Anastassia Zabrodskaja | Tallinn University (original) (raw)
Articles by Anastassia Zabrodskaja
Eesti Rakenduslingvistika Ühingu aastaraamat Estonian Papers in Applied Linguistics, 2006
International Journal of Intercultural Relations, 2024
The article reports on a qualitative study of how schools in Estonia were incorporating Ukrainian... more The article reports on a qualitative study of how schools in Estonia were incorporating Ukrainian
war refugee students in the spring of 2023. Observations and interviews were conducted in 7
schools with teachers, school administrators, psychological support staff, refugee students in
grades 7–12, and their parents. The study found that schools were balancing three overlapping
goals: (1) to ensure psychological adjustment of the refugee students by creating a safe, supportive,
and welcoming school environment; (2) to provide students with opportunities to learn
and be academically successful, and (3) to facilitate acculturation of refugees into Estonian culture
and language. These three “A’s”: adjustment, academics, and acculturation were important
in all schools in the study. As schools engaged in implementing the three goals, they found that at
times they were in conflict with one another, requiring them to prioritize some and de-emphasize
others. The Ukrainian secondary school was created specifically for these students and prioritized
adjustment but faced challenges motivating students to engage academically and learn the
Estonian language. Russian-medium schools provided the easiest access to the academic curriculum
in Russian, without the need to acculturate; but students experienced some anti-Ukraine
attitudes from peers and teachers. In Estonian-medium schools, students had the best opportunity
to learn Estonian but felt socially isolated and were unable to engage with the Estonian-language
curriculum. The study highlights the need for schools to balance these different goals
and work to resolve contradictions as they arise in their unique context.
Sociolinguistic Studies, 2024
Forty-five Russophone families in Estonia, Germany and Sweden answered semi-structured questionna... more Forty-five Russophone families in Estonia, Germany and Sweden answered semi-structured questionnaires about their sociolinguistic characteristics and participated in in-depth interviews regarding language use, language transmission and maintenance, and attitudes to all these processes. This comparative analysis of the family context helps to explain the variation in the development of linguistic identities and language-use strategies. We identified clear similarities and differences between these families, especially regarding reported digital language practices among immigrant families. The data analysis showed that the use of digital technologies has an impact on the reported language practices among the families but not necessarily on the use of Russian as a heritage language. Most families highlighted the intensification of internet-based communication with extended family members and the supportive effect of digital technologies on intergenerational heritage language transmission, since younger family members gained more access to Russian via the internet. But the role of digital technologies alone is limited when it comes to intergenerational heritage language transmission and other factors, such as the efforts of parents and the agency of children, seem to be more important. Still, the joint use of digital technologies has a positive effect, especially in those families where the children are actively involved in digital communication.
Sociolinguistic Studies, 2024
The articles in this thematic issue of Sociolinguistic Studies, 'Family as a language policy regi... more The articles in this thematic issue of Sociolinguistic Studies, 'Family as a language policy regime: Agency, negotiation and local practices', are concerned with the impact of family (language policy) among the minority population, whether indigenous or otherwise, on the sociolinguistic makeup of the contemporary policy regimes worldwide. Although family language policy is already a well-established domain of inquiry, this issue points to the wide range of cases from around the world, including Cyprus,
Frontiers in Psychology, 2024
The aim of the Research Topic is to provide a comprehensive overview of the current research land... more The aim of the Research Topic is to provide a comprehensive overview of the current research landscape surrounding social anxiety. Social anxiety is a pervasive mental health condition characterized by intense fear and discomfort in social situations, often leading to significant impairment in various areas of life such as relationships, work, and school. Through this edition, the goal is to shed light on various aspects of social anxiety, including its cognitive, emotional, interpersonal, and cultural dimensions. The Research Topic seeks to showcase a diverse range of research methodologies and perspectives within the field of psychology, encompassing disciplines such as Personality and Social Psychology, Clinical Psychology, and Cognition. The Research Topic delves into various specific themes, spanning errors in cognition like hypermentalizing and their correlation with social anxiety, along with exploring the repercussions of social anxiety on diverse relationship dynamics encompassing familial, romantic, professional, and platonic spheres. Additionally, it scrutinizes the comorbidity nexus between social anxiety and other mental health afflictions like depression and eating disorders, whilst also examining social anxiety across age demographics, from children to adolescents and young adults. The discourse extends to encompass assessment and treatment methodologies tailored for social anxiety, considering cultural dimensions including prevalence, manifestation, and treatment paradigms across different societies. Moreover, it investigates gender disparities and cultural influences on social anxiety, underlining the role of sociocultural factors in its formulation. Furthermore, it elucidates the intricate interplay between emotions, notably shame, and social anxiety, alongside delving into the neurobiological and psychophysiological underpinnings of this phenomenon. The Research Topic contributes to our understanding of social anxiety and provide insights that can inform both theory and practice in psychology. This Research Topic includes articles that focus on social anxiety, demonstrating the wide range of research conducted in the field of Psychology, including areas such as Personality and Social Psychology, Clinical Psychology, and Cognition. Key conclusions drawn from the articles include the interdisciplinary nature of studying social anxiety, the introduction of concepts like "Alexinomia", and the exploration of its relationships with other psychological factors such as olfactory reference disorder and childhood maltreatment. The role of personality traits, cultural influences, and technological advancements like social media are also highlighted, alongside the impact of current events such as the COVID-19 pandemic on social anxiety.
Journal of Multilingual and Multicultural Development, 2024
Employing a qualitative approach for data collection and analysis, this research focuses on 50 mu... more Employing a qualitative approach for data collection and analysis, this research focuses on 50 multilingual families, with ten from each country. The study explores the role of English as a third language (L3) in both endogamous and exogamous multilingual families with immigrant and minority backgrounds across Cyprus, Estonia, Germany, Israel, and Sweden. Additionally, it examines the impact of English on family language practices, its effects on Russian as a heritage language, on the majority country language(s), and on (online) education, as well as on (digital) literacy skills. The findings, based on the thematic analysis of in-depth interviews with mothers, highlight the importance of English as an L3 in the context of the majority language and Russian as a heritage language. This emphasises parents’ recognition of English as crucial for their children’s future success and the significance of English education for academic achievement. The study underscores the evolving role of English in multilingual families, by putting emphasis on the need for continued exploration of language practices, proficiency development, and the broader impact on family language policies. We advocate for further investigation into the influence of social and technological factors to enhance understanding of language dynamics in diverse multicultural contexts.
Forum For Linguistic Studies, 2024
keeles This article aims to understand how Ukrainian expatriates maintain their sense of nationa... more keeles
This article aims to understand how Ukrainian expatriates maintain their sense of national identity in light of the ongoing war in their home country. It seeks to identify specific cultural, linguistic, and social practices employed to preserve national identity. Additionally, this study explores the impact of the full-scale invasion on expatriates’ national identity and their practices. Furthermore, the study aims to investigate how the full-scale war has affected the attitudes and language usage of respondents with different linguistic backgrounds. Through the lenses of Social Identity Theory and concepts such as identity, its connection with culture and language, and national identity, the study’s findings were analysed. The primary tool utilised in this research was the semi-structured individual interview, specifically tailored to grasp the perception of identity, interpret practices, and uncover the underlying reasoning among the expats. The findings indicate that Ukrainian young adults exhibit strong cultural, social, and linguistic practices that aid in maintaining their national identity, with a particular emphasis on the civil component of national identity. The full-scale invasion has heightened the salience and strength of Ukrainian expatriates’ national identity and practices. Additionally, the study shows that the invasion has contributed to a positive shift in attitudes toward and increased usage of the Ukrainian language. The study highlights the significance of maintaining national identity among expatriates and emphasizes the growing understanding of the importance of national identity and the significance of its defining traits.
Journal of Multilingual and Multicultural Development, 2024
This study proposes a modified and more precise framework for conducting a comparative analysis o... more This study proposes a modified and more precise framework for conducting a comparative analysis of the current linguistic situations in two post-Soviet countries, Kazakhstan and Estonia. While these countries share historical roots under the Soviet Union, they have followed divergent paths since its dissolution. The evolution of language policy in these nations since their independence is considered from the perspective of everyday language practice, national identity, and prestige. With a particular focus on exploring the role of multilingualism in shaping the image and prestige of the Kazakh and Estonian languages, the research reports on the participants’ awareness of the de jure language policy and their attitudes towards the de facto language policy, and assesses the present state of the Kazakh and Estonian languages in the visual and media landscape. Employing an online survey and subsequent correlation analysis using SPSS, the research findings indicate a positive shift in the perception of native languages in both Kazakhstan and Estonia, signifying ongoing efforts to elevate their prestige and modernity across various sectors. By shedding light on the complexities of language dynamics in these two countries, the findings contribute to a comprehensive understanding of the contemporary sociolinguistic landscapes in Kazakhstan and Estonia.
Frontiers in Communication, 2023
Intercultural communication (IC) and international students go side by side in this era of intern... more Intercultural communication (IC) and international students go side by side in this era of internationalization of higher education. The key concepts of IC, namely intercultural effectiveness (ICE), intercultural competence (ICC), intercultural adjustment (ICA), and intercultural adaptation (ICN) are used interchangeably in the literature. However, the present study argues that the stated concepts are theoretically different and further proposes that ICE, ICC, ICA, and ICN are phases of IC. Based on these conceptual differences, a comprehensive model of IC (CMIC) is proposed in this study. The CMIC explains that these four concepts are principally developmental phases for international students to become interculturally effective in adapting to a new culture. The current research further offers preliminary testing of CMIC, which is applied to international students in Shanghai, China through quantitative research followed by a survey. Instruments developed by experts were used in this study. International students were approached to participate in the survey at the convenience of the researcher. One hundred and seventy-one international students represented 18 different cultures, which reconfirms the culture-general approach by considering the stance of more than two different cultures. The findings revealed that international students became interculturally effective and competent which further enabled them to adjust to China. Later, their adjustment helped them adapt better to the new culture. The findings of this study validated the core predictions of the CMIC. As this is the first testing of CMIC on a relatively small sample, more extensive testing is expected soon to validate its assumptions in different contexts, such as Pakistan, Malaysia, and Australia, among others. The CMIC also suggests practical implications for policymakers and institutes of host countries regarding international students and other people living in a culturally different society.
Languages, 2023
This study explored the language and literacy practices of multilingual families in Cyprus, Eston... more This study explored the language and literacy practices of multilingual families in Cyprus, Estonia, Germany, Israel, and Sweden during the COVID-19 pandemic. The study focuses on the different roles of family members in language transmission in order to understand whether these practices might have been influenced by the COVID-19 pandemic. We aimed to answer two key research questions: RQ1, whether and how the pandemic conditions affected the heritage language, societal language acquisition, and heritage language literacy learning environments in the five countries examined (Cyprus, Estonia, Germany, Israel, and Sweden); and RQ2, what is the nature of child and parental agency in facilitation of the possible changes in the corresponding five countries? Fifty semi-structured interviews (ten in each country) were conducted. The data highlighted the factors that triggered changes in family language policy during the pandemic and the role of the child’s agency, parents, extended family, and social network during this period. Based on our findings, we argue that the pandemic conditions gave the children new opportunities for agency when it comes to language and literacy choice and communication with extended family members. This even facilitated new sources of input and suggested the active role of a child as an agent in shaping family language policy in the family.
Environment and Social Psychology , 2023
Concerned about balancing issues of global warming and economic growth, the growing needs of ener... more Concerned about balancing issues of global warming and economic growth, the growing needs of energy
consumption in contexts with limited production and resources have created a serious challenge for developing countries
like Pakistan. Research approaches that focus mainly on the production or purchase of environmentally friendly products
or assessment of the stance of employees and households are not seen assufficient to present the full picture of any society
regarding energy saving behaviors (ESB). The attitudes and behaviors of the student population have generally not been
sufficiently presented in energy saving studies to reflect current or emerging realities. Two leading behavioral theories,
stimulus-organism-response theory (SOR) and the theory of planned behavior (TPB), and their relevant variables are
integrated in this study to unpack the ESB of university-going students in Pakistan. Through an online survey, 410
university students from the four main urban cities of Pakistan participated in the study. The findings revealed that media
and organizational climate have significantly created both a sense of social pressure and responsibility among students to
cultivate stronger intentions and actions toward saving energy. The results further indicated that these behavioral
intentions do indeed have a strong impact on students reported ESB. Overall, the students appeared to have been
effectively influenced to be more active in saving energy for their society and country. The findings also validate the
selected energy-related constructs and predictive paths in the proposed integrated SOR and TPB model. This study shows
the potential for the further testing and application of the variables and this model in other contexts with other populations
as the world grapples with energy shortages and global climate change issues.
Education Sciences, Aug 11, 2023
Willingness to communicate (WTC) in a second language (L2) is one of the key concepts in L2 commu... more Willingness to communicate (WTC) in a second language (L2) is one of the key concepts in
L2 communication and learning. Previously, research practice in this area has been more concerned
with investigating the relationship between individual negative emotions and WTC. However,
insufficient attention has been given to a wide range of positive and negative emotions contributing
to WTC. This study aims to address the impact of emotions (positive and negative) and self-perceived
communication competence (SPCC) on WTC in an L2 in the context of Pakistan. The broadenand-
build theory of positive emotions has driven theoretical reasoning. Higher education students
(N = 401) were considered the participants of this study and were approached conveniently. Data
were processed and analyzed in SPSS. The findings revealed that positive emotions and SPCC
positively influence WTC in an L2. On the contrary, negative emotions have a negative impact on
WTC in an L2. Additionally, SPCC appears to be a significant moderator in the relationship between
emotions (positive and negative) and WTC in an L2. The study’s findings have important practical
implications for Pakistan’s Higher Education Commission (HEC) in drafting and implementing
policies to enhance students’ WTC within higher education classrooms.
[
… Ühingu aastaraamat/Estonian Papers in Applied …, Jan 1, 2006
http://www.uab.ro/cercetare/ciel/jolie/index.html, 2009
Multilingual and multicultural societies are very often conflict-driven, and can be characterize... more Multilingual and multicultural societies are very often conflict-driven, and can be
characterized by ethnolinguistic and cultural differentiations, social inequality etc.
Discordance factor (D-factor) indicates dissonance, a lack of confidence, perceived inequity
and animosity between two ethnic groups living together on one territory. The D-factor
consists of four components: 1) the extent of legitimacy of the interethnic situation, 2) the
extent of mutual lack of confidence, 3) the extent of mutual cooperativeness and 4) the
extent of outgroup dehumanization. To measure these indicators, a questionnaire comprising
17 claims was created.
In this paper I will discuss the findings of a pilot study carried out among Estonian
and Russian-speaking students of Tallinn University. The purpose of the pilot study was to
test whether statements adequately measure the factors that play a role in intergroup
discordance such as legitimacy, confidence, cooperativeness and dehumanization.
I will discuss how the D-factor is related to cross-cultural communication and how
it could be reduced via majority and minority educational processes. I will argue that: 1) an
understanding of multilingualism and multiculturalism ought to be developed that addresses
the collective and individual needs of majority and minority students; 2) special courses in
psychology and ethnosociology should be arranged to help majority and minority students to
understand linguistic and cultural diversity.
Language Assessment Quarterly, Jan 1, 2009
International Journal of Bilingualism, Jan 1, 2009
This article focuses on the question to what degree typological characteristics of the languages... more This article focuses on the question to what degree typological characteristics
of the languages involved interact with the Matrix Language vs.
Embedded Language and Content Morpheme vs. System Morpheme distinctions.
In addition, the integration of Estonian items in Russian–Estonian
codeswitched sentences is described, because the extent of integration
of Estonian items into the Russian matrix is closely related to matrix
language determination. Both Estonian and Russian have a complex
inflectional morphology. Full integration of an Estonian item into Russian
means gender and case assignment, but in fact this does not occur in all
codeswitched instances. Russian–Estonian data demonstrate a wider range
of possibilities than just fully integrated and completely unintegrated
items. Estonian items may be integrated phonologically into Russian
(e.g. regarding vowel length or stress), but morphological and phonological
integration do not depend on each other: Estonian items may show extensive phonological but
no morphological integration into Russian and vice versa. Bilingual data show that the matrix
language cannot be determined by analyzing the morphosyntactic level only; the degree of
phonological integration of codeswitched words should also be taken into account. Thus, the
morphosyntactic bias in the Matrix Language Frame model, meaning that phonological adaptation
has no influence at all on matrix language assignment, is criticized.
… workshop linguistic and intercultural education in the …, Jan 1, 2009
Eesti Rakenduslingvistika Ühingu aastaraamat Estonian Papers in Applied Linguistics, 2006
International Journal of Intercultural Relations, 2024
The article reports on a qualitative study of how schools in Estonia were incorporating Ukrainian... more The article reports on a qualitative study of how schools in Estonia were incorporating Ukrainian
war refugee students in the spring of 2023. Observations and interviews were conducted in 7
schools with teachers, school administrators, psychological support staff, refugee students in
grades 7–12, and their parents. The study found that schools were balancing three overlapping
goals: (1) to ensure psychological adjustment of the refugee students by creating a safe, supportive,
and welcoming school environment; (2) to provide students with opportunities to learn
and be academically successful, and (3) to facilitate acculturation of refugees into Estonian culture
and language. These three “A’s”: adjustment, academics, and acculturation were important
in all schools in the study. As schools engaged in implementing the three goals, they found that at
times they were in conflict with one another, requiring them to prioritize some and de-emphasize
others. The Ukrainian secondary school was created specifically for these students and prioritized
adjustment but faced challenges motivating students to engage academically and learn the
Estonian language. Russian-medium schools provided the easiest access to the academic curriculum
in Russian, without the need to acculturate; but students experienced some anti-Ukraine
attitudes from peers and teachers. In Estonian-medium schools, students had the best opportunity
to learn Estonian but felt socially isolated and were unable to engage with the Estonian-language
curriculum. The study highlights the need for schools to balance these different goals
and work to resolve contradictions as they arise in their unique context.
Sociolinguistic Studies, 2024
Forty-five Russophone families in Estonia, Germany and Sweden answered semi-structured questionna... more Forty-five Russophone families in Estonia, Germany and Sweden answered semi-structured questionnaires about their sociolinguistic characteristics and participated in in-depth interviews regarding language use, language transmission and maintenance, and attitudes to all these processes. This comparative analysis of the family context helps to explain the variation in the development of linguistic identities and language-use strategies. We identified clear similarities and differences between these families, especially regarding reported digital language practices among immigrant families. The data analysis showed that the use of digital technologies has an impact on the reported language practices among the families but not necessarily on the use of Russian as a heritage language. Most families highlighted the intensification of internet-based communication with extended family members and the supportive effect of digital technologies on intergenerational heritage language transmission, since younger family members gained more access to Russian via the internet. But the role of digital technologies alone is limited when it comes to intergenerational heritage language transmission and other factors, such as the efforts of parents and the agency of children, seem to be more important. Still, the joint use of digital technologies has a positive effect, especially in those families where the children are actively involved in digital communication.
Sociolinguistic Studies, 2024
The articles in this thematic issue of Sociolinguistic Studies, 'Family as a language policy regi... more The articles in this thematic issue of Sociolinguistic Studies, 'Family as a language policy regime: Agency, negotiation and local practices', are concerned with the impact of family (language policy) among the minority population, whether indigenous or otherwise, on the sociolinguistic makeup of the contemporary policy regimes worldwide. Although family language policy is already a well-established domain of inquiry, this issue points to the wide range of cases from around the world, including Cyprus,
Frontiers in Psychology, 2024
The aim of the Research Topic is to provide a comprehensive overview of the current research land... more The aim of the Research Topic is to provide a comprehensive overview of the current research landscape surrounding social anxiety. Social anxiety is a pervasive mental health condition characterized by intense fear and discomfort in social situations, often leading to significant impairment in various areas of life such as relationships, work, and school. Through this edition, the goal is to shed light on various aspects of social anxiety, including its cognitive, emotional, interpersonal, and cultural dimensions. The Research Topic seeks to showcase a diverse range of research methodologies and perspectives within the field of psychology, encompassing disciplines such as Personality and Social Psychology, Clinical Psychology, and Cognition. The Research Topic delves into various specific themes, spanning errors in cognition like hypermentalizing and their correlation with social anxiety, along with exploring the repercussions of social anxiety on diverse relationship dynamics encompassing familial, romantic, professional, and platonic spheres. Additionally, it scrutinizes the comorbidity nexus between social anxiety and other mental health afflictions like depression and eating disorders, whilst also examining social anxiety across age demographics, from children to adolescents and young adults. The discourse extends to encompass assessment and treatment methodologies tailored for social anxiety, considering cultural dimensions including prevalence, manifestation, and treatment paradigms across different societies. Moreover, it investigates gender disparities and cultural influences on social anxiety, underlining the role of sociocultural factors in its formulation. Furthermore, it elucidates the intricate interplay between emotions, notably shame, and social anxiety, alongside delving into the neurobiological and psychophysiological underpinnings of this phenomenon. The Research Topic contributes to our understanding of social anxiety and provide insights that can inform both theory and practice in psychology. This Research Topic includes articles that focus on social anxiety, demonstrating the wide range of research conducted in the field of Psychology, including areas such as Personality and Social Psychology, Clinical Psychology, and Cognition. Key conclusions drawn from the articles include the interdisciplinary nature of studying social anxiety, the introduction of concepts like "Alexinomia", and the exploration of its relationships with other psychological factors such as olfactory reference disorder and childhood maltreatment. The role of personality traits, cultural influences, and technological advancements like social media are also highlighted, alongside the impact of current events such as the COVID-19 pandemic on social anxiety.
Journal of Multilingual and Multicultural Development, 2024
Employing a qualitative approach for data collection and analysis, this research focuses on 50 mu... more Employing a qualitative approach for data collection and analysis, this research focuses on 50 multilingual families, with ten from each country. The study explores the role of English as a third language (L3) in both endogamous and exogamous multilingual families with immigrant and minority backgrounds across Cyprus, Estonia, Germany, Israel, and Sweden. Additionally, it examines the impact of English on family language practices, its effects on Russian as a heritage language, on the majority country language(s), and on (online) education, as well as on (digital) literacy skills. The findings, based on the thematic analysis of in-depth interviews with mothers, highlight the importance of English as an L3 in the context of the majority language and Russian as a heritage language. This emphasises parents’ recognition of English as crucial for their children’s future success and the significance of English education for academic achievement. The study underscores the evolving role of English in multilingual families, by putting emphasis on the need for continued exploration of language practices, proficiency development, and the broader impact on family language policies. We advocate for further investigation into the influence of social and technological factors to enhance understanding of language dynamics in diverse multicultural contexts.
Forum For Linguistic Studies, 2024
keeles This article aims to understand how Ukrainian expatriates maintain their sense of nationa... more keeles
This article aims to understand how Ukrainian expatriates maintain their sense of national identity in light of the ongoing war in their home country. It seeks to identify specific cultural, linguistic, and social practices employed to preserve national identity. Additionally, this study explores the impact of the full-scale invasion on expatriates’ national identity and their practices. Furthermore, the study aims to investigate how the full-scale war has affected the attitudes and language usage of respondents with different linguistic backgrounds. Through the lenses of Social Identity Theory and concepts such as identity, its connection with culture and language, and national identity, the study’s findings were analysed. The primary tool utilised in this research was the semi-structured individual interview, specifically tailored to grasp the perception of identity, interpret practices, and uncover the underlying reasoning among the expats. The findings indicate that Ukrainian young adults exhibit strong cultural, social, and linguistic practices that aid in maintaining their national identity, with a particular emphasis on the civil component of national identity. The full-scale invasion has heightened the salience and strength of Ukrainian expatriates’ national identity and practices. Additionally, the study shows that the invasion has contributed to a positive shift in attitudes toward and increased usage of the Ukrainian language. The study highlights the significance of maintaining national identity among expatriates and emphasizes the growing understanding of the importance of national identity and the significance of its defining traits.
Journal of Multilingual and Multicultural Development, 2024
This study proposes a modified and more precise framework for conducting a comparative analysis o... more This study proposes a modified and more precise framework for conducting a comparative analysis of the current linguistic situations in two post-Soviet countries, Kazakhstan and Estonia. While these countries share historical roots under the Soviet Union, they have followed divergent paths since its dissolution. The evolution of language policy in these nations since their independence is considered from the perspective of everyday language practice, national identity, and prestige. With a particular focus on exploring the role of multilingualism in shaping the image and prestige of the Kazakh and Estonian languages, the research reports on the participants’ awareness of the de jure language policy and their attitudes towards the de facto language policy, and assesses the present state of the Kazakh and Estonian languages in the visual and media landscape. Employing an online survey and subsequent correlation analysis using SPSS, the research findings indicate a positive shift in the perception of native languages in both Kazakhstan and Estonia, signifying ongoing efforts to elevate their prestige and modernity across various sectors. By shedding light on the complexities of language dynamics in these two countries, the findings contribute to a comprehensive understanding of the contemporary sociolinguistic landscapes in Kazakhstan and Estonia.
Frontiers in Communication, 2023
Intercultural communication (IC) and international students go side by side in this era of intern... more Intercultural communication (IC) and international students go side by side in this era of internationalization of higher education. The key concepts of IC, namely intercultural effectiveness (ICE), intercultural competence (ICC), intercultural adjustment (ICA), and intercultural adaptation (ICN) are used interchangeably in the literature. However, the present study argues that the stated concepts are theoretically different and further proposes that ICE, ICC, ICA, and ICN are phases of IC. Based on these conceptual differences, a comprehensive model of IC (CMIC) is proposed in this study. The CMIC explains that these four concepts are principally developmental phases for international students to become interculturally effective in adapting to a new culture. The current research further offers preliminary testing of CMIC, which is applied to international students in Shanghai, China through quantitative research followed by a survey. Instruments developed by experts were used in this study. International students were approached to participate in the survey at the convenience of the researcher. One hundred and seventy-one international students represented 18 different cultures, which reconfirms the culture-general approach by considering the stance of more than two different cultures. The findings revealed that international students became interculturally effective and competent which further enabled them to adjust to China. Later, their adjustment helped them adapt better to the new culture. The findings of this study validated the core predictions of the CMIC. As this is the first testing of CMIC on a relatively small sample, more extensive testing is expected soon to validate its assumptions in different contexts, such as Pakistan, Malaysia, and Australia, among others. The CMIC also suggests practical implications for policymakers and institutes of host countries regarding international students and other people living in a culturally different society.
Languages, 2023
This study explored the language and literacy practices of multilingual families in Cyprus, Eston... more This study explored the language and literacy practices of multilingual families in Cyprus, Estonia, Germany, Israel, and Sweden during the COVID-19 pandemic. The study focuses on the different roles of family members in language transmission in order to understand whether these practices might have been influenced by the COVID-19 pandemic. We aimed to answer two key research questions: RQ1, whether and how the pandemic conditions affected the heritage language, societal language acquisition, and heritage language literacy learning environments in the five countries examined (Cyprus, Estonia, Germany, Israel, and Sweden); and RQ2, what is the nature of child and parental agency in facilitation of the possible changes in the corresponding five countries? Fifty semi-structured interviews (ten in each country) were conducted. The data highlighted the factors that triggered changes in family language policy during the pandemic and the role of the child’s agency, parents, extended family, and social network during this period. Based on our findings, we argue that the pandemic conditions gave the children new opportunities for agency when it comes to language and literacy choice and communication with extended family members. This even facilitated new sources of input and suggested the active role of a child as an agent in shaping family language policy in the family.
Environment and Social Psychology , 2023
Concerned about balancing issues of global warming and economic growth, the growing needs of ener... more Concerned about balancing issues of global warming and economic growth, the growing needs of energy
consumption in contexts with limited production and resources have created a serious challenge for developing countries
like Pakistan. Research approaches that focus mainly on the production or purchase of environmentally friendly products
or assessment of the stance of employees and households are not seen assufficient to present the full picture of any society
regarding energy saving behaviors (ESB). The attitudes and behaviors of the student population have generally not been
sufficiently presented in energy saving studies to reflect current or emerging realities. Two leading behavioral theories,
stimulus-organism-response theory (SOR) and the theory of planned behavior (TPB), and their relevant variables are
integrated in this study to unpack the ESB of university-going students in Pakistan. Through an online survey, 410
university students from the four main urban cities of Pakistan participated in the study. The findings revealed that media
and organizational climate have significantly created both a sense of social pressure and responsibility among students to
cultivate stronger intentions and actions toward saving energy. The results further indicated that these behavioral
intentions do indeed have a strong impact on students reported ESB. Overall, the students appeared to have been
effectively influenced to be more active in saving energy for their society and country. The findings also validate the
selected energy-related constructs and predictive paths in the proposed integrated SOR and TPB model. This study shows
the potential for the further testing and application of the variables and this model in other contexts with other populations
as the world grapples with energy shortages and global climate change issues.
Education Sciences, Aug 11, 2023
Willingness to communicate (WTC) in a second language (L2) is one of the key concepts in L2 commu... more Willingness to communicate (WTC) in a second language (L2) is one of the key concepts in
L2 communication and learning. Previously, research practice in this area has been more concerned
with investigating the relationship between individual negative emotions and WTC. However,
insufficient attention has been given to a wide range of positive and negative emotions contributing
to WTC. This study aims to address the impact of emotions (positive and negative) and self-perceived
communication competence (SPCC) on WTC in an L2 in the context of Pakistan. The broadenand-
build theory of positive emotions has driven theoretical reasoning. Higher education students
(N = 401) were considered the participants of this study and were approached conveniently. Data
were processed and analyzed in SPSS. The findings revealed that positive emotions and SPCC
positively influence WTC in an L2. On the contrary, negative emotions have a negative impact on
WTC in an L2. Additionally, SPCC appears to be a significant moderator in the relationship between
emotions (positive and negative) and WTC in an L2. The study’s findings have important practical
implications for Pakistan’s Higher Education Commission (HEC) in drafting and implementing
policies to enhance students’ WTC within higher education classrooms.
[
… Ühingu aastaraamat/Estonian Papers in Applied …, Jan 1, 2006
http://www.uab.ro/cercetare/ciel/jolie/index.html, 2009
Multilingual and multicultural societies are very often conflict-driven, and can be characterize... more Multilingual and multicultural societies are very often conflict-driven, and can be
characterized by ethnolinguistic and cultural differentiations, social inequality etc.
Discordance factor (D-factor) indicates dissonance, a lack of confidence, perceived inequity
and animosity between two ethnic groups living together on one territory. The D-factor
consists of four components: 1) the extent of legitimacy of the interethnic situation, 2) the
extent of mutual lack of confidence, 3) the extent of mutual cooperativeness and 4) the
extent of outgroup dehumanization. To measure these indicators, a questionnaire comprising
17 claims was created.
In this paper I will discuss the findings of a pilot study carried out among Estonian
and Russian-speaking students of Tallinn University. The purpose of the pilot study was to
test whether statements adequately measure the factors that play a role in intergroup
discordance such as legitimacy, confidence, cooperativeness and dehumanization.
I will discuss how the D-factor is related to cross-cultural communication and how
it could be reduced via majority and minority educational processes. I will argue that: 1) an
understanding of multilingualism and multiculturalism ought to be developed that addresses
the collective and individual needs of majority and minority students; 2) special courses in
psychology and ethnosociology should be arranged to help majority and minority students to
understand linguistic and cultural diversity.
Language Assessment Quarterly, Jan 1, 2009
International Journal of Bilingualism, Jan 1, 2009
This article focuses on the question to what degree typological characteristics of the languages... more This article focuses on the question to what degree typological characteristics
of the languages involved interact with the Matrix Language vs.
Embedded Language and Content Morpheme vs. System Morpheme distinctions.
In addition, the integration of Estonian items in Russian–Estonian
codeswitched sentences is described, because the extent of integration
of Estonian items into the Russian matrix is closely related to matrix
language determination. Both Estonian and Russian have a complex
inflectional morphology. Full integration of an Estonian item into Russian
means gender and case assignment, but in fact this does not occur in all
codeswitched instances. Russian–Estonian data demonstrate a wider range
of possibilities than just fully integrated and completely unintegrated
items. Estonian items may be integrated phonologically into Russian
(e.g. regarding vowel length or stress), but morphological and phonological
integration do not depend on each other: Estonian items may show extensive phonological but
no morphological integration into Russian and vice versa. Bilingual data show that the matrix
language cannot be determined by analyzing the morphosyntactic level only; the degree of
phonological integration of codeswitched words should also be taken into account. Thus, the
morphosyntactic bias in the Matrix Language Frame model, meaning that phonological adaptation
has no influence at all on matrix language assignment, is criticized.
… workshop linguistic and intercultural education in the …, Jan 1, 2009
Highlights in Psychology: Social Anxiety, 2024
We are pleased to introduce the collection Highlights in Psychology: Social Anxiety. Social anxi... more We are pleased to introduce the collection Highlights in Psychology: Social Anxiety.
Social anxiety is a long-term and overwhelming fear of social situations. In particular, the fear stems from being judged and evaluated negatively by other people, leading to feelings of inadequacy, inferiority, self-consciousness, embarrassment, humiliation, and depression. Millions of people around the world live with the condition which impacts their everyday activities, self confidence, relationships and work or school life.
This Research Topic will highlight a selection of articles around social anxiety and showcase the broad diversity of research performed across the Psychology field, ranging from Personality and Social Psychology to Clinical Psychology to Cognition.
Stereotypes and Intercultural Relations: Interdisciplinary Integration, New Approaches, and New Contexts, 2021
This special issue was inspired by Grigoryev et al. (2019) on ethnic stereotypes and Berry’s appr... more This special issue was inspired by Grigoryev et al. (2019) on ethnic stereotypes and Berry’s approach to the psychology of intercultural relations (e.g., Berry, 1998, 2005; Berry et al., 2021; Figure 1). Since individual behaviors are shaped in particular cultural contexts, we are interested in what happens when individuals who have developed in different cultural contexts meet and interact in culturally diverse settings. Stereotyping is a cognitive mechanism that underlies all aspects of intercultural processes: the way individuals perceive members of other groups shapes their attitudes and behavior toward them, influencing their various types of intercultural interaction and perspectives.
Tallinna Ülikooli Eesti Filoloogia Teadusliku Üliõpilasseltsi toimetised, 2011
Young philologists. On the border of literature and language
Tallinna Ülikooli eesti filoloogia teadusliku üliõpilasseltsi toimetised, 2009
Young Philologists. Mother Tongue Day Filled with Grains of Wisdom
Language and Society (textbook), 2012
Language and Society. Õpik algab ülevaatega keele tekkest ja varasemast ajaloost, keelkondade ku... more Language and Society.
Õpik algab ülevaatega keele tekkest ja varasemast ajaloost, keelkondade kujunemisest ja sellega seotud teaduslikest vaidlustest. Seejärel keskendutakse eesti keele kujunemisele viimase tuhande aasta jooksul. Ülevaade eesti keele ehitusest on esitatud võrdluses teiste maailma keeltega. Vaadeldakse, mille poolest meie keel on eriline, mille poolest tavaline. Õpiku viimases osas käsitletakse keele varieerumist ja eesti keele erinevaid allkeeli, keelekorraldust ja keelehoolet, terminoloogiatööd ja tõlkekultuuri. Vaatluse all on ka Eesti keelekeskkond ja seda kujundav keelepoliitika.
Autorite eesmärk on kirjutada aimetekst, mis annaks ülevaate keelega seotud nähtustest väga avaralt, keskendudes eesti keelele, kuid tuues palju näiteid ja paralleele ka teistest keeltest. Õpikut koos selle juurde kuuluva õppevaraga tuleks võtta kui alusteksti, mille põhjal arendada õpilaste funktsionaalset lugemisoskust, argumenteerimis- ja süstemati-seerimisoskust, võimet oma mõtteid kõnes ja kirjas selgelt väljendada. Sellel õpikul on ka töövihik.
Russian-Estonian code-switching among Russian-speaking schoolchildren in Kohtla-Järve, 2005
Russian-Estonian code-switching among Russian-speaking schoolchildren in Kohtla-Järve
LANGUAGE AND SOCIETY. TEXTBOOK FOR A SECONDARY SCHOOL, 2017
Dimensions of Sociolinguistic Landscapes in Europe Materials and Methodological Solutions, 2015
The articles in this volume investigate everyday textual material of sociolinguistic landscapes i... more The articles in this volume investigate everyday textual material of sociolinguistic landscapes in the early 21st century. Sociolinguistic landscapes reflect societal change, and they enable observers to map what linguistic resources are used in various contexts and to study how these resources interact and are interpreted. The articles present not only quantitative results of the presence of languages in signs but also look into how authors and designers make use of an endless pool of linguistic resources, how visible semiotic items contribute to create a sense of space, what types of mental processes are involved in the production, and how various audiences (residents, occasional passers-by, and language regulators) interpret and construct signs and sociolinguistic landscapes to form their own understanding of semiotic space.
Russian Journal of Linguistics, 2021
Based on this multilateral perspective on migrants’ languages and identities, this special issue ... more Based on this multilateral perspective on migrants’ languages and identities, this special issue addresses the following questions: Sociolinguistic portraits: who transmits or does not transmit their languages to the second generation? How Russian and other post-Soviet heritage languages are perceived? Social visibility of languages: how are these languages included in different spheres of language use (linguistic landscape)? Cognition and attitudes: what do post-Soviet immigrants and repatriates believe about their heritage languages and how do their beliefs influence their vitality? Cognition, society and language system: how do all these sociolinguistic and cognitive processes influence the transformation of the language systems of Russian and other post-Soviet languages as heritage languages in constellation with their contact languages?
Family and School Involvement in Multilingual Education and Heritage Language Development, 2024
Multiculturalism and Multilingualism in Education: Implications for Curriculum, Teacher Preparation and Pedagogical Practice, 2024
This phenomenological study investigates the unique learning and cultural experiences of internat... more This phenomenological study investigates the unique learning and cultural experiences of international students in Estonian universities during the Covid-19 pandemic and subsequent remote learning in 2020–2021. The closure of universities and the shift to online education prompted 15 international students from diverse countries to navigate unprecedented challenges. This study is novel in its exploration of how international students in Estonian universities uniquely navigated the challenges posed by the Covid-19 pandemic, emphasizing the role of social connectedness, local language proficiency, and participation in local associations within Estonian society. The research employs a distinctive combination of individual, face-to-face, semi-structured interviews and an ethnomethodological framework with conversation analysis, shedding light on the nuanced ways in which these students shaped their identities in the context of remote learning. Despite most students speaking languages other than their native tongue and possessing basic knowledge of Estonian, their adaptation remained largely unaffected. The study underscores the significance of international travel experiences and multicultural competencies in aiding students as they navigated the new learning environment characterized by self-regulated learning and virtual communication. By offering a detailed examination of international students’ experiences during lockdown, this research contributes to the broader understanding of international education, cultural adaptation, and online learning.
Sociolinguistic Studies, 2015
The paper argues that integration of code-switched items into the Matrix Language is not a straig... more The paper argues that integration of code-switched items into the Matrix Language is not a straightforward process and does not entirely depend on the structural characteristics of the languages involved. Estonian-Russian code-switching is instructive because both languages are rich in inflectional morphology. Full integration of Estonian nouns into the Russian matrix means gender assignment and adding of inflection (case, number, or case and number). Russian-Estonian code-switching data demonstrate a wide range of possibilities for integration. Zabrodskaja (2009) specifies six gradations of morphological integration, whereby morphological integration and phonological adaptation do not depend on each other: an Estonian item may show high phonological adaptation and no morphological integration into Russian, and vice versa. Empirical observations show that there are instances where Russian inflectional morphology is absent, although the Estonian noun fits structurally into Russian declension classes. The paper compares the integration of Estonian nouns into Russian morphosyntax in speech and in blogs. Both sets of data show similarities as far as types of integration are concerned. Morphological integration is often a matter of individual preference and variation rather than structural compatibility with the Russian matrix.
The articles in this volume investigate everyday textual material of sociolinguistic landscapes i... more The articles in this volume investigate everyday textual material of sociolinguistic landscapes in the early 21st century. Sociolinguistic landscapes reflect societal change, and they enable observers to map what linguistic resources are used in various contexts and to study how these resources interact and are interpreted. The articles present not only quantitative results of the presence of languages in signs but also look into how authors and designers make use of an endless pool of linguistic resources, how visible semiotic items contribute to create a sense of space, what types of mental processes are involved in the production, and how various audiences (residents, occasional passers-by, and language regulators) interpret and construct signs and sociolinguistic landscapes to form their own understanding of semiotic space.
Speakers and Identities, 2014
ABSTRACT
Studies in Language Variation, 2013
Sociolinguistic Studies, 2015
The Russian Language Outside the Nation, 2014
Women's Empowerment for a Sustainable Future: Transcultural and Positive Psychology Perspectives., 2023
This qualitative research investigates Muslim women’s lived experiences, grouping the views of th... more This qualitative research investigates Muslim women’s lived experiences, grouping the views of the local Muslim women on one side and the immigrant Muslim women on the other. To work toward social change and empowerment of Muslim women, it explores what it means to be a hijab-wearing woman in Estonia and reveals that racism, discrimination and social exclusion emerge as common themes that all these women had to encounter in different settings.
Transmitting Minority Languages, 2022
This chapter focuses on Russian and its heritage language use, maintenance and transmission in Cy... more This chapter focuses on Russian and its heritage language use, maintenance and transmission in Cyprus (which shares the Eastern Orthodox religion with Russia), in Estonia (part of the USSR until 1991) and Sweden (a somewhat neutral country vis-à-vis the USSR and Russia). Drawing on theoretical issues of family language policy, we investigated multilingual families, consisting of majority language (MajL)-speaking and Russian-speaking members, examining whether Russian is maintained and transferred to the next generation. Under ‘multilingual family’, we include four situations: (1) a Russian speaker and a MajL speaker, (2) a Russian-MajL mixed speaker and a MajL speaker, (3) both parents are Russian-MajL mixed speakers (common in Estonia) and (4) both parents are Russian speakers (more common in Cyprus). Our results show the discrepancies between the desired and valid efforts and choices in Russian-language transmission. We examined how these phenomena occurred and what practical issues and societal factors affected the Russian language in the (home) lives of the families.
… -European perspectives II: selected papers from …, Jan 1, 2009
The Russian Language Outside the Nation, 2014
This study explores contact phenomena in Estonian Russian as spoken by two groups of young Russia... more This study explores contact phenomena in Estonian Russian as spoken by two groups of young Russian-speaking students, one in bilingual Tallinn and the other in the predominantly Russian-speaking northeast. The innovations analyzed involve both Estonian-language lexical material (borrowing or loan words) and Estonian morphosyntactic patterns (convergence, that is, when no Estonian-language morphemes are employed but the underlying structure is clearly Estonian). The article analyzes word-order patterns in genitive constructions and compares them with relevant features of Standard Russian and Standard Estonian. Mixed constructions of the type noun + noun or verb + verb are viewed as instances of congruent lexicalization. It is shown how common stems/words and internationalisms are important for the facilitation of code-switching.
Ethnolinguistic vitality is a complex social psychological phenomenon, a collective mindset to b... more Ethnolinguistic vitality is a complex social psychological phenomenon,
a collective mindset to behave distinctively as a group. It is formed by several
factors that will be outlined in Section 1. Vitality is also related to the
group’s strength, sometimes called ‘objective vitality’, which is determined
by three structural variables: demography, institutional support and status
(Giles et al. 1977). For our analysis, we also present short accounts of the
strength of the groups whose vitalities are analysed (Section 2). Objective
vitality serves as an important reference point for assessing how vitality,
which is socially constructed, ref lects objective reality. In Section 3, the
methodology of the study and sample design are addressed. Finally, the
chapter presents the results of three quantitative surveys of the ethnolinguistic
vitality of the main ethnic groups in Estonia, Latvia and Lithuania. The
results are discussed comparatively, in an ef fort to further our understanding
of ethnolinguistic vitalities of the Baltic titular groups and minorities.
This is Introduction to the interdisciplinary book that aims to investigate various aspects of th... more This is Introduction to the interdisciplinary book that aims to investigate various aspects of the sociolinguistic situations of the former Soviet Union and Eastern European countries which have started to emerge after the fall of the communist regimes at the turn of the 1990s. The book examines new sociolinguistic phenomena that have resulted
from and accompanied the processes of transition.
Dimensions of Sociolinguistic Landscapes in Europe. Materials and Methodological Solutions, 2015
The articles in this volume investigate everyday textual material of sociolinguistic landscapes i... more The articles in this volume investigate everyday textual material of sociolinguistic landscapes in the early 21st century. Sociolinguistic landscapes reflect societal change, and they enable observers to map what linguistic resources are used in various contexts and to study how these resources interact and are interpreted. The articles present not only quantitative results of the presence of languages in signs but also look into how authors and designers make use of an endless pool of linguistic resources, how visible semiotic items contribute to create a sense of space, what types of mental processes are involved in the production, and how various audiences (residents, occasional passers-by, and language regulators) interpret and construct signs and sociolinguistic landscapes to form their own understanding of semiotic space.
Comparative Studies in Bilingualism and Bilingual Education, 2020
The fourth paper discusses another appealing dimension to the study of the linguistic landscape. ... more The fourth paper discusses another appealing dimension to the study of the linguistic landscape. Sviatlana Karpava, Natalia Ringblom and Anastassia Zabrodskaja – who respectively hold academic positions in Cyprus, Sweden and Estonia – have teamed up to analyse the way Russian as a heritage language is maintained. In their paper A Look at the Translanguaging Space of Russian-speaking Families in Cyprus, Estonia and Sweden: On the Possible Interrelationship between Family Language Policy and Linguistic Landscape, the authors examine, among other things, the language policy set out by the families chosen for their study and also analyse public signage in Russian in these countries. Their findings reveal that the linguistic landscape seems to be aiding Russian language transmission in these different contexts.
Samara AltLinguo E-Journal, Jan 1, 2007
Материалы ежегодной международной научной конференции. Проблемы онтолингвистики – 2017: освоение и функционирование языка в ситуации многоязычия. 26–28 июня 2017 года, Санкт-Петербург., 2017
Organization of favourable conditions for Russian language maintenance and development in a bilin... more Organization of favourable conditions for Russian language maintenance and development in a bilingual environment. Experience of bilingual families in Sweden, Estonia and Cyprus
THESES of the 12th International Scientific and Practical Conference: «PSYCHOLINGUISTICS IN A MODERN WORLD – 2017» // «ПСИХОЛІНГВІСТИКА В СУЧАСНОМУ СВІТІ – 2017», October 26–27, 2017, Pereyaslav-Khmelnytskyi, Ukraine, 2017
Language. Text. Society, 2007
Russian is one of the ‘migrant’ languages spoken in Estonia and it has intensive contacts with Es... more Russian is one of the ‘migrant’ languages spoken in Estonia and it has intensive contacts with Estonian, the majority language. The study is concerned with conversational functions of Russian-Estonian code-switching in Kohtla-Järve, which is a specific region in terms of population structure: Estonians from 20.9 % and Russians 79.1 %. It analyses the data collected between 2000 and 2006 at different occasions: the Estonian language summer camp of Kohtla-Järve Third Secondary School, the summer camps of Kohtla-Järve Pärna School. The analysis is based on the framework of conversational approach. Many instances of Russian-Estonian code-switching reveal that the grammatical properties of switches are often dictated by pragmatic goals. Seven conversational functions were found in the data in connection with intrasentential/extrasentential switches. Language play and expressive function are encountered most frequently. The language of the quotations is usually Estonian when referring to an interaction with an Estonian-speaking person. Code switches as reiterations are used for clarifying, emphasizing or amplifying a message. The nature of short interactions restricts the possibility of detecting switchings related to the change in participant constellation or topic, but some examples do appear in the data. Quite infrequently, switching may serve to mark side-comments.
International Journal of Bilingual Education and Bilingualism, Feb 17, 2010
The Canadian Journal of Linguistics / La revue canadienne de linguistique, 2009
International Journal of Bilingual Education and Bilingualism, 2013
studies that aim to tie both cultural and linguistic aspects of different languages that, in esse... more studies that aim to tie both cultural and linguistic aspects of different languages that, in essence, shape and unify children’s bilingual realities. For children growing up bilingually, their means of expressing themselves is best realized when all their linguistic resources are accessible and they are able to use both systems to represent their simultaneous worlds as a result (Kenner 2004; Kenner et al. 2004; Schwarzer 2001).
International Journal of Bilingual Education and Bilingualism, 2010
In Bilingual education in the 21st century: a global perspective, Ofelia Garcı́a construes the co... more In Bilingual education in the 21st century: a global perspective, Ofelia Garcı́a construes the complexity of bilingual education through a recurring analogy of the banyan tree, coherently woven throughout the book’s five main parts. It is an image that captures the myriad of contextual variables and choices involved in bilingualism and bilingual education and allows for ‘growth in different directions at the same time [while] grounded in the diverse social realities from which it emerges’ (17). As this analogy portrays, bilingual education is multi-faceted in its complexity since historical, linguistic, cultural, political, and social realities must be taken into account to begin any useful discussion. To guide readers, Garcı́a initially explores language, and most importantly, bilingualism, on an individual and societal level. She continues with a comprehensive overview of the various frameworks, models, variables, and program types in bilingual education as practiced in schools and communities all over the world. Bilingual education policies, practices, pedagogies, and assessment receive extensive attention in the latter chapters of the book. Despite the impressive content and global ambitions of this work, the simple principle that motivated its creation is never obscured; namely, that bilingual education, as practiced according to local needs, can be valuable for both minority and majority-language children, as well as for adult learners. Such a visionary proposal demands questioning traditional, monoglossic conceptions of bilingualism as a problem, and of bilingual individuals as the sum of two monolinguals. In thoughtfully critiquing the limitations of these notions, a dynamic view of bilingualism is developed which regards the phenomenon as both a right and resource while engendering a heteroglossic vision of bilingual individuals who fall all along points of a continuum in receptive and productive abilities in both their first and second (or multiple) languages. Thus, students labeled English language learners (ELLs) or limited English proficient students (LEPs) are referred to here as ‘emergent bilinguals’ (175), which reasserts bilingualism as a resource and recognizes learners’ differing instructional and assessment needs. One plus one does not always equal two and bilingual education pedagogy as both social justice and social practice emerge as guiding principles in the pursuit of equitable education for minority-language children. Part I maps out the content of the book. Bilingual education is defined (7 8) in terms of actual language use in the classroom, departing from abstract notions of International Journal of Bilingual Education and Bilingualism Vol. 13, No. 4, July 2010, 469 478
Journal of Slavic Linguistics, 2011
... Heinrich Kirschbaum's contribution, "'Opolzen' Opojaza&am... more ... Heinrich Kirschbaum's contribution, "'Opolzen' Opojaza': Obraz opolznja v rabotax formalistov" ("The Opojaz landslide: The image of landslide in the works of the formalists"), reconstructs the history of the notion opolzen' normy 'the landslide of the norm', its usage in criticism and ...
Language in Society, 2013
This book looks into the history and development of the bilingual education and presents a compre... more This book looks into the history and development of the bilingual education and presents a comprehensive study of bilingual education practices. The chapters represent a wide range of subtopics, from definitions of bilingual education to the theory of bilingual education in the twenty-first century. The book comprises five parts. At the end of each part, questions are given to facilitate readers’ understanding of the content and re-think the issues raised by the author(s). The book endswith an appendix demonstrating myths and realities connected with the field of bilingual education. Ofelia García’s book, which also contains chapters solely authored and co-authored byHugoBaetens Beardsmore, demonstrates to researchers and students just how fascinating bilingual education is, with respect to both theory and practice. Part 1, “Bilingual education for all,” gives an overview of definitions and characteristics used to describe types of bilingual education. Here, García claims that “bilingual education is the only way to educate children in the twenty-first century” (5). She goes further, claiming that “some form of bilingual education is good for all education, and therefore good for all children, as well as good for all adult learners [in lifelong language-learning situations]” (11). Part 2, “Bilingualism and education,” concentrates on two issues—language construction and “languaging” in different contexts. García reviews different terms for what is meant by language and standard language. She stresses that even in bilingual schools the standard academic language is valued and taught. She suggests that educators have to concentrate on the multiple discursive practices that constitute languaging, that is, “social practices that are actions performed by our meaning-making selves” (32). For her, dialects, pidgins, creoles, and academic language are examples of languaging, as there are differences between language practices at home, in communities, and in academic contexts. The author also examines the bilingualism of individuals. A definition of “translanguagings” is proposed: “multiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds” (45). Describing models of bilingualism, García introduces two additional models: recursive and dynamic. Then the possible cognitive and social advantages of bilingualism are discussed. Part 3, “Bilingual education policy,” provides an overview of bilingual education models and describes types of bilingual education, showing how heteroglossic
Language in Society, 2009
Journal of Slavic Linguistics, 2019
Sociolinguistic Studies, 2020
This book reveals to readers that relationships between language, social media and ideologies are... more This book reveals to readers that relationships between language, social media and ideologies are much more complex than one would think, as language use, (linguistic) ideologies and (linguistic) identities reveal the negotiation of local, national and global discourses. The aim of this book is to show that social media may or may not exhibit the covert or overt prestige of certain varieties, contested linguistic hierarchies and so forth; this is not only a reflection of the user's ethno-linguistic and ethno-demographic composition but is also shaped by previous and present language policy, cultural legacies, language dynamics and language attitudes. The book is comprised of nine chapters. It will hopefully have a profound influence on the development of modern critical applied linguistics.
Sociolinguistic Studies, 2020
Russian Journal of Linguistics, 2020
Nationalities Papers, May 18, 2023
International Journal of Bilingual Education and Bilingualism, Apr 1, 2015
Journal of Slavic Linguistics, 2011
International Journal of Bilingual Education and Bilingualism, 2011
Russian Journal of Linguistics продолжает серию научных онлайн-семинаров с участием авторов журна... more Russian Journal of Linguistics продолжает серию научных онлайн-семинаров с участием авторов журнала и его читателей.
20 декабря 2021 г. приглашаем всех желающих обсудить специальный выпуск журнала
«Сохранение русского языка и языковые контакты постсоветских
иммигрантов в Европе и за её пределами».
The following is a call for papers for the special issue “Accessibility in Media, Culture, and Co... more The following is a call for papers for the special issue “Accessibility in Media, Culture, and Communication Research“ of ‘Frontiers in Communication’ with a deadline for submission of abstracts on 10 May 2023 and full papers by 10 October 2023.
Frontiers in Communication, Nov 29, 2023
Frontiers research topics, 2024
Sociolinguistic studies, Apr 29, 2024
Forty-five Russophone families in Estonia, Germany and Sweden answered semi-structured questionna... more Forty-five Russophone families in Estonia, Germany and Sweden answered semi-structured questionnaires about their sociolinguistic characteristics and participated in in-depth interviews regarding language use, language transmission and maintenance, and attitudes to all these processes. This comparative analysis of the family context helps to explain the variation in the development of linguistic identities and language-use strategies. We identified clear similarities and differences between these families, especially regarding reported digital language practices among immigrant families. The data analysis showed that the use of digital technologies has an impact on the reported language practices among the families but not necessarily on the use of Russian as a heritage language. Most families highlighted the intensification of internet-based communication with extended family members and the supportive effect of digital technologies on intergenerational heritage language transmission, since younger family members gained more access to Russian via the internet. But the role of digital technologies alone is limited when it comes to intergenerational heritage language transmission and other factors, such as the efforts of parents and the agency of children, seem to be more important. Still, the joint use of digital technologies has a positive effect, especially in those families where the children are actively involved in digital communication.
Frontiers in psychology, Apr 26, 2024
Forum for linguistic studies, Mar 26, 2024
Journal of multilingual and multicultural development, Apr 22, 2024
Employing a qualitative approach for data collection and analysis, this research focuses on 50 mu... more Employing a qualitative approach for data collection and analysis, this research focuses on 50 multilingual families, with ten from each country. The study explores the role of English as a third language (L3) in both endogamous and exogamous multilingual families with immigrant and minority backgrounds across Cyprus, Estonia, Germany, Israel, and Sweden. Additionally, it examines the impact of English on family language practices, its effects on Russian as a heritage language, on the majority country language(s), and on (online) education, as well as on (digital) literacy skills. The findings, based on the thematic analysis of in-depth interviews with mothers, highlight the importance of English as an L3 in the context of the majority language and Russian as a heritage language. This emphasises parents’ recognition of English as crucial for their children’s future success and the significance of English education for academic achievement. The study underscores the evolving role of English in multilingual families, by putting emphasis on the need for continued exploration of language practices, proficiency development, and the broader impact on family language policies. We advocate for further investigation into the influence of social and technological factors to enhance understanding of language dynamics in diverse multicultural contexts.
Journal of Multilingual and Multicultural Development, Jan 17, 2024
This study proposes a modified and more precise framework for conducting a comparative analysis o... more This study proposes a modified and more precise framework for conducting a comparative analysis of the current linguistic situations in two post-Soviet countries, Kazakhstan and Estonia. While these countries share historical roots under the Soviet Union, they have followed divergent paths since its dissolution. The evolution of language policy in these nations since their independence is considered from the perspective of everyday language practice, national identity, and prestige. With a particular focus on exploring the role of multilingualism in shaping the image and prestige of the Kazakh and Estonian languages, the research reports on the participants’ awareness of the de jure language policy and their attitudes towards the de facto language policy, and assesses the present state of the Kazakh and Estonian languages in the visual and media landscape. Employing an online survey and subsequent correlation analysis using SPSS, the research findings indicate a positive shift in the perception of native languages in both Kazakhstan and Estonia, signifying ongoing efforts to elevate their prestige and modernity across various sectors. By shedding light on the complexities of language dynamics in these two countries, the findings contribute to a comprehensive understanding of the contemporary sociolinguistic landscapes in Kazakhstan and Estonia.
Environment & social psychology, Oct 30, 2023
Sociolinguistic studies, Apr 29, 2024
Peter Lang eBooks, Jul 11, 2016
Peter Lang D eBooks, Mar 2, 2015
Drawing on theories offamily language policy (FLP), our study investigates Russian-language maint... more Drawing on theories offamily language policy (FLP), our study investigates Russian-language maintenance and transmission, and the social and cultural identities of Russian-speaking informants in th ...
Peter Lang eBooks, Jul 11, 2016
International Journal of Bilingual Education and Bilingualism, Mar 1, 2010
Language attitudes of adult speakers towards their heritage language, its intergenerational trans... more Language attitudes of adult speakers towards their heritage language, its intergenerational transmission and maintenance are often considered to be the major contributors to the linguistic outcome ...
Eesti Rakenduslingvistika Uhingu Aastaraamat, 2007
This study investigates Russian-language maintenance and transmission, and the social and cultura... more This study investigates Russian-language maintenance and transmission, and the social and cultural identities of Russian-speaking female informants in multilingual settings in Cyprus, Estonia and S ...