Author(s)

Xing Xin ¹

Affiliation(s)

¹ Moray House, University of Edinburgh, Edinburgh, UK

Corresponding Author

Xing Xin

ABSTRACT

This study critically evaluates the implementation of the Multilingual Turn within secondary English education in Xiamen, Fujian Province, against the backdrop of global linguistic diversity. It scrutinizes the prevalence of monolingual pedagogical approaches within Chinese educational settings and their congruence with the innovative principles of the Multilingual Turn. This analysis particularly focuses on the efficacy of these traditional methods in accommodating and leveraging the linguistic and cultural heterogeneity intrinsic to the student body, and examines the integration of such diversity within English language pedagogy. Highlighting the significant repercussions of examination-centric curricula that disproportionately emphasize grammatical precision at the expense of communicative fluency, this research navigates through the shifting pedagogical terrain. It probes into novel educational methodologies, including the incorporation of students’ native languages and cultural milieus, addressing the limitations of conventional teaching practices. The results underscore the urgent need for educational approaches that not only acknowledge but effectively utilize the multilingual prowess of students, thereby championing a paradigmatic transition from deep-rooted instructional methodologies to a more inclusive and efficacious language education paradigm.

KEYWORDS

Multilingual Turn, Linguistic Diversity, Pedagogical Approaches

CITE THIS PAPER

Xing Xin, Adapting to Change: Evaluating the Multilingual Turn in Xiamen's Secondary English Education System. Lecture Notes on Language and Literature (2024) Vol. 7: 118-122. DOI: http://dx.doi.org/10.23977/langl.2024.070317.

REFERENCES

[1] Melo-Pfeifer, S. (2018). The multilingualturninforeignlanguage education. Foreign language educationin multilingual classrooms, 7, 191.
[2] García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In Socialjustice through multilingual education (pp. 140- 158). Multilingual Matters.
[3] Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain andlanguage, 36(1), 3- 15.
[4] Laurie, S. S. (1893). Lectures onlanguage andlinguistic methodin the school. James Thin.
[5] Coyle, D., & Meyer, O. (2021). BeyondCLIL: Pluriliteracies Teachingfor Deeper Learning. Cambridge University Press.
[6] Meier, G. S. (2017). The multilingual turn as a critical movement in education: Assumptions, challenges and a need for reflection. ApliedLinguistics Review, 8(1), 131- 161.
[7] Melo-Pfeifer, S. (2018). The multilingualturninforeignlanguage education. Foreign language educationin multilingualclassrooms, 7, 191.
[8] García, & Li, W. (2014). Translanguaging :language, bilingualism andeducation/ Ofelia Garcia, The Graduate Center, City University ofNew York, USAandLiWei, BirbeckColege, University ofLondon, UK. Palgrave Macmillan.
[9] Block, D. (2009). Secondlanguageidentities. Bloomsbury Publishing.
[10] Leung, C., & Scarino, A. (2016). Reconceptualizing the nature of goals and outcomes in language/s education. The Modern Language Journal, 100(S1), 81-95.
[11] Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19-47.

Sponsors, Associates, and Links

---

• Journal of Language Testing & Assessment
  
  
• Information and Knowledge Management
  
  
• Military and Armament Science
  
  
• Media and Communication Research
  
  
• Journal of Human Movement Science
  
  
• Art and Performance Letters
  
  
• Lecture Notes on History
  
  
• Philosophy Journal
  
  
• Science of Law Journal
  
  
• Journal of Political Science Research
  
  
• Journal of Sociology and Ethnology
  
  
• Advances in Broadcasting