Dynamic Models of Multilingualism on the Territory of Western Ukraine

Keywords: dynamic models of multilingualism, the Model of Balanced Ambilingualism, the Model of Unbalanced or Asymmetric Bilingualism, Transitional Bilingualism, Stable Dominant Multilingualism

Abstract

The purpose of the article is to study lexical units, with the help of which it becomes possible to build up the models of multilingualism, which are dominant among the population on the territory of Western Ukraine.

Methods. Theoretical methods – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical ones – the analysis of lexical units, the experiment. For the purpose of studying the models of multilingualism we used “The Methodology of studying the models of multilingualism on the territory of Western Ukraine (by the influence of Russian, English and German” (Mykhalchuk & Ivashkevych, 2022).

Results. Dynamic models of multilingualism on the territory of Western Ukraine are: the Model of Balanced Ambilingualism and the Model of Unbalanced or Asymmetric Bilingualism. There are two types of Balanced Ambilingualism: (1) the Model of Ambilingual Balanced Bilingualism. It emphasizes that both language systems are developed to the highest level of perfect mastery of the language as mastering a native one; (2) the Model of Non-Ambilingual Balanced Bilingualism implies that both language systems aren’t at the same level of their development. Unbalanced or Asymmetric Bilingualism is presented by two sub-models: (1) Transitional Bilingualism; (2) Stable Dominant Multilingualism.

Conclusions. Any multilingual system is not reduced to the summation of different monolingual systems. Multilingual psycholinguistic systems of the person are open ones. The bilingual’s metalinguistic abilities show a strengthening effect when the person is studying not only the second, but also the third or more languages. Accumulating such advantages as cognitive variability (mobility), metalinguistic abilities, metapragmatic and sociocultural “awareness”, multilinguals also accumulate some disadvantages: a deficit in the level of language proficiency due to interlanguage interactions; limitations in language acquisition and language efforts.

Downloads

Download data is not yet available.

References

Adachi, P., & Willoughby, T. (2015). Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science. European Journal of Developmental Psychology, 12(1), 116–128. https://doi.org/10.1080/17405629.2014.963549

Alahmadi, A., Shank, C., & Foltz, A. (2018). Vocabulary learning strategies and vocabulary size: Insights from educational level and learner styles. Vocabulary Learning and Instruction, 7(1), 1–21. https://doi.org/10.7820/vli.v07.1.alahmadi

Alyami, M., & Mohsen, M. (2019). The use of a reading lexicon to aid contextual vocabulary acquisition by EFL Arab learners. Journal of Psycholinguistic Research, 48(5), 1005–1023. https://doi.org/10.1007/s10936-019-09644-z

Astle, D., & Scerif, G. (2011). Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences? Neuropsychologia, 49, 1435–1445. https://doi.org/10.1016/j.neuropsychologia.2010.12.001

Berninger, V.W., & Abbott, R.D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102(3), 635–651. https://doi.org/10.1037/a0019319

Bialystok, E. (2018). Bilingual education for young children: review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679. https://doi.org/10.1080/13670050.2016.1203859

Chen, Si, Zhao, J., de Ruiter, L., Zhou, J., & Huang, J. (2022). A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement. International Journal of Bilingual Education and Bilingualism, 25(4), 1212–1229. https://doi.org/10.1080/13670050.2020.1749230

Collins, A. Brian, Sanchez, M., & Espana, C. (2023). Sustaining and developing teachers’ dynamic bilingualism in a redesigned bilingual teacher preparation program. International Journal of Bilingual Education and Bilingualism, 26(2), 97–113. https://doi.org/10.1080/13670050.2019.1610354

de la Garza, B., & Harris, R.J. (2017). Acquiring foreign language vocabulary through meaningful linguistic context: Where is the limit to vocabulary learning? Journal of Psycholinguistic Research, 46(2), 395–413. https://doi.org/10.1007/s10936-016-9444-0

Duarte, J. (2019). Translanguaging in mainstream education: a sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150–164. https://doi.org/10.1080/13670050.2016.1231774

Dubovyk, S., Mytnyk, A., Mykhalchuk, N., Ivashkevych, Er., & Hupavtseva, N. (2020). Preparing Future Teachers for the Development of Students’ Emotional Intelligence. Journal of Intellectual Disability – Diagnosis and Treatment, 8(3), 430–436. https://doi.org/10.6000/2292-2598.2020.08.03.20

El-Zawawy, A.M. (2021). On-Air Slips of the Tongue: A Psycholinguistic-Acoustic Analysis. Journal of Psycholinguist Research, 50(3), 463–505. https://doi.org/10.1007/s10936-020-09755-y

Explanatory dictionary (2022). URL: https://multitran.com

Guerrero, M. (2023). State of the art: a forty-year reflection on the Spanish language preparation of Spanish-English bilingual-dial language teachers in the U.S. International Journal of Bilingual Education and Bilingualism, 26(2), 146–157. https://doi.org/10.1080/13670050.2020.1865257

Hecht, S.A., Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79(2), 192–227. https://doi.org/10.1006/jecp.2000.2586

Heidari, K. (2019). Willingness to communicate: A predictor of pushing vocabulary knowledge from receptive to productive. Journal of Psycholinguistic Research, 48(4), 903–920. https://doi.org/10.1007/s10936-019-09639-w

Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278. https://doi.org/10.1080/13670050.2012.658016

Huang, T., Loerts, H., & Steinkrauss, R. (2022). The impact of second- and third-language learning on language aptitude and working memory. International Journal of Bilingual Education and Bilingualism, 25(2), 522–538. https://doi.org/10.1080/13670050.2019.1703894

Jiang, Li, Zhang, L. Jun, & May, S. (2019). Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107–119. https://doi.org/10.1080/13670050.2016.1231166

Mai, Z. (2022). Caretaker input and trilingual development of Mandarin, Cantonese and English in early childhood (1;6 – 2;11). International Journal of Bilingual Education and Bilingualism, 25(9), 3389–3403. https://doi.org/10.1080/13670050.2022.2060037

Mykhalchuk, N.O., & Ivashkevych, E.E. (2022). Metodyka doslidzhennia modelei multylinhvizmu na terytorii zakhidnoi Ukrainy (pid vplyvom rosiiskoi, anhliiskoi ta nimetskoi mov) [The Methodology of studying the models of multilingualism on the territory of the Western Ukraine (by the influence of Russian, English and German)]. Rivne: Rivne State University of the Humanities. 106 p. [in Ukrainian].

Mykhalchuk, N., & Ivashkevych, Er. (2023). Models in the paradigm of multilingualism. Social Science Research Network (SSRN). (February 14, 2023). Available at SSRN: https://ssrn.com/abstract=4358554

Oh, J., Bertone, A., & Luk, G. (2023). Multilingual experience and executive functions among children and adolescents in a multilingual city. International Journal of Bilingual Education and Bilingualism, 26(2), 158–172. https://doi.org/10.1080/13670050.2022.2093098

Oss, V., Vantieghem, W., Avermaet, P., & Struys, E. (2023). Order in the chaos. Nurses’ perception of multilingual families in a society marked by a monoglossic ideology. International Journal of Bilingual Education and Bilingualism, 26(2), 189–200. https://doi.org/10.1080/13670050.2022.2097851

Phani Krishna, P., Arulmozi, S., Shiva Ram, M., & Mishra, R. Kumar (2020). Sensory Perception in Blind Bilinguals and Monolinguals. Journal of Psycholinguist Research, 49(4), 631–639. https://doi.org/10.1007/s10936-020-09689-5

Piller, I., & Gerber, L. (2021). Family language policy between the bilingual advantage and the monolingual mindset. International Journal of Bilingual Education and Bilingualism, 24(5), 622–635. https://doi.org/10.1080/13670050.2018.1503227

Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380–391. https://doi.org/10.1016/j.jml.2010.02.005

Rezaei, A., & Mousanezhad Jeddi, E. (2020). The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability. Journal of Psycholinguist Research, 49(1), 31–40. https://doi.org/10.1007/s10936-019-09669-4

Tran, A.H., Tremblay, K.A., & Binder, K.S. (2020). The Factor Structure of Vocabulary: An Investigation of Breadth and Depth of Adults with Low Literacy Skills. Journal of Psycholinguist Research, 49(2), 335–350. https://doi.org/10.1007/s10936-020-09694-8

Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180. https://doi.org/10.1080/13670050608668639

Wong, Y.K. (2017). Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1329273


Abstract views: 198
PDF Downloads: 157
Published
2023-04-25
How to Cite
Mykhalchuk, N., Levchuk, P., Ivashkevych, E., & Nabochuk, A. (2023). Dynamic Models of Multilingualism on the Territory of Western Ukraine. PSYCHOLINGUISTICS, 33(2), 114-144. https://doi.org/10.31470/2309-1797-2023-33-2-114-144

Most read articles by the same author(s)