that material cul- ture is much broader than the way the concept is understood in disciplines such as archaeology, which is more constrained by space and time. This inclusive view of material culture has some advantages because it is difficult to decide whether some objects are culture and others are not. From the perspective of multilingualism, there is no reason to justify that a household utensil from the Middle Ages is mate- rial culture, whereas a modern one is not. The trend in expanding the scope is also occurring now in the study of the lin- guistic landscape. The new journal, Linguistic Landscape, defines the field as going beyond texts posted in public space, including images, sounds and any other feature that defines public spaces as well. It seems that the linguistic landscape is becoming the study of many different types of elements in the urban public space, including buildings, movement, food or bodies, which is quite far from the tradition of linking it to public and commercial signs. Danuta Gabryś-Barker, in her chapter, considers that it could be worth exploring the relationship between the linguistic landscape of restaurant names and the material culture that can be found in the messages on Portuguese sugar bags. The scope of material culture overlaps to a certain extent with the linguistic land- scape, but the material culture of multilingualism is even broader because it is not limited to the public space. The chapters in this volume show how the study of the material culture of multilingualism can take as its object of analysis postcards, exhi- bitions, road signs, festivals, souvenirs, sugar bags, customs or public displays and how these objects can be related to identity, minority languages, globalization, immigration, language teaching or cultural differences. Some of the objects anal- ysed have some writing on them while others do not have any writing present, but can potentially be related to some aspects of multilingualism. The precise boundar- ies of the material culture of multilingualism are indeed hard to define, and more research is needed to define the main research questions and methodology. Foreword vii Although there have been some publications on the topic before, this volume can be considered as the starting point for a very fruitful line of research. The stimulat- ing insights of the studies in this volume will certainly trigger further research on the interaction between multilingualism and material culture. University of the Basque Country, UPV/EHU Jasone Cenoz Donostia-San Sebastian, Spain [email protected] Acknowledgements The first editor would like to thank the Oranim Academic College of Education Research Authority for its support. The second editor would like to acknowledge the input from discussions on the “new speaker” theme as part of the EU COST Action IS1306 network entitled “New Speakers in a Multilingual Europe: Opportunities and Challenges”. ix Contents Introduction: The Realm of the Material Culture of Multilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Larissa Aronin and Michael Hornsby Part I Theoretical Issues of the Material Culture of Multilingualism Theoretical Underpinnings of the Material Culture of Multilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Larissa Aronin The World of Things: Material Culture in Language Teaching and Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Hanna Komorowska Part II C ultural, Linguistic and Educational Awareness of Material Culture Multilingual Students’ Representations of Material Culture . . . . . . . . . . . 71 Teresa Maria Włosowicz “Big” Culture in Small Packages: On Material Culture for Developing Cultural Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Danuta Gabryś-Barker Multilingual Awareness in Tyrolean Material Culture . . . . . . . . . . . . . . . . 113 Ulrike Jessner, Dominik Unterthiner, Stephanie Topf, and Manon Megens xi
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