Multilingualism and Identity

While inspired by transnationalism, identity research in applied linguistics, including the ones related to returnees (kikokusei), is considered complex internal/external phenomena having multiple relationalities. However, the heterogeneity inherent in a kikokusei experience tends to remain invisible; while being viewed as a 'bilingual', having additive/mixed identities, i.e., linguistic (the first and the second) and cultural/social identities. Further, a kikokusei is often analyzed by utilizing preexisting categories and binary framework (e.g., nationality, languages, home vs. guest). The current research investigates a kikokusei from translanguaging perspective and employs a phenomenological methodology. The data collected by in-depth interviews were thematically analyzed and then contextualized with other data (e.g., participant observation, online correspondences). The results reveal the participant's inconsistent uses of categories/labels/binary frameworks in interpreting the world and the self; her perceptions towards language(s)/linguistic features and communication were entwined with other features/relationships that mattered to her. Above all, an elucidated life theme was pivotal in keeping herself balanced and nurturing her future goal. Lastly, we suggest applied linguists decenter (named) languages in capturing a more nuanced understanding of linguistic features diffused in identity formation. Such shift may have implications for policy/practice in (language) education, and generate potential in contributing to transdisciplinary identity research in human science.

This article adopts the critical and ethnographic language policy approach (McCarty, 2011; Johnson and Ricento, 2013) to unveil the family language policy adopted by firstand second-generation Romanian parents in a diasporic context, Castelló de la Plana, the capital city of the Castelló province (Spain). The study focuses particularly on parents' language ideologies and practices regarding the acquisition and use of Spanish, Catalan, and Romanian. The analysis of parental policies is pursued through 15 semi-directed interviews about life experiences produced in ethnographic research. By drawing on biographical narratives, I examine in detail how parents ground their position regarding language choices, transmission, or interruption of the home language and how multilingualism is perceived and valued by different generations. I conclude that first-and second-generation migrant parents mobilise different language ideologies in relation to the use of the heritage language and the translingual practices they deploy. I also report on the tensions migrant families experiment regarding languages in this neoliberal economic governmentality (Martín Rojo, 2019) and how language policy at the family level sometimes supports and reproduces the institutional discourses and hegemonic nation states' policies and at other times challenges them.

Sources of social influence have at their disposal various means to determine changes in the attitudes, beliefs, opinions or behaviour of their targets. This paper looks into a rhetorical device often employed to induce such changes, namely the play upon words which results in puns. These are quite frequently used because of their playfulness and humorous effect and can easily be identified in advertising, political discourse or mass media. Their usefulness is further demonstrated by the fact that they are employed even by the Romanian Intelligence Service, an institution whose very objective is an extremely serious onenational security, protection of democratic values, civil rights and freedoms, and the rule of law. Thus, the paper analyses some of the messages which the institution sends out in order to maintain a link with the public and decodes the levels of signification involved therein.

Traditionally, medical terminology used in Europe and the US has been described as a complex mixture of both classical elements of Greek and Latin origin, native words as well as words of foreign origin. Viewed as particular representations, both English and Romanian medical terminologies share these three clusters of etymologies. Of the comprehensive class of foreignisms, eponymisms and eponymic fomations have been the most controversial, criticised and repudiated of all foreignisms (Popescu and Popescu 2021). Nevertheless, the users of both languages appear to have paid little attention to anti-eponymists and enriched their lexical collections with personal-name-based terms. It is also the case of the Romanian professionals in the field of kinetotherapy who have gradually adopted such formations. Most of them have no other substitute or equivalent and hence, they are irreplaceable. While many other medical specializations share numerous sets of eponymic structures (to name, for example, parts of the human body, diseases, disorders and deformities, and pieces of medical equipment), nursing and kinetotherapy have a set of eponymic denominations which are peculiar to these fields only. Our corpus-based research will describe the eponymic borrowings, which are peculiar to the field of kinetotherapy, taking into consideration their etymology, structure and their synonyms, few as they are.

Observații preliminare Contribuția lui Alexandru Philippide la elaborarea primei ediții a Dicționarului limbii române este, fără îndoială, crucială pentru destinul acestei lucrări fundamentale a Academiei Române. Proiectul realizării unui dicționar academic al limbii române îi este încredințat lui Philippide datorită prestigiului pe care îl câștigase prin rigoarea și temeinicia studiilor sale științifice, așa cum se menționează în documentele păstrate: "A dovedit o mare competință în filologia românească prin lucrări foarte mult apreciate de specialiștii străini" 1 (Raportul lui Philippide, în Scrisori 1976: 260). Concepția lexicografică a lui Alexandru Philippide reiese din cele trei documente pe care lingvistul ieșean le trimite comisiei dicționarului, formată din Ion Kalinderu, Titu Maiorescu, Gr. G. Tocilescu, N. Quintescu, D.A. Sturdza, I. Bianu. Este vorba despre Proiectul de dicționar al limbii române, bibliografia viitorului dicționar care, în acea etapă, conținea 70 de titluri din literatura română veche și modernă, și Planul cum să se adune materialul 2. Obiectivele lui Alexandru Philippide răspund cerințelor Academiei, înregistrate în procesul-verbal din 10 iunie 1897. Astfel, în documentul de constituire a

În acest text continuăm analiza elementelor germane din Kleines walachisch-deutsch und deutsch-walachisches Wörterbuch de Andreas Clemens. Prima parte a acestei analize a fost publicată în volumul Actele Colocviului Internațional "Lexicografia academică românească. Provocările informatizării". 2023 și cuprinde studiul a 35 de cuvinte de origine germană, care au pătruns în limba română direct sau prin intermediul unor limbi de contact, cum ar fi, de exemplu, în Transilvania și Banat, maghiara. În anumite situații, germana, prin elementele lexicale săsești mai ales, joacă rol de limbă de contact. Împrumuturile germane din dicționarul bilingv al sasului Andreas Clemens, atât cele analizate în lucrarea menționată, cât și cele pe care le vom prezenta în studiul de față, aparțin unor sfere semantice diverse, care indică 1 : domeniul administrativ (aghént, aghențíe, canțeláriș, cópie, maghistrát, rezidénția), domeniul juridic (advocát, răscrípt), domeniul financiar (creițár, groșíță, ort), serviciul militar (báștă, obríster, șanț, șărpáriu), meșteșuguri și îndeletniciri (maiériu), obiecte din gospodărie sau care au legătură cu traiul cotidian (bruș, grinșpán, hehílă, jeț, ládă, laț, madráțul, flástură, șindrílă, șópru, ștrof, șurț, tríhter, troc, tronu, țấglă, tuțín, zmalț), bucătărie și alimente (cánă, cófa, córfa, glájă, servét, șúncă, téler), arbori (acáț 2), animale (brulíng), părți ale corpului (șóldu), construcții (turn), lexeme care indică unități de măsură sau mărimi (fertár, funt, punt, ștuc), instrumente muzicale (hárfă). Cele mai multe dintre aceste cuvinte reprezintă fie împrumuturi săsești, care au pătruns în limba română în epoca medievală, până în secolul al XIV-lea, fie împrumuturi care marchează a treia etapă a influenței germane asupra limbii române, de la sfârșitul secolului al XVII-lea și începutul secolului al XVIII-lea,

Cuvinte-cheie: limbă literară gramatică stilistică cultivarea limbii abatere Rezumat În lucrări normative mai recente ale limbii române, felul în care se discută despre secvența dar și indică o acceptare a acesteia între construcțiile coordonatoare copulative, alături de cele organizate în perechi corelative. Ca și în cazul lui nu numai ..., dar și, implicarea corectă în discurs a locțiunii conjuncționale dar și este cu necesitate controlată de conținutul semantic adversativ latent al conjuncției dar din structura ei. În uzul cotidian, pot fi identificate însă exprimări în care emițătorul nu mai ține seama de faptul că dar și "focalizează membrul sintactic pe care îl precedă, prezentîndu-l ca fiind mai puțin probabil, deci mai semnificativ". În asemenea situații, dar și apare ca exces verbal, în locul conjuncției coordonatoare simple și. Tendința ar putea fi justificată de nevoia emițătorului de a compensa, prin nota formală și aglomerare lexicală, simplitatea (uneori pauperitatea) conținutului de transmis.

La présence du concept d’accent secondaire dans des ouvrages descriptifs ou normatifs du roumain est l’effet de la phonologie dite bilinéaire. Puisque « la chaine », projection théorique du signifiant sonore, est prise comme réalité de la parole, établir un rapport entre l’accent et mot ne semble pas inadéquat.

Reviewed by Todd J. Allen (Kansai University) Durbidge's Language Learning, Digital Communications and Study Abroad -Identity and Belonging in Translocal Contexts explores the intersection of language learning strategies and digital communication tools in the experiences of Japanese high school students studying abroad in both anglophone and non-anglophone countries. The book explores several key themes, including multimodal approaches to learning and critiques of traditional views on study abroad (SA), instead advocating for a translocal perspective, which views SA as interconnected and fluid, transcending geographic boundaries. This perspective challenges the notion that SA destinations are homogenous spaces where sojourners are entirely immersed in the target language and culture. The author instead focuses on the evolving nature of identity formation and the development of a sense of belonging within translocal contexts. The book fills a crucial gap in the literature by shifting attention away from the higher education sector and explicitly focusing on Japanese high school students during their SA. In the Japanese context, research has primarily focused on university students due to the strong emphasis on internationalising higher education and the ongoing efforts to develop globally competent graduates. Conversely, high school SA experiences offer unique insights into identity formation and belonging, particularly as participants are often at a formative stage of their linguistic, cultural, and personal development. In addition to expanding the existing body of SA knowledge, the book examines contexts where English, though not necessarily the primary language of study, functions as a double-edged sword. While it can facilitate adaptation and integration when used as a lingua franca, it can also marginalise sojourners by limiting their opportunities to engage with local communities, thereby reinforcing their outsider status. The introduction outlines the book and discusses the author's positionality. He begins by connecting with his participants, highlighting his past experiences as a high school teacher in Japan and his active engagement in a foreign community, all while still being perceived as an outsider. He details the challenges Japanese high school students face, particularly the rituals and rites of passage they navigate before and after studying abroad, such as reestablishing their status as legitimate members of their peer groupinsights the author witnessed first-

Alegerea unei teme din domeniul de interes și realizarea unei documentări cu privire la tema respectivă. Realizarea listei bibliografice cu sursele, inclusiv web, pe care le-ați consultat pentru elaborarea unei resurse educaționale pe tema aleasă.

Despite the growing diversity and multicultural makeup of Australian society, certain social norms, practices, and teaching pedagogies are still heavily rooted in monolingual frameworks. This affects the complex processes and practices that language teachers navigate as they construct and negotiate their positionings as speakers of languages other than English, speakers of non-dominant languages, and teachers of languages that have a peripheral role in New South Wales (NSW), Australia. In this complex context, this study delves into the process of language teachers’ development of multilingual identities within educational contexts entrenched in monolingual, Eurocentric ideologies. Informed by a qualitative, interpretive paradigm, data were collected through in-depth semi-structured interviews with eight secondary school teachers of languages in NSW. Analysis of the data revealed that teachers’ multilingual identities are both facilitated and, at times, deterred by a range of personal, social, contextual and educational factors that are predicated mostly on monolingual ideologies. The findings also implicate that the current dominant NSW languages curriculum, which impinges on and further disempowers teachers’ multilingual identities, epitomises such monolingual and Eurocentric ideologies that, ironically, are still prevalent in a multicultural, plurilingual society such as Australia.

Lucrarea “Homo loquens” reprezintă o invitație, stimate cititorule, la peregrinări imaginare prin universul fascinant al limbii și comunicării. Îmi exprim speranța că, în demersul cognitiv, vei găsi idei interesante la care să reflectezi după lecturare.
Evoluția culturii și civilizației se află sub semnul Cuvântului, omul fiind o ființă socială fragilă, dar gânditoare, capabilă să transmită idei și emoții prin limbaj articulat.
Înțelegerea pe deplin a miracolului uman în cadrul complex al devenirii vieții pe Terra trebuie raportată nu numai la ipostazele de  homo faber, ludens, sapiens, ci și de homo loquens.
Comunicarea verbală este una din cele mai vechi și mai importante forme de interacțiune umană, care s-a perfecționat odată cu evoluția gândirii și a relaționării omului în mediul social.
        Știința care studiază limba ca sistem comunicațional se numește lingvistică, ramura teoretică a acesteia fiind împărțită în domenii distincte, mai mult sau mai puțin independente: fonetica, fonologia, morfologia, semiotica, stilistica etc.  Lingvistica teoretică se ocupă de găsirea universaliilor lingvistice, adică de proprietățile pe care toate limbile le au în comun.
  Dacă în lingvistica tradițională cuvântul reprezintă centrul de interes, la majoritatea structuraliștilor unitatea fundamentală a gramaticii devine morfemul.
  Majoritatea limbilor au evoluat din proto-limbi, fiind încadrate  în familii de limbi, ca de exemplu limbile indo-europene.
Limba română face parte din categoria de limbi neolatine sau romanice, alături de italiană,  franceză, spaniolă, portugheză, catalană, provensală, retoromană și dalmată.
Majoritatea cuvintelor din limba română sunt moștenite din latina vorbită (populară), deosebită de varianta cultă, și intră atât în fondul principal  cât și în restul vocabularului.
Pe de altă parte, tot romanii și-au lăsat amprenta asupra gramaticii limbii române, precum și asupra unor tradiții și obiceiuri transmise peste veacuri.

Teacher cognitions of multilingualism influence classroom behaviour and are partly formed during pre-service teacher (PST) education (Borg 2003). In Fryslân, a linguistically diverse region of the Netherlands, Frisian is a compulsory subject, yet teachers feel underprepared to teach it, leading to negative attitudes towards the minority language and multilingualism in general. A survey, dominant language constellation (DLC) artefacts (Ibrahim 2022), and focus groups with vignettes (Barter & Renold 1999) were used to explore 72 PSTs’ cognitions of multilingualism in education and multilingual identities. Our triangulation of methods shows how cog- nitions of multilingualism can be mapped in various ways. PSTs held slightly positive cognitions of multilingualism in education in the survey and identified as multilingual in the DLCs and focus groups. However, PSTs’ cognitions of minority languages should be improved. This study contributes to the understanding of PSTs’ multilingual identities and cognitions and offers guidance on how the concept of teacher cognition can be applied to multilingualism to improve training on multilingual pedagogies for PSTs.

Celac, Victor, „Despre vechimea zicalei Vodă da și Hâncu ba în română”, în Cezar Bălășoiu, Claudia Ene, Isabela Nedelcu, Alice Toma, Lingvistică sincronică, diacronică și tipologică. Actele celui de al XXII-lea Colocviu Internațional al Departamentului de Lingvistică (București, 18–19 noiembrie 2022), București, Editura Universității din București, 2023, p. 233–239

Bu çalışma, Türkçe derslerinde öğrencilerin İngilizceye kod değiştirme davranışlarını ve bu davranışın dil öğrenme süreçlerine etkilerini incelemektedir. Nicel ve nitel yöntemlerle gerçekleştirilen araştırmada, öğrencilerin hangi durumlarda ve neden İngilizceye geçiş yaptıkları analiz edilmiştir. Bulgular, öğrencilerin anlam belirsizliği ve dil bilgisi zorluklarıyla karşılaştıklarında İngilizceye başvurduklarını göstermektedir. Katılımcılar, kod değiştirmenin kısa vadede anlamayı kolaylaştırdığını, ancak uzun vadede Türkçeye tam hakimiyeti zorlaştırabileceğini belirtmişlerdir. Özellikle konuşma becerilerinde kod değiştirmenin sık kullanıldığı tespit edilmiştir. Çalışma, dil öğretiminde kod değiştirmenin dikkatli bir şekilde ele alınması gerektiğini ve öğretmenlerin bu stratejinin avantajları ile potansiyel dezavantajları konusunda bilinçli olmaları gerektiğini vurgulamaktadır.

While study abroad (SA) has long been considered an opportunity for language learning, relatively little research has investigated how shortterm SA programs hosted by Anglophone countries support varied aspects of sojourners' language learning. To address this gap, the current study examined how 10 college students from a Korean university developed translingual competence (Canagarajah 2014) while participating in a 4-week program hosted by a US Midwestern university. This study explored the ways in which individual sojourners developed their knowledge of semiotic resources and awareness of these resources in relation to communicative situations afforded by the SA program. Data, including biweekly written sojourner reflections, mid-program focus group interviews, individual interviews at the program's conclusion, questionnaires before and after the program, participant-observer notes, and other artifacts, were analyzed, using a cross-case study design (Stake 1995). Sojourners demonstrated their understandings of (1) how resources relate to aspects of their identities and those of their interlocutors; (2) how resource use was shaped by their local placements and they could shape aspects of their environments to accommodate resources; and (3) how English linguistic resources could be encoded to facilitate communication during SA. The implications of these findings are further discussed for SA program development. Study abroad (SA) has long offered sojourners, or individuals immersed for an extended period of time in a country different from that which houses their home institution of higher education, opportunities to develop new understandings of language and its uses (Isabelli-García et al. 2018). Shifting fiscal and political contexts, however, have altered these experiences within SA, with a marked increase in short-term programs in Anglophone countries implemented in the past decade (Shi 2011). Scant research has investigated how these programs might support varied aspects of sojourners' language learning, leaving little guidance for program development and implementation within host countries, as well as for pre-departure or post-sojourn programs within sending institutions. Along with these shifts in the SA landscape, research in the teaching and learning of additional languages has taken what scholars call the multilingual turn (May 2013; Ortega

The increasing complexity of the multilingual and multicultural language learning communities has refocused language education towards issues of identity and subjectivities. Learners' identities are shaped by their diverse life experiences, educational backgrounds, and personal stories. This heterogenous learning context calls for pedagogical approaches that can extend a sense of belonging for all members of the learning community based on principles such equality, respect, and appreciation of diversity. Language classrooms provide opportunities for identities construction and negotiation through language(s), social participation, and multiliteracies development. This chapter describes how learners in a multilingual post-secondary Italian language classroom, who come from diverse backgrounds, have the capacity to actively position themselves and redesign the perception of their multilingual identity through a pedagogical awareness-raising itinerary starting from a digital oral pluri-biography shared in the classroom with their peers. The results of this case study show how this recursive reflective process can facilitate learners' dynamic positioning, both interpersonal and intrapersonal, and identify what variables can affect such position moves, such as family language policy, social status, social space, different migration experiences, and self-reflection practices. Additionally, the findings suggest that the re-negotiation of learners' multilingual identities can challenge predetermined social categorizations and develop social and critical literacies.

Mit ihrer 2022 beim Verlag Dr. Kovač erschienenen Habilitationsschrift zur südostasiatischen Minderheitssprache Kui liefert Stefanie Siebenhütter einen innovativen Beitrag nicht nur zur Erforschung dieser im Grenzgebiet zwischen Thailand, Laos und Kambodscha gesprochenen austroasiatischen Sprache, sondern allgemein betrachtet zur theoretischen wie auch angewandten Mehrsprachigkeitsforschung. Am Beispiel der soziolinguistischen Situation der Minderheitssprache Kui nimmt sich die Autorin vor, die Frage zu beantworten, inwiefern "die soziolinguistische Sprachwissenschaft auf Basis empirischer Daten zur Modellbildung einer sprachabhängigen Identitätskonstruktion leisten kann" (S. 11). Mit anderen Worten, die Autorin will überprüfen, ob es möglich sei, ein Modell dessen zu erstellen, wie individuelle und soziale Identität funktioniert und ausgehandelt wird, welches für die Erforschung des Konzeptpaares Sprache-Identität zielführend ist. Diese Frage ist angesichts der inflationären Thematisierung des Zusammenhangs von Sprache und Identität in der Mehrsprachigkeitsforschung mindestens seit der zweiten Hälfte des 20. Jahrhunderts besonders relevant. Unabhängig von der Realisierbarkeit eines auf die sprachwissenschaftliche Forschung zugeschnittenen Identitätsmodells führt die Autorin eine Präzisierung der Terminologie rund um Minderheit, Sprache und Identität durch, die in der Mehrsprachigkeitsforschung längst überfällig war. Der Begriff der Identität stellt den Ausgangspunkt der Untersuchung dar, die sich dem "Verhältnis von Sprache und Identität vor dem Hintergrund sprachlicher Kontaktsituationen" (S. 27) widmet. Richtig stellt die Autorin fest, dass trotz der unüberschaubaren Fülle an linguistischen Arbeiten, die sich in den letzten Jahrzehnten mit dem Begriff der Identität auseinandersetzen, Bemühungen einer sprachwissenschaftlich anwendbaren Identitätsdefinition eine Rarität sind. Dass für das Unterfangen, nicht nur eine sprachwissenschaftlich anwendbare Definition von Identität zu liefern, sondern auch ein Modell der "sprachlichen Identität" (S. 3) anzusetzen, eine Minderheitssprache als Untersuchungsgegenstand unter die Lupe genommen wird, ist besonders sinnvoll, da gerade im Spannungsfeld der Zugehörigkeit zu Mehrheiten-oder Minderheitengruppen Sprache bekanntlich eine identi-Zeitschrift für Angewandte Linguistik 2024; aop MOUTON Open Access. © 2024 bei den Autorinnen und Autoren, publiziert von De Gruyter im Auftrag der Gesellschaft für Angewandte Linguistik. Dieses Werk ist lizenziert unter einer Creative Commons Namensnennung 4.0 International Lizenz.

Understanding Translanguaging and Identity among Korean Bilingual Adults" This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and English in their daily and academic lives. The six study participants shared their journeys as bilingual adults who migrated to the United States from South Korea to attend graduate school. Several will return to South Korea at the conclusion of their graduate studies. Research data included narratives from in-depth personal interviews as well as focus group discussions. This qualitative study postulated that translanguaging is commonly observed within bilingual/multilingual populations and can be utilized as a source of meaningmaking as well as a means to express one's identity among bilingual learners. The key findings of this study illustrate that one's languaging practices, environment, support systems, and academic experiences can have an impact on one's ability to navigate multilingual spaces in authentic and empowering ways. This study also highlighted the participants' resilience and reliance upon familial, social and linguistic wealth in order to successfully express their unique identities and ways of being.

In Kleines walachisch-deutsch und deutsch-walachisches Wörterbuch by Andreas Clemens,
the German influence manifests itself in various forms: phonetically, through the German
pronunciation of certain sounds, and lexically, through Calques based on German-specific derivation
patterns and direct and indirect borrowings. The lexical material taken from Andreas Clemensʼs
dictionary thus reveals, on the one hand, the regional character of the German elements treated by the
author in his work and, on the other hand, reflects the specific transitional character of the period in
which Clemens wrote his dictionary. Some of the analysed examples are unknown variants or rare
attestations of words. We have also encountered situations in which Andreas Clemens indicates
meanings for words in his lexicographical work that have not been mentioned in the modern
dictionaries.

In questo contributo si vuole dare valore alla costruzione di idea identitaria di Jhumpa Lahiri, dal romanzo autobiografico In altre parole (2015), a partire da una prospettiva incrociata tra più discipline, adottando però un taglio letterario-filosofico. In un suo famoso saggio, infatti, Giorgio Agamben esplora ostinatamente in che cosa consiste il mistero della letteratura, trovando risposta solo in quello che il filosofo definisce «atto autentico di creazione». Riferito alla letteratura, ma anche all’arte, all’architettura e all’azione politica, questo atto si configura come una potenza che è in grado di conservare al suo interno la resistenza stessa alla creazione, ossia la «potenza di non» creare. Confrontare il testo di Lahiri con il pensiero di Agamben permette di entrare nell’opera dell’autrice, sviscerando le componenti essenziali che danno valore al suo pensiero.

The topic of teaching Chinese in the Anglophone world has attracted considerable attention from scholars, policy-makers, educators, and students in recent decades (Duff, 2022). This is evident from extensive international media coverage, Chinese program development around the world, a growing number of interdisciplinary books and articles published about Chinese language education, and pronouncements about Chinese being the (apparent) "gigantic up-and-comer" (Lo Bianco, 2011) among languages to be taught and learned in our changing world. In addition, in 2015, a new journal, Global Chinese, joined the set of existing journals dedicated to studies of Chinese language teaching, learning, discourse, and sociolinguistics internationally in this new era. This surging interest in Chinese education, especially over the past 15 years, is associated with a number of converging factors: the rising political and economic power of China and international trade, national and international (Chinese) investments in Chinese language education as a matter of priority, growing patterns of emigration from China to Anglophone and other regions-in both longestablished diasporas and new ones-and profound interest in the richness of Chinese languages and cultures themselves (

[Excerpted from Introduction]: In this chapter I review research on multilingualism in societies and communities from a sociolinguistic perspective and provide examples of some recent studies and trends. Among the themes to be discussed, such as language shift, language policies, and language use in media, I foreground studies examining multilingualism in various linguistic landscapes and virtual/online spaces, reflecting the large amount of research on these topics at present and their social significance. I then describe the research methodologies that have been use and gaps in current work, before concluding the chapter.

Language policy and planning play a crucial role in shaping the experiences of migrants in receiving countries. As migrants navigate new linguistic landscapes and cultural contexts, language policies established by host governments can significantly impact their integration, identity formation, and access to resources. This research seeks to examine the intricate relationship between language policies and migrant experiences, focusing on how these policies influence linguistic diversity, multilingualism, and socioeconomic integration among migrant populations. Language policy refers to the deliberate decisions and strategies adopted by governments or institutions to regulate language use within a particular context (Spolsky, 2004). These policies can encompass a wide range of measures, including official language designation, language education policies, language proficiency requirements for citizenship or employment, and support for minority languages.

The hydronym Bârnova is the centre of a toponymic field in the south of the city of Iaşi. The authors explain it from old bg.  (‘muddy water’) and consider that it marks the northern limit of the Bulgarian Empire expansion in Moldova, in the 9th–10th centuries.

A territory inhabited for centuries by the same people was divided, for political reasons, using the Prut River as a border. The villages with their estates and the families who lived there were dramatically separated by the water course that became the boundary. We continue, in this text, to provide examples of toponyms that recall such villages that were on both banks of the Prut.

Ne-am propus, în acest articol, să urmărim formarea (prin procese structurale de polarizare și diferențiere, teoretizate de Dragoș Moldovanu) și evoluția în timp a cîmpului toponimic dezvoltat de la hidronimul Crasna, numele unui afluent al rîului Bîrlad. Organizarea unui astfel de ansamblu toponimic în jurul unui toponim principal, care desemnează un obiect (socio)geografic considerat de denominatori ca fiind de importanță majoră față de altele dintr-o zonă, este un proces natural, care oglindește realitatea de pe teren. Demersul nostru se sprijină pe informații culese din colecții de documente, dicționare, hărți și monografii. Prin urmărirea sincronică și diacronică a cîmpului hidronimului Crasna am surprins relațiile dintre toponime, concurența denominativă, existența unor omonimii și evoluția structurii toponimice.

Micul dicţionar toponimic al Moldovei (structural şi etimologic) [The Concise Toponymic Dictionary of Moldova (structural and etymological)] was designed to differentiate itself from other dictionaries in the field, on the one hand through its structural approach to contiguous toponyms in a micro-area, and on the other hand, through the attempt to overcome the level of simple linguistic etymologies and identify the toponymic etymologies based on the motivation principle, namely the relation between the linguistic sign and the denominated (socio)geographic object. This work was thus based on the concept of toponymic field that designates a denominative ensemble organized around a toponymic nucleus. The constraints imposed by the specificity of a dictionary represented for the editors, more than often, real obstacles, mainly related to the effort of deciphering the toponymic etymology and elaborating the lexicographic diagram taking into account the connections between the names that form a toponymic field, these two challenges being often interrelated. The editors' option with regard to the configuration of the emblems was the result of the corroboration between historicalgeographical data with linguistic information that was relevant for each situation. However, despite this very rigorous interdisciplinary documentation, the etymological solution remains debatable in the case of certain toponyms.

Following researches conducted in the field and studies of different written documents, we analyze some differences between the oral and written forms of toponyms in the Neamt river's valley. These may be the result of literalization`s influence, of popular etymology, of scribes' negligence etc. There are also some differences between the popular and the official toponymy, reflected in the toponymic syntagmas and periphrases. Rezumat În acest studiu, este analizat materialul obţinut în urma unor anchete pe teren, dar şi din documente publicate sau inedite. Sunt puse în evidenţă diferenţe între forma orală şi forma scrisă a toponimelor din bazinul hidrografic al râului Neamţ. Acestea pot fi rezultate ale literarizării, ale unei etimologii populare, ale neglijenţei scribilor etc. De asemenea, există diferenţe între toponimia populară şi cea oficială, reflectate la nivelul sintagmelor şi perifrazelor toponimice. n cadrul unor anchete efectuate în localităţile din bazinul hidrog...

With the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs’ linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs’ social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism (Kramsch, 2009) and the theory of identity and investment (Darvin & Norton, 2015), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities work in tandem to shape the participant’s multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world.

With the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs' linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs' social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism [Kramsch, C. 2009. The Mmultilingual Ssubject. Oxford, NY: Oxford University Press] and the theory of identity and investment (Darvin, R., and B. Norton. 2015. "Identity and a Model of Investment in Applied Linguistics." Annual Review of Applied Linguistics 35:36-56), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, observation of social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities worked in tandem to shape the participant's multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world.

The construct of transnationalism has been used to describe and examine how people maintain connections with their homeland while learning about and participating in the practices of the receiving context. This notion has influenced a great deal of research that seeks to capture how transnational connections are created and sustainedand also how participation in an adopted society's practices might coexist with continued engagement with the people and practices in another space. In recent years, social scientists across disciplines are bringing increasingly nuanced perspectives to the study of transnationalism and globalizationfor instance by distinguishing the society from the nation-state (Glick Schiller, 2005) and culture from territory (Appadurai, 1996/2003), and by taking into account the dangers of what has been named "methodological nationalism" (Wimmer & Glick Schiller, 2002). Yet, widely circulating discourses of how movement and mobility influence teaching and learning often lack such nuance, complexity and texture, with consequences for educational policy and practice. Here, I describe the key tenets of transnationalism, interrogate what we mean by the "social contexts" of teaching and learning, and argue for rethinking the spatial dimensions of teaching and learning in a time of transnationalism and globalization.

relations that link together their societies of origin and settlement" (Basch et al., 1994, p. 7); and transmigrants are described as those immigrants and refugees that "take actions, make decisions, and develop subjectivities and identities embedded in networks of relationships that connect them simultaneously to two or more nation-states" (Basch et al., 1994, p. 7). By examining everyday practices and cultural logics (and the ideological influences on such practices and logics), anthropological investigations of migration and globalization have enhanced our discussionsand representations-of the specific "social fields that cross geographic, cultural, and political borders" (Basch et al., 1994, p. 7). This special issue on "Transnational literacies: immigration, language learning and identity" brings together these two areas of inquiry in order to complicate discussions of local literacy practices on the one hand and questions of transnationalism on the other. Highlighting the lived experiences, human practices, and "cultural logics" of people whose everyday lives are dramatically shaped by large-scale global and transnational processes, the authors explore the different social, cultural, political, ideological, and material consequences of literacy. In so doing, they provide specific accounts of the relationship between globalization, immigration, and educational access-particularly with regard to "the vicissitudes of identity formation" experienced by immigrants and refugees trying to manage "the complexities of belonging both 'here' and 'there' simultaneously" (Suarez-Orozco, 2001). As such, this volume both builds on and extends the insights of those who have examined language and literacy learning among newer immigrants living in Canada (e.g.

Limba română, singurul idiom cu origine latină vorbit în partea centralestică a Europei, a apărut, cum foarte bine se știe, în condiții istorice și sociale speciale și a evoluat într-un spațiu lingvistic total diferit de fondul originar. ("Insula de romanitate" apărută în zona carpato-dunăreană în urma romanizării vechii Dacii, a fost ulterior segmentată, în partea sa sudică de prima formațiune statală creată în "marea slavă", care a înconjurat-o de timpuriu. Ea a fost apoi mărginită în partea sa vestică de "ape fino-ugrice" care au desprins din spațiul romanizat și atunci deja românizat, după aproape un mileniu de existență, alte comunități vorbitoare ale românei istorice, împingându-le spre sud.) Izolată de romanitatea occidentală și, din motive deopotrivă sociale, politice și culturale, lipsită de contactul cu limba latină, româna a conservat mai bine decât limbile romanice-surori deopotrivă fondul latinesc originar și tendințele ce au caracterizat latina populară. Și-a păstrat, din aceleași multiple motive, unitatea, iarăși, într-o mai mare măsură decât limbi romanice prestigioase, devenite în timp factori culturali cu influență majoră nu doar în Europa. "Limba română ca limbă istoricănota marele lingvist Eugen Coșeriu-este mai unitară decât alte limbi romanice; mult mai unitară decât limba istorică italiană; […] mai unitară decât franceza și cel puțin la fel de unitară ca spaniola istorică."

In addition to updating classifications that have become traditional in analyzing Latin aphorisms and phrases (chronological perspective, ab ovo perspective), this article offers new perspectives to approach the Latin aphoristic corpus, such as the formal-semantic dimension, which allows attesting the phenomena of semantic increase, establishing relations of synonymy, antonymy, homonymy, inter- – intra-aphoristic levels, etc.; all these investigations are accompanied by etymological and semantic-pragmatic elucidations. The presence of figures of speech (antithesis, oxymoron, etc.) increases the degree of expressiveness of Latin formulas. The interpretation of the hypernymy phenomenon is based on the three-dimensionality: ontology, deontology, gnoseology, their concepts having the status of hypernyms in establishing the semantic field.

This introduction provides the background for this special issue by first describing the USÁMexico border, a fascinating context in which to research issues related to SpanishÁEnglish biliteracy and multilingualism. We present main points in the prevailing discussion within the field of literacy studies about issues of multilingualism and localÁglobal contexts of literacy. Drawing from literature on transnational literacy, we examine arguments about the recontextualization of texts and literacy practices. In this volume, authors demonstrate how texts, linguistic practices, and discourses are part of the fluid traffic across the USÁ Mexico border. In the course of analyzing transfronterizo literacy practices, the articles take into account local and global contexts of literacy from different perspectives, such as colonia studies, genre studies, disciplinary discourses and identity, notions of time and space, the continua of biliteracy, and the new literacy studies. Because we see ourselves as border educators and researchers, informing educational practice in sites where these issues emerge as everyday events is the broader intent of this special issue.

Crucial moments in history, like the ones of revolutions, bring significant
changes not only at the level of the political regimes, but also in language (Tilly 1977, Tarrow 2013, Jasper 2018).  Words become part of the contentious actions, but are also part of the story, vehicles of change and at the same time of the narrations about the event. Part of the words of contention circulate from one historic moment to another (Tarrow 2013: 6), forming a sort of linguistic infrastructure of the revolutions (e.g., revolution, movement, people or battle), even if their meanings can be altered/ adapted/ changed from one political stage to another. At the same time, the local context is always reflected in newly created
words or through normal words carrying specific contentious or emotional charges. In revolutionary times, words whose use was forbidden or dissuaded are brought to light from the shadows and at least for a while gain importance, while others become doomed, marginalised, ‘guilty’ of the semantic charge they were made to carry in the previous times. For example, in the local context of the Revolution in Romania in 1989 the word comrade, imposed in the socialist era as the only one allowed for
addressing people will probably regain with great difficulty, if ever, the neutral meaning it used to have. Numerous phenomena can be identified at the level of language in times of revolution, and they can be and are often analysed from different perspectives: sociological, psychological or historical. The current study is focused on the analysis of the phenomenon of changing meaning of words, which can be noticed during the Revolution in Romania, with a focus on the notion of communism, from the perspective of a theory of language, and more specifically of
the integral linguistics created by Eugenio Coseriu.

The aim of this paper is to discuss the concept of identity and its relationship to language proficiency. In particular, the question of an influence on an individual's identity through near-native L2 proficiency will be investigated. This includes the factor of age of language acquisition and the "Critical Period Hypothesis (CPH)" also referred to as "sensitive period" or "age effects" in recent years. Furthermore, the development of deep emotional bonds to an L2 and the L2 community is discussed, leading to the concept of identity and its use in applied linguistics. The paper concludes that defining the concept of identity based solely on language is not fruitful. Rather, it leads to further terminological confusion, as does equating identity with social roles. This suggests for a concept of identity that is defined independently of the languages an individual is able to understand and speak, bearing in mind, that languages may influence an individual's self-concept as much as social roles and the living environment.

This empirical study examines the ways multilingualism influences the identity of minority individuals and minority groups. The motivations for their specific social behavior are rarely obvious to the multilingual speakers themselves, which made it necessary to scrutinize their behaviors and attitudes using a mixed-methods analysis (including sociolinguistic interviews, questionnaire surveys, and field observations) of the mostly unconscious processes of identity formation among multilingual Kui speakers in northeastern Thailand. The approach used, focusing on group behavior and analyzing extralinguistic sociocultural data in terms of social identity formation in a minority group, revealed specific rituals and practices. These findings add to the knowledge of overt multilingual language use in the context of multilingual Kui people and demonstrate how social psychology and sociology can be used to analyze the identities of multilingual minorities and show how multilingual language use does not produce multiple identities. The investigation, using theories of several social and linguistic approaches to understand identity construction, demonstrates how important the Thai national identity is and how strongly it influences the identity formation among the minority group.

First appeared in studies in language learner motivation and attitude, bilingual education (BE) and identity of its participants emerged as a field of study in the mid 20 th century. Although understandings of BE and identity have been varied, it is agreed that participant identities have a reciprocal relationship with BE programs which reflects social discourses and ideologies. Starting with explanation of key concepts, this chapter first presents select early literature in BE vis-à-vis identity in the latter half of the 20 th century with foci on identities of students and teachers. Related research centring on students mainly revolves around how learning of minority students are affected by language hierarchies reproduced in BE classrooms, and ways to exalt minority assets in classroom interactions. On the other hand, discussions focusing on teacher identity explore how BE teachers negotiate professional identities under dominant social discourses such as long-lasting identity inscriptions (e.g., race and gender), native-speakerism, and educational reforms. It later pays special attention to a group of individuals known as transnationals, who have gained a stronger presence in the era of globalization with unique identity formation patterns which shed light on the importance of valuing minority cultural assets in multicultural settings. As few, if any, BE programs have considered scholastic insights about improving equality in BE program development and policymaking, the following section will explore select related problems and difficulties. Finally, it presents newly arising directions in BE research including social class, technology in learning, and identities in changing context as conclusion.

DÉRom = Buchi, Éva/Schweickard, Wolfgang (dir.), Dictionnaire Étymologique Roman (DÉRom). Nancy, ATILF, ‹http://www.atilf.fr/DÉRom›, 2008–.

Site-ul proiectului (la care ne vom referi în continuare prin intermediul siglei „DÉRom”) conţine 204 articole lexicografice complexe (aprilie 2023), o listă de publicaţii reprezentative pentru proiect, publicate de membrii proiectului, bibliografia generală a proiectului şi numeroase alte materiale, informaţii privitoare la proiect.

Au fost publicate trei monografii ale proiectului (în continuare, ne vom referi la acestea prin intermediul siglelor „DÉRom 1”, „DÉRom 2”, „DÉRom 3”):

In addition to updating classifications that have become traditional in analyzing Latin aphorisms and phrases (chronological perspective, ab ovo perspective), this article offers new perspectives to approach the Latin aphoristic corpus, such as the formal-semantic dimension, which allows attesting the phenomena of semantic increase, establishing relations of synonymy, antonymy, homonymy, inter- – intra-aphoristic levels, etc.; all these investigations are accompanied by etymological and semantic-pragmatic elucidations. The presence of figures of speech (antithesis, oxymoron, etc.) increases the degree of expressiveness of Latin formulas. The interpretation of the hypernymy phenomenon is based on the three-dimensionality: ontology, deontology, gnoseology, their concepts having the status of hypernyms in establishing the semantic field.

Young learners with refugee experiences face a constellation of challenges particular to forced migration and resettlement. Experiences of trauma, violence, poverty, and disrupted or limited access to formal education and healthcare can have complex and long-term impacts on learning. Further, the sociocultural and linguistic challenges of undertaking education in unfamiliar schooling systems in transit and resettlement countries can also impede learner engagement and obscure individual strengths. However, like all student cohorts, children with refugee and asylum seeker backgrounds are also unique, with individual personal, sociocultural, and linguistic attributes on which to draw. While these assets may be overlooked or obscured in traditional educational contexts, arts-based approaches to instruction can offer generative and affirming learning spaces that illuminate individual strengths and provide powerful rejoinders to deficit constructions. This article provides an overview of ...

Refugee resettlement has never been more urgent. With dramatic increases in global ethnic conflict, religious persecution, political instability, disasters caused by extreme weather, drought and famine, the number of forcibly displaced persons had surpassed 80 million by the summer of 2020 (UNHCR Press Release, December 2, 2020). In 2020, 80% of the world's refugees were being hosted (temporarily) in developing countries (UNHCR Fact Sheet, March 2020). Recent news headlines demonstrate that the convergence of multiple global and local forces (political, economic, environmental) has created conditions of extreme uncertainty and precarity in a growing number of regions-creating unstable or unsafe conditions that have pushed large numbers of people to uproot themselves, their families and their lives in search of safety and security. New displacements are also driven by recent increases in violence in Syria, the Democratic Republic of the Congo, Mozambique, Somalia, Yemen, and Central America. This volume takes up and responds to the urgency of the moment by bringing together accounts from a wide range of perspectives on refugee education. With a particular focus on the role of language and literacy in educational access, assessment, practice, and policy, contributors identify and critically examine the relationship between the contexts, priorities, practices, and outcomes of various learning and teaching processes for refugee-background learners from across the life span. They take up questions and debates about language and literacy education, language and literacy policy, language and literacy ideologies, language and literacy socialization, and language and literacy assessment. And they draw on various subfields within educational linguistics to examine relevant phenomena in a wide range of contexts (e.g., K-12 classrooms, after-school programs, community-based programs, the workplace, spaces of healthcare delivery, online spaces, or nontraditional spaces of language use/learning). Collectively, authors demonstrate that an

The construct of transnationalism has been used to describe and examine how people maintain connections with their homeland while learning about and participating in the practices of the receiving context. This notion has influenced a great deal of research that seeks to capture how transnational connections are created and sustainedand also how participation in an adopted society's practices might coexist with continued engagement with the people and practices in another space. In recent years, social scientists across disciplines are bringing increasingly nuanced perspectives to the study of transnationalism and globalizationfor instance by distinguishing the society from the nation-state (Glick Schiller, 2005) and culture from territory (Appadurai, 1996/2003), and by taking into account the dangers of what has been named "methodological nationalism" (Wimmer & Glick Schiller, 2002). Yet, widely circulating discourses of how movement and mobility influence teaching and learning often lack such nuance, complexity and texture, with consequences for educational policy and practice. Here, I describe the key tenets of transnationalism, interrogate what we mean by the "social contexts" of teaching and learning, and argue for rethinking the spatial dimensions of teaching and learning in a time of transnationalism and globalization.