Multilingualism

Drawing on qualitative research, this study explored, from a complex dynamic systems theory perspective, the motivation of Burundi junior high school students simultaneously learning L2 French, L3s English and Kiswahili. It aimed to fill the gap in research on (1) changes in motivational dynamics and factors responsible for any fluctuations in the levels of motivation over time and (2) complex interactions between different learner variables among multiple language learners. Twelve school pupils who were all Kirundi native speakers participated in this study. Retrospective interviews were used to collect data relating to the students’ multilingual learning experiences over the period of their formal education. The findings indicated that the intensity of learning each target language fluctuated over time, with English generally enjoying the highest increase and Kiswahili the lowest and that different factors were responsible for such dynamic changes. Besides, complex interactions between the students’ L1, L2, and L3s linguistic knowledge and their foreign language learning motivations were revealed. These results indeed highlight the complex and dynamic nature of motivation in learning multiple languages. In light of these findings, practical implications are discussed based on the Burundi educational context.

Since writing abilities in both Persian and English are still underdeveloped among emergent multilinguals, it is essential to provide a pedagogy that addresses this need. Hence, this study aimed to investigate how language teachers develop a pedagogical translanguaging space within the Iranian multilingual context of writing classrooms. Participants in this study were eight language teachers from various provinces of Iran, where at least one indigenous language is spoken. The participants were asked to participate in a narrative inquiry session, where they shared their experiences of implementing translanguaging strategies for teaching writing. Transcendental phenomenology was used as the method, and thematic analysis was used to analyze the data. The findings suggested strategies, such as artefact scaffolding where teachers ask students to use Google Translate Application to complete a composition and then edit it with peers and multilingual brainstorming to activate prior knowledge and also tasks such as bilingual writing in which students need to write a local story in Persian and a foreigner story in English, designed to enhance students' writing abilities in both Persian and English. This study offered a pedagogy leveraging students' linguistic repertoire through translanguaging strategies to enhance writing ability across multiple languages, fostering an inclusive educational environment that values diverse linguistic backgrounds. Teachers and teacher trainers can implement the recommended strategies and tasks in their classes and workshops.