34.620, Review: Applied Linguistics, Language Acquisition: Ayres-Bennett, Fisher (2022)

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Date: Mon, 20 Feb 2023 20:17:47
From: Victoria Fendel [vbmf2 at cantab.ac.uk]
Subject: Multilingualism and Identity

 
Discuss this message:
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Book announced at http://linguistlist.org/issues/33/33-3224.html

EDITOR: Wendy  Ayres-Bennett
EDITOR: Linda  Fisher
TITLE: Multilingualism and Identity
SUBTITLE: Interdisciplinary Perspectives
PUBLISHER: Cambridge University Press
YEAR: 2022

REVIEWER: Victoria Beatrix Fendel, University of Oxford, UK

SUMMARY

The volume consists of sixteen thematic chapters along with an introduction
and an afterword. The chapters are grouped into three parts, ‘Situated
multilingualism and identity’, ‘Multilingual identity practices’, and
‘Multilingual identity and investment’, thus moving from a more theoretical
angle focused on spatiality via a practical/applicative angle focused on the
(self-)positioning of the language user to a pedagogical angle with a focus on
the psychology of the language user. A full list of references and a keyword
index appear at the end. 

Chapter 2 (by Joseph) challenges the primacy of mapping space and spatially
grounded metaphors when talking about and construing multilingualism (p. 25,
to “under-stand”). He advocates for embracing diversity and the individual’s
perception. This is brought out in the discussion of dialectometric methods
that computationally ‘abstract the features distinctive for one o[r] more
varieties while turning a “blind” eye to extralinguistic properties associated
with the linguistic data’ (p. 29). The difficulties identified for traditional
dialect/language atlases equally exist when locating activity patterns in fMRI
scans (p. 30). Crucially, ‘inter-individual variability’, not just for
experiential but also physiological features, is shunned when abstracting.
Joseph’s focus on the individual’s experiential knowledge is brought out in
the lengthy debate over Martin’s (2012) language silhouettes. He advocates for
dialogue between the disciplines of sociolinguistics / historical linguistics
and neurolinguistics.

Chapter 3 (by Finnin and Kozachenko) considers multilingualism in Ukraine,
especially in the context of nationalism in light of the armed conflict (since
2013). They base their findings on close readings of the novel Internat by
Zhadan (pp. 59–62) and the screenplay Kiborhy by Vorozhbit (pp. 63–67), which
are considered from a narratological perspective as well as in 28 interviews
with leading cultural producers. These cultural producers overwhelmingly
consider their work as creating unity while honouring diversity (Vorozhbit, p.
56). Conversely, nationalist discourse has often been created performatively
by means of national narratives (p. 57). In both works of art, the emphasis is
on uniting rather than demarcating, and union is created by acceptance of all
voices and listening to ‘the other’ without villainising them.  

Chapter 4 (by Pennycock and Otsuji) is based on an approach of ‘understanding
identity as a distributed effect across people, objects and place’ (p. 72).
This approach seeks to ‘break down barriers between inside and outside,
between humans and their surrounds [sic], between language and context’ (p.
73). The interest lies with semiotic assemblages, of which language is just
one semiotic resource (p. 74). Identity creation thus becomes a performative
event in the given moment (pp. 75–76). 

Chapter 5 (by Bullock) focuses on plurilingualism in urban areas with a
specific focus on French-Arabic speakers in France and Canada. The author
deploys the concept of a plural actor (p. 92), thus considering the individual
as the agent of construing and modulating their identity dependent on, yet not
determined by, their surroundings. Boundaries are in this view also ‘products
of social action’ (p. 93) (cf. Britain 2013). The multilingual city is viewed
as the default (historically) rather than a new phenomenon (pp. 94–95). The
author discusses in detail Sabatier’s (2006) ‘playground of a suburban primary
school in France’ (pp. 95–96), where the language users’ ‘level of
consciousness reflects their ability to pay attention to the forms of language
and to manipulate these same forms depending on the situation of communication
and the context they are in’. The different identities which the agents
display may be contradictory (p. 99). The authors emphasise the paradigm shift
from ‘multilingualism (the study of societal contact) to plurilingualism (the
study of individual's repertoires and agency in several languages’ (p. 100). 

Chapter 6 (by Carruthers and McAuley) considers non-users’ perception of
Contemporary Urban Vernacular (CUV) French in France. The locus of interest is
the banlieue (suburb) of large cities, which is traditionally stigmatised for
its low-income, low-education, migrant background, etc. (p. 112). The authors
test the hypothesis of a feature pool, i.e., features that are used in CUV
French but are not necessarily indicative of it when used out of context (pp.
112–113). They use indexicality theory to test this hypothesis (p. 115).
Noticeably, the meaning of variables is not fixed (p. 116). The indexation of
features is sometimes blocked by stereotypes (p. 126). Features associated
with the banlieue can also trigger further associations such as ‘sad’ (p.
128). Perceptions vary by region (p. 128). The article is a splendid example
of the interaction of ‘language practices and perceptions of social
categories’ (p. 130).

Chapter 7 (by Hui Zhao) explores multilingualism in Ningbo, China. The article
primarily criticises the fact that studies on multilingualism are focused on
western communities (p. 135 and 137). The approach is largely socio-linguistic
(with the phrasing ‘stylistic variation and repertoire’ (p. 136) unfortunate
in this context). China, while having a strong standard language paradigm (p.
139), is linguistically multi-faceted (p. 138). The experimental setup is
based on two minimal pairs, dental-retroflex fricative / affricate (S/SH) and
alveolar / velar nasal finals (N/NG) (p. 140). The contrast is maintained in
the standard Putonghua, but a merger has occurred in e.g. Ningbonese. Both
language production (via interviews) and language perception (via listening
tasks) aspects are investigated. It is found that ‘the S/SH merger affects
listeners’ attitudes towards these questions more than the N/NG merger’ (p.
147), possibly because the latter is ‘less stigmatised and discussed’ (p.
147). A similar picture emerges for the production aspect (p. 149). 

Chapter 8 (by Phipps) delves into the decolonisation of multilingualism,
focussing on the city/metropolis vs country/rural setting and aiming to
understand ‘how the power of the urban metropolis produces urbanised forms of
colonialism, which reach only partially into the rural arenas of speech’ (p.
160). The article is based on the AHRC project Researching multilingually at
borders and focusses on the Dodowa forest in Ghana (p. 160). Phipps states
pointedly: ‘The question of what it means to deploy another language in
research as a methodology or as a way of being a researcher was a novelty with
respect to the way in which people have worked over the last three decades, at
least with the idea of race, gender and class’ (p. 162). The urban setting
with its rules and frameworks is seen as the centre of power, colonialising
the rural setting (pp. 163 and 166). The aim of the project was ‘to render the
generative themes of our research in dance and to work towards this using all
of the languages we possessed’ (p. 173). In the process, language boundaries
and their power dynamics became apparent (p. 176).  

Chapter 9 (by Block) investigates the formation of a disciplinary identity (an
English-Medium Instructor) with positioning theory, which assumes that
‘identity is constructed in interaction’ (p. 181). Positioning refers to ‘how
individuals draw on a range of semiotic resources to present and portray
themselves as socially situated, recognizable (to interlocutors)’ (p. 185, see
also p. 188). Identities are formed discursively (with discourse in Foucault’s
sense). Gatekeepers ‘normatively shape and control behaviour in a field or
domain of activity’ (p. 186) and achieve power through their ‘gaze’. Those
gazed at can accept and comply with the gaze, resign and fall silent, or
resist (p. 187). The experimental setup discussed is an interview with an EMI
lecturer in Catalonia. The interviewers attempt to impose on her the ‘gaze’ of
her as an English teacher. The interviewee resists this gaze using various
strategies (p. 195). The gaze seems to clash with the community of practice
she is part of as an EMI lecturer (p. 197).

Chapter 10 (by Doherty, Norton, and Stranger-Johannessen) discusses the role
of the translator. The collaborative translation process and the various roles
translators adopt is illustrated with examples from the open-access Global
Storybooks project. Translators are viewed as ‘active agents in the creation
of new works (translations)’ (p. 203) and the discussion is embedded into the
notion of translanguaging in the sense of ‘translingual practices that resist
or ignore the conventional separation of languages into discrete units’ (p.
205). Their model of translator identity is an adaptation and expansion of
Afreens’ (2022) model. It considers ‘orientations to the text itself’ on the
horizontal axis (e.g. translator, proof-reader, editor, narrator) and
translator’s relationships to the source and target languages on the vertical
axis (p. 208). On the vertical axis, the model includes L1, L2, Ln, heritage
speakers, etc. and is not limited to the often-assumed L1 translator (p. 209).
Examples of translations into Swahili and into Sordani Kurdish are discussed. 

Chapter 11 (by Mercer and Read Talbot) brings together the psychological
concept of the self and the socio-cultural concept of identity and applies
these to the context of English-Medium Instructors (p. 222). In order to
integrate all the aspects of these two notions, the authors propose to work
with Complex Dynamic Systems (p. 226). Such systems (i) comprise ‘interrelated
components … [that] cannot meaningfully be separated from each other’ (i.e.
emergence) (p. 226), (ii) are dynamic such that any change to a part of the
system may result in a change in the system as a whole that is not entirely
predictable (p. 228), and (iii) consider contexts as part of the system rather
than external factors (p. 229). Viewing identity and self in this way requires
a holistic perspective rather than assuming separate plural identities (p.
232) and the application of qualitative approaches (p. 232). It generates an
interest in the ‘size, scope and pace of evolution of the system’ (p. 232).
The chapter finishes with a very short application of the theoretical ideas to
tertiary EMI teachers in Austria (p. 237). 

Chapter 12 (by Perrino and Wortham) considers ‘codeswitching in joke-telling
practices in Veneto’ (p. 239). The codeswitching happens between standard
Italian and Venetian (p. 244). The jokes in question are anti-immigration
jokes (in the form of Barzellete, short stories, p. 248). The narrative of the
joke is considered a practice that is ‘co-constructed in interactional events’
(p. 241). The joke-teller’s choice of Venetian instead of standard Italian
‘creates an intimacy, covert solidarity’ with the community of practice (p.
252). The joke-teller uses standard Italian when ‘quoting’ the migrant
characters in the joke (p. 252) to create distance. 

Chapter 13 (by Duff) discusses the acquisition of Chinese as a second
language. The chapter starts by mapping out the role of Chinese as a global
language and governmental efforts to support Chinese learning (e.g. Confucius
institutes) and its issues (e.g. the focus on Putonghua) (pp. 262–264) as well
as the ideologies associated with Mandarin in particular (pp. 266–270). The
transdisciplinary framework of SLA in a multilingual world (p. 265) suggested
consists of four levels: (i) the outmost level of ideological structures, (ii)
the meso level of sociocultural institutions and communities, and (iii) the
micro level of social activity (esp. semiotic systems). Within this micro
level, there is (iv) the multilingual context and the individual engaging with
others. Only by considering all the layers can we understand individuals’
attitudes and approaches to multilingualism. The chapter discusses the stories
of five Chinese learners (two heritage learners, two non-heritage learners,
one minority-language speaker) who maintained their learning over a long
period of time (pp. 271–278). 

Chapter 14 (by Haukås) discusses definitions of ‘multilingualism’ by students
as opposed to scholars in Norway. The discourse around learning multiple
languages in Norway is generally positive, in that it is encouraged by
governmental policies and that the educational system supports it (p. 284).
Norway-based researchers often define multilingualism as ‘linked to
multilingual migrants’ whereas ‘people with Norwegian as a first language and
knowledge of multiple other languages are typically not called multilinguals’
(pp. 289). The chapter contrasts this view with experimentally reached
conclusions about perceptions of multilingualism in year-8 students (p. 291).
When asked to define ‘multilingual’, only 1% of students linked this to an
immigration background (p. 293) and only 4 out of 116 students objected to
being multilingual based on having a Norwegian family background (p. 295). 

Chapter 15 (by Gayton and Fisher) describes three classroom exercises to raise
‘sociolinguistic awareness’ to ‘facilitate practices of personalised
reflection on one’s own multilingual identity’ (p. 300). They define
sociolinguistic competence broadly as ‘skills in being able to perceive and
link linguistic variation to community memberships and identities’ (p. 301).
Learners who are aware of their multilingual surroundings may be more
motivated to succeed in the language classroom (p. 304). The set of exercises
introduced in the chapter is part of the We Are Multilingual! project (p. 305)
and was used on year-9 students (aged 13–14) in south-east England (p. 308).
The aim is to achieve reflection about the situation, i.e. an in-depth
consideration, along with reflexivity, i.e. self-introspection (pp. 306–307). 

Chapter 16 (by Bailey) considers ‘Spanish-English Dual-Language Immersion’
programmes in a California primary school (pp. 321–324). The focus is on
students’ attitudes towards their bilinguality/biliteracy rather than academic
achievement (p. 329). Immersion programmes have the goal of furthering
multicultural competence (p. 327). The authors ‘adopt a sociocultural
perspective that views emergent bilingualism as a progress of developing
multicompetence’ (p. 328). They take a ‘whole child’ approach, considering all
aspects of child development as interconnected (p. 329). Children are
interviewed and prompted with a story “stem” that contains a problem involving
a language boundary. The researchers found that language attitudes during
first and second grade are neutral but shift to positive in the third grade in
DLI programmes (p. 332). DLI students from kindergarten age are likely to
supply realistic solutions to the story stem problem, unlike their
English-medium peers (p. 334).  

Chapter 17 (by Sallabank and King) delves into the learner communities of two
minority languages, Guernesiais (Guernsey, Channel Islands) with about 60
speakers and Maori (New Zealand) with around 154,000 speakers (pp. 341–343).
Learning small languages poses problems to learners regarding the availability
of materials, interlocutors, and teachers (p. 343). Learners’ motivation may
also differ as the traditional instrumental vs integrative orientations
towards languages (Gardner and Lambert 1972) apply less since there is rarely
any economic, etc. gain (pp. 344 and 347), rather learners may be moving
towards their ideal L2 self or a rooted L2 self (pp. 344–345), i.e., towards
undergoing a personal transformation. The authors apply the concept of the
muda, i.e., ‘a critical juncture in the life cycle where a speaker changes
linguistic practice in favour of the target language’ (p. 347), which they
interpret as a mindset (p. 347). Interviews were carried out with both speaker
groups. 

Afterword (by Joseph) outlines the tension between plurality and complexity in
the identity aspect (p. 365) and labels the approaches brought out in the
volume ‘4T: translanguaging, transmodal, transindividual, transspecies’ (p.
366). 

EVALUATION 

The volume is primarily aimed at an audience with either a background in
linguistics or education (pp. 1–2). Methodologically, the volume is
interdisciplinary – the contributors ‘share a view of both multilingualism and
identity as comprising a range of semiotics, with language as the key semiotic
resource and thus the identity marker under consideration’ (p. 15) yet
approach this shared view from very different angles. The difficulty of
communicating across subjects as regards terminology, common ground, and
integration with each other is explicitly discussed in the introduction (pp.
11–18) and each chapter is prefaced with a significant amount of theoretical
introduction to methods, frameworks and terminology, thus reflecting and
facilitating discussion across subject boundaries. The volume has the explicit
goal of moving away from the ‘one language one nation’ as well as the
‘multilingualism as a problem’ discourses and towards a discourse of everyone
as multilingual and ‘multilingualism as a resource’ (p. 18). The volume
furthermore explicitly positions itself as adopting a poststructuralist
perspective on identity, i.e., identity as ‘multifaceted, fluid and dynamic,
and thus constantly being constructed and (re)negotiated, and as both an
individual and social phenomenon’ (p. 16). 

The chapters are more or less radical in breaking with paradigms and proposing
innovations, which the afterword pointedly mentions as them being more or less
‘hearable’ (p. 373) by an audience less inclined to enter uncharted waters.
The chapters also differ in their weighting of theory and application, in some
cases to the detriment of the application. The chapters cover a wide range of
spaces (Ukraine, ch. 3; Japan, ch. 4; France and Canada, ch. 5; France, ch. 6;
China, ch. 7; Ghana, ch. 8; Spain, ch. 9; Africa, ch. 10; Austria, ch. 11;
Italy, ch. 12; Norway, ch. 14; UK, ch. 15; California, USA, ch. 16; New
Zealand and Guernsey, ch. 17; ch. 2 is loosely based on California, US; ch. 13
considers Chinese learners in Canada, Australia, the USA, and China). All
scenarios are temporally situated in the modern day. Some comments on
historical situations appear in the afterword. The discussion below offers
comments by chapter. 

Chapter 4 (by Pennycock and Otsuji) shows the difficulty of describing
identity when performatively created in any given moment. For example, Why is
the couple who are shopping described as Moroccan (based on their language
choice? based on their shopping list?) (p. 85)? Is this label not going
against the approach of distributed identity created performatively in any
given moment? Furthermore, the role of the individual remains relatively
unaddressed throughout the chapter (perhaps on purpose?).

Chapter 7 (by Hui Zhao) reveals several issues: (i) we focus on university
students – their age, educational background, attitudes influence their
linguistic choices (p. 141), (ii) language/dialect distinctions are in fact
considered in many other languages (e.g. Chambers and Trudgill 1998) (p. 134),
(iii) the lack of a standard language is interesting (yet not as isolated a
case, cf. Coptic or Byzantine Greek) and does not apply to China (p. 135), and
(iv) audibility of a phonetic cue needs to be considered (cf. Eckert 2008;
Jensen 2016). Issues (ii) and (iii) could be remedied in the theoretical
introduction to the chapter. Issue (i) is possibly a necessity yet the choice
of the group of participants needs discussion. And issue (iv) might pose a
problem as we need to establish to what extent the two mergers are audible to
participants. 

Chapter 8 (by Phipps) emphasises a contrast between the ‘Global North’ and the
‘Global South’, which seems stark given the aim of the project to break down
boundaries. Interestingly, the chapter is written in quite a different style
from what academic writing of the ‘Global North’, to use Phipps’ term, usually
looks like. Regarding researching multilingually in mixed-language groups,
this problem is not limited to post-colonial settings. In mixed-language
groups, communication boundaries and gatekeepers (translators, etc.) are
always present and it can be as debilitating in non-post-colonial settings. 

Chapter 10 (by Doherty, Norton, and Stranger-Johannessen) shows that in the
Storybook project protocols for translators raise awareness of options rather
than being deterministic, e.g.. personal names can be transliterated,
foreignized, or adapted (pp. 211–212). This is an exemplary practice. The
treatment of personal names is situation-related and can even differ from
other parts of the surrounding sentence (Anderson 2007; Fendel 2022). I find
it complicated ‘to acknowledge students’ first languages as a source of
identity and connection to extended family and cultural ties’ (p. 210), as
people may have many different situationally conditioned relationships to the
language they learnt first in their lives.

Chapter 11 (by Mercer and Read Talbot) mentions that modelling methods for
complex dynamic systems exist (p. 234), yet this is not further discussed. The
chapter finishes with a very short application of the theoretical ideas to
tertiary EMI teachers in Austria. More balance between theory and application
would have been helpful for the reader in this chapter. Finally, the
concluding statement, that ‘being multilingual must not become a badge of
exclusivity which gives some people access to better status and affordances in
the workplace than others’, needs some unpacking. Multilingual identity
differs from a monolingual identity and in a workplace that requires
multilingualism, monolingualism naturally falls below the bar. 

Chapter 12 (by Perrino and Wortham) uses the term ‘ethnonationalism’ (p. 254).
I find the term revealing as throughout the authors speak primarily about
‘racist’ jokes while citing nationalities in the jokes (Albanian, Egyptian;
Cuban, Japanese, Pakistani). We see this conflation between nationality and
ethnicity every day in public life. The comparable anti-immigration joke by UK
MP Ann Winterton quoted at the end of the chapter (p. 254) is a fantastic way
to get the reader to think about where else similar practices are used (e.g.
Dynel 2011). 

Chapter 13 (by Duff) acknowledges the complications around the notion of
‘heritage’ (p. 270). Yet the heritage speaker is profiled as the victim of
external pressures (pp. 278–279) and their ‘home’ as a safe haven. This seems
to reflect rather what the authors criticise as a romanticising of the notion
(p. 271). Their example of a minority-language speaker learning Mandarin (pp.
276–277) closes with the remark that many people like him make this decision
as ‘the perceived benefits outweigh the (ethnolinguistic) costs’ (p. 277). The
question of the learner’s sense of belonging and agency over his own identity
is backgrounded, he is rather viewed as a vehicle to preserve a language.
Furthermore, I find the insistence on a first language difficult in a language
learning context; a more useful concept might be Matras’ (2009) pragmatically
preferred language.

Chapter 14 (by Haukås) focussed on year-8 students. Yet to assess the
differences in defining ‘multilingual’ and its links to a migration background
in society at large, it would be interesting to probe various groups. This may
be more complicated in older learners or adults due to their possibly being
aware of the theory behind the issue.

Chapter 15 (by Gayton and Fisher) acknowledges that ‘it may sometimes be
problematic and feel threatening for children to open up about lived
experiences’, especially with regard to their timeline activity (p. 308).
Space-permitting, this would have been interesting to elaborate on. In light
of the attitudes to different types of multilingualism and the strong one
nation–one language discourses in the UK, I would expect that a range of
students were scared, uncomfortable or even unable to participate openly. 

In Chapter 17 (by Sallabank and King) the authors caution at the end that
‘questions about hyper-traditionalization and stereotyping’ (p. 361) may arise
in the context of language revitalisation programmes. Possibly, creating an
in-group through programmes contributes to this risk. However, the overall
focus, currently, is on personal development (cf. the muda) and commitment to
the language. Assessing the conceptual metaphors (e.g. language as a path,
canoe, etc.) used by new speakers may be indicative not only to assess the
linguistic muda but also changing attitudes and seems important in the current
political climate.

The Afterword (by Joseph) is intended to offer a controversial final word but
leaves the reader with a destructive rather than a constructive outlook. There
will always be a tension between innovation from scratch and further
development and reshaping of the existing, yet things need to be ‘hearable’. A
final note pertains to the rather unfortunate paragraph on multilingualism in
antiquity. This area has received a lot of attention more recently and we know
significantly more than what literary writers or grammarians tell us (the
register of these texts should be considered when relying on them in any
case!) (e.g. Willi 2003; Adams 2003; Adams 2013; Bentein 2024; Fendel 2022;
Cribiore 1996). 

Overall, Multilingualism and Identity: Interdisciplinary Perspectives is a
very valuable volume, shedding light on both multilingualism and identity from
a range of perspectives and suggesting paradigm shifts while showing how to
achieve those working interdisciplinarily (and multilingually).

REFERENCES
Adams, James. 2003. Bilingualism and the Latin language. Cambridge: Cambridge
University Press.
Adams, James. 2013. Social variation and the Latin language. Cambridge:
Cambridge University Press.
Afreen, Asma. 2022. Translator Identity and the Development of Multilingual
Resources for Language Learning. TESOL Quarterly.
https://doi.org/10.1002/tesq.3128.
Anderson, John. 2007. The grammar of names (Oxford Linguistics). Oxford:
Oxford University Press.
Bentein, Klaas. 2024. Documentary papyri as ‘multimodal’ texts. Aspects of
variation in the Nepheros archive (IV CE). In Martti Leiwo, Marja Vierros,
Sonia Dahlgren & Hilla Halla-aho (eds.), Scribes and Language Use in the
Graeco-Roman World. Cambridge: Cambridge University Press.
Britain, David. 2013. Space, diffusion, and mobility. In The Handbook of
Language Variation and Change (Blackwell Handbooks in Linguistics), vol. 80,
364–373. 2nd edn. Hoboken: Wiley-Blackwell.
Chambers, Jack & Peter Trudgill. 1998. Dialectology (Cambridge Textbooks in
Linguistics). 2nd ed. Cambridge ; New York: Cambridge University Press.
Cribiore, Raffaella. 1996. Writing, teachers, and students in Graeco-Roman
Egypt. Atlanta: Scholars Press.
Dynel, Marta. 2011. The pragmatics of humour across discourse domains.
Amsterdam ; Philadelphia: John Benjamins.
Eckert, Penelope. 2008. Variation and the indexical field1. Journal of
Sociolinguistics 12(4). 453–476.
https://doi.org/10.1111/j.1467-9841.2008.00374.x.
Fendel, Victoria. 2022. Coptic interference in the syntax of Greek letters
from Egypt. Oxford: Oxford University Press.
Jensen, Marie. 2016. Linking Place and Mind: Localness as a Factor in
Socio-Cognitive Salience. Frontiers in Psychology 7. 1–13.
https://doi.org/10.3389/fpsyg.2016.01143.
Martin, Beth. 2012. Coloured language: identity perception of children in
bilingual programmes. Language Awareness 21(1–2). 33–56.
https://doi.org/10.1080/09658416.2011.639888.
Matras, Yaron. 2009. Language contact (Cambridge Textbooks in Linguistics).
Cambridge: Cambridge University Press.
Sabatier, Cecile. 2006. Symboliques des lieux et structuration linguistique de
l’espace scolaire: Comment les élèves redessinent les frontiéres de langues à
l’école. In Christine Hélot, Elisabeth Hoffmann, Marie-Luise Scheidhauer &
Andrea Young (eds.), Écarts de langues, écarts de cultures: À l’école de
l’autre, 75–86. Bern: Peter Lang.
Willi, Andreas. 2003. The languages of Aristophanes: aspects of linguistic
variation in Classical Attic Greek (Oxford Classical Monographs). Oxford:
Oxford University Press.


ABOUT THE REVIEWER

The present reviewer has a background in historical and contact linguistics in
particular rather than psychology and education. She works in a highly
multilingual environment and negotiates an L1 and L2 on a daily basis (though
objecting to the L1 and L2 labelling). Current research interests lie with
periphrastic structures and communicative strategies in corpus languages. The
present reviewer is currently holding a Leverhulme Early Career Fellowship at
the University of Oxford.





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