Dominant Language Constellations Approach in Education and Language Acquisition

Acknowledgment
Contents
About the Editors
Contributors
Literacy Learning and Language Education: Dominant Language Constellations and Contemporary Multilingualism
	1 A Flatter, More Multilingual World
	2 Language Consequences
	3 National Monolingualism and Globalized Multilingualism
	4 Language and Nationalism, and Incipient Language Rights
	5 Enter the DLC
	6 Literacy and DLC
	7 About this Volume
	8 A World of Contours
	References
Part I: Dominant Language Constellations in Language Education Policy and School Practices
	Dominant Language Constellations in Education: Patterns and Visualisations
		1 Introduction
		2 Dominant Language Constellation as a Pattern
			2.1 Patterns in Research
			2.2 DLCs as Patterns of Language Use, Acquisition, and Educational Practices
				How Do Dominant Language Constellations Manifest their Patterned Nature?
				Commensurability of DLC Patterns
		3 DLC Perspective for Education: Aims, Scope, and Studies
			3.1 Current Research on DLC
			3.2 Research via Selected Criteria of DLC Constituents
			3.3 Aims and Priorities of Patterns-Oriented Research in Education
		4 Modelling and Visualising DLC Patterns for Multilingual Education
			4.1 What Are Visualisations and How Are they Useful (a) for Research and (b) for Language Learners and Users?
			4.2 Pattern-Oriented Visualisations of Multilingualism: DLC Maps and DLC 3D Models
		5 Summary
		References
	Language Education Policy Through a DLC Lens: The Case of Urban Multilingualism
		1 Introduction
		2 The Context: Language Education Policy and Urban Multilingualism
			2.1 Multilingual Vienna
			2.2 European Language Education Policy
		3 Schools in Vienna: Three Snapshots from a DLC Perspective
			3.1 School Websites Between Mono- and Bilingualism
			3.2 The Principals’ Perspective
			3.3 Practice
		4 Conclusion
		References
	Promoting Plurilingual Competences in Primary Schools in Barcelona: A Dominant Language Constellation Approach to Teaching and Learning Languages
		1 Introduction
		2 Languages in Barcelona: Language Teaching and Language Use
		3 Plurilingual Connections: A Dominant Language Constellation Approach to Teaching and Learning Languages
		4 The Pedagogical Approach: The Integrated Plurilingual Approach
			4.1 Translanguaging as a Pedagogical Strategy for Highlighting Pupils’ Own Languages: Translation for Other Learning Contexts (TOLC) and Language Identity Texts (LITs)
			4.2 Using TOLC and LITs in the Additional Language Classroom
		5 The Study
			5.1 The Methodology
			5.2 The Context and Participants
			5.3 The Storybook Project
				Session 1
				Session 2
				Session 3
				Session 4 & 5
				Session 6
				Session 7
				Session 8
				Session 9
				Session 10
		6 Results and Discussion
			6.1 A DLCA Through IPA Affects Motivation and Attitudes Towards Languages and Language Learning
			6.2 A DLCA Through IPA Affects Academic Performance in Catalan, English and Spanish
			6.3 Adopting a DLCA to Language Teaching Affects the Teacher’s Attitudes Towards Teaching and Learning Languages
		7 Conclusions
		References
	Family Language Policy and Dominant Language Constellations: A Canadian Perspective
		1 Introduction
		2 The Context
			2.1 The Dominant Language Constellation
			2.2 Family Language Policy
			2.3 Linguistic and Educational Landscape in Ontario
		3 The Study
			3.1 Methodology and Research Questions
			3.2 Results: Questionnaire
			3.3 Results: Follow-Up Interviews
		4 General Discussion
		5 Conclusion
		References
	Educational and Career Opportunities for Refugee-Background Adults in Norway: A DLC Perspective
		1 Introduction
		2 Background
			2.1 Language and the Process of Integration
			2.2 Social, Political and Educational Aspects of the Refugee Situation in Norway
			2.3 The Roles and Status of English in Norway
			2.4 Dominant Language Constellation as a Research Paradigm
		3 Methods
			3.1 Research Question
			3.2 Sources of Data
		4 Results
			4.1 Majority Communal DLC in Norway
				Websites Serving Refugees
				Languages in Education
				Languages Needed for Employment
				Summary
			4.2 Actual and Imagined DLCs of Refugees to Norway
		5 Discussion and Conclusion
		References
Part II: Dominant Language Constellations in Teacher Training
	Embracing Multilingualism in Teaching Practicum in Finland? DLC as a Tool for Uncovering Individual and Institutional Multilingualism
		1 Introduction to the DLC Concept and Context
		2 Contextual Levels for the Study of DLCs
		3 Contextual Levels from an Affordances Perspective
		4 Aim, Material and Method
		5 Results
			5.1 Swedish-Medium Bilingual Teacher Training School
				Individual Patterns
				Swedish-Medium School Pattern
			5.2 Finnish-Medium Bilingual Teaching Practice School
				Individual Patterns
				Finnish-Medium School Pattern
		6 Discussion
		Appendix 1
			Individual
			Institutional
		References
	The Dominant Language Constellations of Immigrant Teacher Trainees in Israel: Russian, Hebrew and English
		1 Introduction: The DLCs of Immigrant Teacher Trainees
		2 Literature Review
			2.1 The Constitution and Configuration of Immigrant DLCs
			2.2 Background Information About Immigrants from the FSU to Israel
		3 Methods and Procedures
		4 Findings
			4.1 Evolving DLCs
			4.2 Changes Within DLCs, Cultural Adjustment
			4.3 DLCs and Patterns of Socialization
			4.4 Cognitive Changes in Immigrants’ DLCs
			4.5 Individuals’ Changing DLCs and Their Sense of Identity
		5 Discussion
		6 Conclusion
		Appendix
			Questionnaire
		References
Part III: Dominant Language Constellations and Identity Through Narratives and Visualizations
	Exploring Identities and Life Stories of Multilingual Transnational Couples Through the Lens of Multilinguality and Dominant Language Constellations
		1 Introduction
		2 Background
			2.1 Multilingual Families
			2.2 Multilingualism, Transnationality, and Identity
			2.3 Multilinguality and Dominant Language Constellations
			2.4 Research Objectives
		3 Methodology
			3.1 Autobiographic Narratives
			3.2 Data Sources
			3.3 Participants
			3.4 Data Analysis
		4 Findings
			4.1 Complexity and Variation Within Individual and Family DLCs
				Zonja and Barke
				Gabriela and Matias
				Hermione and Ole
				Laura and Jean-Paul
				Johanna and Robert
			4.2 Fluctuation and Self-Balance
				Zonja and Barke
				Gabriela and Matias
				Hermione and Ole
				Laura and Jean-Paul
				Johanna and Robert
			4.3 Identity Construction
				Zonja and Barke
				Gabriela and Matias
				Hermione and Ole
				Laura and Jean-Paul
				Johanna and Robert
		5 Discussion and Conclusion
		Appendices
			Appendix A: DLC Chart Provided to Participants
			Appendix B: Autobiography Guide
		References
	Understanding Dominant Language Constellations Through Analysis of Visual Linguistic Autobiographies by Foreign Language Student Teachers in Germany
		1 Introduction
		2 Multilingual Repertoires and Dominant Language Constellations as Complex and Dynamic Systems: A Theoretical Lens to Analyse Multilingual Biographies
		3 The Empirical Study
			3.1 Data Collection: Context and Participants
			3.2 Visual Linguistic Biographies as Data: Methodology of Data Analysis
		4 Analysis of Visual Linguistic Autobiographies
			4.1 Languages Included in the (Potential) Dominant Language Constellation of Spanish Student Teachers
			4.2 Languages Included in the (Potential) Dominant Language Constellation of French Student Teachers
			4.3 Comparison of Dominant Language Constellations and Discussion of Results
		5 Synthesis and Perspectives
		References
	Languages as Ways of Being: The Linguistic Biography of a Nordic Nomad
		1 Introduction
		2 Languages in My Homeland
			2.1 Icelandic: The Language I Was Born to
			2.2 English: The Language of Convenience
			2.3 Danish: The Language I (Have to) Live with on a Daily Basis
			2.4 German: The ‘Foreign’ Language for Me
		3 The Languages Away from Home
			3.1 Swedish: The Language of My Second Heart
			3.2 Norwegian: One More Scandinavian Conquest
			3.3 Faroese: The ‘Sister’ Language
			3.4 Lithuanian: The Language of the Country that Likes Me Back
			3.5 Greek: The Language of a People with a ‘Heart of Hearts’
		4 Summing Up on My Linguistic Treasure Chest
		Appendix
			Commentary on My Clay Chart