Multiple Perspectives and Interpretations of Learner Narratives on Multilingualism: A Case Study

Adrienn Fekete

doi:10.33776/EUHU/linguodidactica.v6.8497

Adrienn Fekete University of Pécs (Hungary) https://orcid.org/0000-0003-1805-2426

DOI: https://doi.org/10.33776/EUHU/linguodidactica.v6.8497

Keywords:

Complex Complex dynamic systems theory, English as a lingua franca, Multilingualism, Narratives, Ownership of English

Abstract

The research draws on a multidisciplinary approach to provide multiple perspectives and interpretations of three learner narratives on multilingualism. The Labovian (1972) narrative structure (from the field of sociolinguistics), Kristeva’s (1980) semiotic approach, complex dynamic systems theory (CDST) (Fekete, 2024; Larsen-Freeman, 1997), and an English as a lingua franca (ELF) vs English as a foreign language (EFL) perspective (Widdowson, 2012, 2022) are used to provide multiple interpretations of three learner narratives, as special cases, shedding light on the complexities and nuanced details of becoming multilingual.

This research is part of a bigger research project where data were collected from 38 multilingual English majors at a Hungarian university using the structured interview method (Dörnyei, 2007) in the form of a recording made by the participants. However, for the present research, three complex narratives were selected for analysis from multiple perspectives. Following multiple cycles of coding (Saldana, 2013), qualitative content analysis was applied to reveal various aspects of multilingualism.

The results pointed out how the complex narrative structure proposed by Labov (1972) was used to describe experiences of multilingualism. Furthermore, the narrative genre of folk tales was drawn on to create a culturally appropriate account (Kramsch, 2009), and multilingualism was associated with authentic interactions in an English as a lingua franca (ELF) context. The narratives also shed light on the complex and dynamic nature of second language acquisition (SLA) and the nuances of becoming multilingual. Finally, additional interpretations of the longest narrative are offered, including a feminist and a semiotic reading of the narrative.

Downloads

Download data is not yet available.

Altmetrics

Author Biography

Adrienn Fekete, University of Pécs (Hungary)

Adrienn Fekete is an English applied linguist and assistant professor at the University of Pécs in Hungary. Her research interests include psychological, emotional and identity responses to language learning, linguacultural identities, the psychology and methodology of online and offline education drawing on complex dynamic systems theory, and intercultural communication. Her courses focus on teaching methodology, intercultural communication, individual differences in second language acquisition, research methodology, educational drama, and translation studies.

References

Austin J. (1962). How to do things with words. Harvard University Press.

Bell, S. (1999). Narratives and lives: Women’s health politics and the diagnosis of cancer for DES daughters. Narrative Inquiry, 9(2), 1-43. https://doi.org/10.1075/ni.9.2.08bel

Bourdieu, P. (1997). Pascalian meditations. (R. Nice, Trans.). Stanford University Press.

Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard University Press.

Bruner, J. (1987). Life as narrative. Social Research, 71(3), 691-711.

Butler, J. (1997). Exciteable speech: The political promise of the performative. Routledge.

Costa, P. T., & McCrae, R. R. (1985). The NEO Personality Inventory manual. Psychological Assessment Resources.

De Fina, A., & Georgakopoulou, A. (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.

Dörnyei, Z. (2017). Conceptualizing L2 learner characteristics in a complex, dynamic world. In L. Ortega, & Z. H. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp. 79-96). John Benjamins Publishing Company.

Dörnyei. Z. & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Duff, P. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57-80. https://doi.org/10.1017/S026719051400018X

Fekete, A. (2014). Hungarian high school students’ attitudes towards native and non-native English varieties in listening comprehension tests. In S. L. Krevelj, & J. M. Djigunovic (Eds.), UZRT 2014: Empirical Studies in English Applied Linguistics (pp. 54-69). Zagreb: FF press.

Fekete, A. (2018). Exploring advanced English learners’ multilingual identity construction from multiple perspectives. (Doctoral dissertation, University of Pécs). https://tinyurl.com/2zs6ta4e.

Fekete, A. (2023 a). Holistic approaches to the study of emotions and identity in language learning and use: Complex, dynamic systems theory; language ecology; and post-structuralism. Educational Role of Language Journal, 2(10), 61-77. https://doi.org/10.36534/erlj.2023.02.05

Fekete, A. (2024). Explaining changes in motivation, anxiety and willingness to communicate in English online education using complex, dynamic systems theory. In M. D. Ramírez-Verdugo (Ed.) Interdisciplinary Research and Innovation in Bilingual and Second Language Teacher Education (pp. 190-216). Routledge.

Fodor, M. (2012). The past is present: Off canonical interpretations of history in American life narratives. Eger Journal of American Studies, 13, 147-162.

Fodor, M. (2014). Narrative trans-ethnicity in the correspondence of John Xántus and Spencer Fullerton Baird. In J. Nyman, M. Fodor, & E. Arapoglou (Eds.). Mobile Narratives: Travel, Migration, and Transculturation (pp. 104-121). Routledge.

Fodor, M. (2017). Diasporic belonging: Performing ethno-cultural identity in Réka Pigniczky’s autobiographical documentary Incubator. In B. Hofmann, & M. Mueller (Eds.). Performing Ethnicity, Performing Gender: Transcultural Perspectives (pp. 91-105). Routledge.

Freud, S. (1920). A general introduction to psychoanalysis (G. S. Hall, Trans.). Boni and Liveright.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold Publishers.

Georgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122-130. https://doi.org/10.1075/ni.16.1.16geo

Gordon, M. J. (2013). Labov: A guide for the perplexed. Bloomsbury.

House, J. (2003). English as a lingua franca: A threat to multilingualism. Journal of Sociolinguistics, 7(4), 556-578. https://doi.org/10.1111/j.1467-9841.2003.00242.x

Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543. https://doi.org/10.2307/3588493

Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as Lingua Franca. TESOL Quarterly, 40(1), 157-181. https://doi.org/10.2307/40264515

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.

Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207. https://doi.org/10.1111/j.1467-971X.2009.01582.x

Jenkins, J. (2021). Accommodation and ELF. In I. Walkinshaw (Ed.), The Pragmatics of ELF (pp. 1-15). De Gruyter Mouton.

Kramsch, C. (2009). The multilingual subject. Oxford University Press.

Kristeva, J. (1980). Word, dialogue and novel. In L. S. Roudiez (Ed.), Desire in language: A semiotic approach to literature and art (pp. 64-91). Colombia University Press.

Kristeva, J. (1984). Revolution in poetic language (M. Waller, Trans.). Columbia University Press.

Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. University of Pennsylvania Press.

Lacan, J. (1977). Écritis: A selection. (A. Sheridan, Trans.). Norton.

Larsen-Freeman, D. (1997). Chaos/complexity science in second language acquisition. Applied Linguistics, 18(2), pp. 141-165. https://doi.org/10.1093/applin/18.2.141

Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In L. Ortega, & Z. H. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp. 51-58). John Benjamins Publishing Company.

Larsen-Freeman, D. & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.

Mattingly, C. (1998). Healing dramas and clinical plots: The narrative structure of experience. Cambridge University Press.

McAdams, D. P. (2006). The redemptive self: Stories Americans live by. Oxford University Press.

McAdams, D. P., & Pals, J. L. (2006). The new Big Five: Fundamental principles for an integrative science of personality. American Psychologist, 61, 204-217. https://doi.org/10.1037/0003-066X.61.3.204

Medgyes, P. (2017). The non-native teacher (2nd ed.). Swan Communication.

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Heinle.

Saldana, J. (2013). The coding manual for qualitative researchers. Sage.

Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239. https://doi.org/ 10.1017/S0267190504000145.

Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.

Vettorel, P. (2019). Communication strategies and co-construction of meaning in ELF: Drawing on “multilingual resource pool”. Journal of English as a Lingua Franca 8(2). 179–210.

Widdowson, H. G. (2012). ELF and the inconvenience of established concepts. Journal of English as a Lingua Franca, 1(1), 5-26. https://doi.org/10.1515/jelf-2012-0002

Widdowson, H. G. (2022). Plural Englishes and English as Language Resource. Teaching English as a Second Language Electronic Journal (TESL-EJ), 26(3), https://doi.org/10.55593/ej.26103a27.

Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Multilingual Matters.