Methodology in Bi- and Multilingual Studies

Abstract

Research methodology is determined by theoretical approaches. This article discusses methods of multilingualism research in connection with theoretical developments in linguistics, psycholinguistics, sociolinguistics, and education. Taking a brief glance at the past, the article starts with a discussion of an issue underlying the choice of research methodology: the distinction between bilingualism and multilingualism. This is followed by an account of the way in which traditional methods of research diverge and have expanded to include additional methodologies, which are shown to accommodate new theories and the most recent data in the field. Special attention is paid to the emerging research directions employing methods ofconceptualization.Overall, the paper presents a review of the current state-of- the- art including an account of the latest trends in research methodology on bilingualism and multilingualism, as well as a looking-forward analysis of the challenges and potential future methodological developments in the field.

A Study on the Impact of International Translation Levels Based on Multiple Correlation Analysis

“…; (3) translation knowledgeability: translation process and method and translation professional knowledge; (4) tool ability: the ability to use various text resources and information tools in translation [11] ability; (5) strategic ability: the ability to plan translation projects, evaluate the translation process and partial translation results, and activate other translation capabilities to complement each other, so as to discover problems in translation and take corresponding methods to solve them, which is the translation capability structure. e core in [12] is related to the efficiency of the entire translation process. Physiological-psychological factors include various cognitive and attitudinal factors (such as memory, attention, perseverance, and critical thinking) and mental activity machines.…”

Mental representation of words and concepts in late multilingualism: A replication and extension of the Revised Hierarchical Model

“…Around the world, many if not a majority of individuals routinely uses two or more languages (Crystal 2010;Bialystok et al 2009), a circumstance which is referred to as bilingualism or, often more accurately, multilingualism (Bialystok et al 2009;Edwards 2012;Hernandez 2013;Kroll 2009;Kemp 2009;Costa et al 2016;Butler 2013;de Groot 2013;Birdsong 2014;Aronin and Jessner 2014;de Houwer 1995;de Houwer 1995;Paradis 2004;Green 1998a;Kroll and de Groot 2005). However, these general terms encompass many different forms of multiple language use.…”

A critical conceptual framework for understanding career development in linguistically diverse individual and organizational contexts

“…Yet, the developments in multilingualism studies have led to norm shifting-from monolingual dominance to embracing multilingualism and linguistic diversity (Aronin and Hufeisen, 2009). This is grounded in the approach to multilingualism as a multicompetence and in the examination of multilingualism from multiple perspectives, that is, social, cognitive, emotional, psychological and political (Aronin and Jessner, 2014). Such an approach allows for the examination of multilingualism, not only in and of itself, but also in relation to how multilingualism informs individuals' behaviors, actions, attitudes and perception, both in their personal and professional life.…”