Skip to main content
SpringerLink
Log in

A Dominant Language Constellations Case Study on Language Use and the Affective Domain

  • Chapter
  • First Online:
Dominant Language Constellations

Part of the book series: Educational Linguistics ((EDUL,volume 47))

Abstract

Globalisation, international mobility, and new technologies make current multilingualism qualitatively different to not only mono- and bi-lingualism but also to any of its historical incarnations. As a new linguistic dispensation (Aronin L, Singleton D: Int J Multiling 5(1):1–16, 2008; Aronin L, Singleton D: Multilingualism. John Benjamins, Amsterdam, 2012; Aronin L: Current multilingualism and new developments in multilingual research. In: Safont P, Portoles L (eds) Multilingual development in the classroom: current findings from research. Cambridge Scholars Publishing, Newcastle, 2015), current multilingualism is understood to be complex, suffusive, liminal, and super-diverse; four essential properties which necessitate alternative foci in multilingual research. From this view, multilinguals are the ‘glue’ that binds cultures and societies, it is therefore essential to focus on their socioculturally situated multilingual practices if we are to better understand the protagonists of this considerable social responsibility. In this regard, two concepts of profound interest are multilinguality (Aronin L, Ó Laoire M: Exploring multilingualism in cultural contexts: towards a notion of multilinguality. In: Hoffmann C, Ytsma J (eds) Trilingualism in family, school, and community, vol 43. Multilingual Matters, Clevedon, 2004) and, its expression/realisation in concrete time frames and socio-cultural contexts, dominant language constellations (DLC – Aronin L, Dominant language constellations: an approach to multilingualism studies. In: Ó Laoire M (ed) Multilingualism in educational settings. Schneider, Hohengehren, 2006; Aronin L: Multicompetence and dominant language constellation. In: Cook V, Wei L (eds) The Cambridge handbook of linguistic multicompetence. Cambridge University Press, Cambridge, 2016). With this in mind, the current study examines the individual DLC of a Moroccan-born man living in the Valencian Community in Spain. In line with earlier research calling for more varied self-report data (Todeva E, Cenoz J: The multiple realities of multilingualism. De Gruyter Mouton, Berlin, 2009; Canagarajah AS, Wurr AJ: Read Matrix 11:1–15, 2011; Gorter D, Cenoz J: Mod Lang J 95:442–445. https://doi.org/10.1111/j.1540-4781.2011.01203.x, 2011), the study uses semi-structured interviews to investigate relationships between the DLC and the affective domain; specifically, attitudes, emotion, and identity. The resulting qualitative data explores the following questions: How does a multilingual speaker use their DLC to navigate specific sociolinguistic contexts? What influence does the DLC have on the expression of identity and emotions in concrete daily situations? What role does the DLC play in the formation of language attitudes? Moreover, these issues are framed within an acculturation context to articulate what Canagarajah and Wurr (Read Matrix 11:1–15, 2011) call ‘voices from the periphery’. While accepting that a case study limits any attempt at generalisation, it is hoped that this research focus may contribute by providing another small piece to the overall puzzle of multilingual practices realised in concrete social and cultural contexts.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aronin, L. (2006). Dominant language constellations: An approach to multilingualism studies. In M. Ó Laoire (Ed.), Multilingualism in educational settings. Hohengehren: Schneider.

    Google Scholar 

  • Aronin, L. (2015). Current multilingualism and new developments in multilingual research. In P. Safont & L. Portoles (Eds.), Multilingual development in the classroom: Current findings from research. Newcastle: Cambridge Scholars Publishing.

    Google Scholar 

  • Aronin, L. (2016). Multicompetence and dominant language constellation. In V. Cook & L. Wei (Eds.), The Cambridge handbook of linguistic multicompetence. Cambridge: Cambridge University Press.

    Google Scholar 

  • Aronin, L. (2019). Dominant language constellation as a method of research. In E. Vetter & U. Jessner (Eds.), International research on multilingualism breaking with the monolingual perspective. Basel: Springer.

    Google Scholar 

  • Aronin, L., & Hufeisen, B. (Eds.). (2009). The exploration of multilingualism: Development of research on L3, multilingualism and multiple language acquisition (Vol. 6). Amsterdam: John Benjamins.

    Google Scholar 

  • Aronin, L., & Ó Laoire, M. (2004). Exploring multilingualism in cultural contexts: Towards a notion of multilinguality. In C. Hoffmann & J. Ytsma (Eds.), Trilingualism in family, school, and community (Vol. 43). Clevedon: Multilingual Matters.

    Google Scholar 

  • Aronin, L., & Singleton, D. (2008). Multilingualism as a new linguistic dispensation. International Journal of Multilingualism, 5(1), 1–16. https://doi.org/10.2167/ijm072.0.

    Article  Google Scholar 

  • Aronin, L., & Singleton, D. (2012). Multilingualism. Amsterdam: John Benjamins.

    Book  Google Scholar 

  • Björklund, S., Björklund, M. & Sjöholm, K. (2018). Embracing multilingualism in teacher education in Finland? DLC as a tool for analyzing the state of multilingualism in policy and practice. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Blommaert, J. (2013). Language and the study of diversity. Tilburg Papers in Culture Studies, 74, 1–14.

    Google Scholar 

  • Bond, M. H., & Lai, T. M. (1986). Embarrassment and code-switching into a second language. Journal of Social Psychology, 126(2), 179–186.

    Google Scholar 

  • Brown, H. D. (1987). Principles of language learning and teaching (2nd ed.). Englewood Cliffs: Prentice Hall Regents.

    Google Scholar 

  • Canagarajah, A. S., & Wurr, A. J. (2011). Multilingual communication and language acquisition: New research directions. The Reading Matrix, 11, 1–15.

    Google Scholar 

  • Cenoz, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Clevedon: Multilingual Matters.

    Book  Google Scholar 

  • Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46(1), 71–86. https://doi.org/10.1017/S0261444811000218.

    Article  Google Scholar 

  • Cenoz, J., & Genesee, F. (Eds.). (1998). Beyond bilingualism: Multilingualism and multilingual education (Vol. 110). Clevedon: Multilingual Matters.

    Google Scholar 

  • Cenoz, J., & Gorter, D. (2011). A holistic approach to multilingual education: Introduction. The Modern Language Journal, 95(3), 339–343. https://doi.org/10.1111/j.1540-4781.2011.01204.x.

    Article  Google Scholar 

  • Coetzee Van Rooy, S. (2018). Dominant language constellations in the repertoires of multilingual South Africans. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Cook, V. J. (1992). Evidence for Multicompetence. Language Learning, 42(4), 557–591. https://doi.org/10.1111/j.1467-1770.1992.tb01044.x.

    Article  Google Scholar 

  • Cook, V. J. (1997). Monolingual bias in second language acquisition research. Revista Canaria de Estudios Ingleses, 34, 35–50.

    Google Scholar 

  • Dewaele, J. M. (2004). The emotional force of swearwords and taboo words in the speech of multilinguals. Journal of Multilingual and Multicultural Development, 25(2/3), 204–222. https://doi.org/10.1080/01434630408666529.

    Article  Google Scholar 

  • Dewaele, J. M. (2005). Sociodemographic, psychological and politicocultural correlates in Flemish students’ attitudes towards French and English. Journal of Multilingual and Multicultural Development, 26(2), 118–137. https://doi.org/10.1080/01434630508668400.

    Article  Google Scholar 

  • Dewaele, J. M. (2008). The emotional weight of ‘I love you’ in multilinguals’ languages. Journal of Pragmatics, 40(10), 1753–1780. https://doi.org/10.1016/j.pragma.2008.03.002.

    Article  Google Scholar 

  • Dewaele, J. M. (2010). Emotions in multiple languages. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Dewaele, J. M. (2013). Multilingualism and emotions. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley-Blackwell.

    Google Scholar 

  • Dewaele, J. M. (2015). From obscure echo to language of the heart: Multilinguals’ language choices for (emotional) inner speech. Journal of Pragmatics, 87, 1–17. https://doi.org/10.1016/j.pragma.2015.06.014.

    Article  Google Scholar 

  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Erlbaum.

    Google Scholar 

  • Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), 327–357. https://doi.org/10.1177/0261927X05281424.

    Article  Google Scholar 

  • Duff, P. A., & Talmy, S. (2011). Language socialization approaches to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition. New York: Routledge.

    Google Scholar 

  • Fernández-Berkes, E. & Flynn, S. (2018). Where syntactic development meets DLC. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Fisher, L., & Evans, M. (2000). The school exchange visit: Effects on attitudes and proficiency in language learning. Language Learning Journal, 22, 11–16. https://doi.org/10.1080/09571730085200191.

    Article  Google Scholar 

  • Gardner-Chloros, P., McEntee-Atalianis, L., & Finnis, K. (2005). Language attitudes and use in a transplanted setting: Greek Cypriots in London. International Journal of Multilingualism, 2(1), 52–80. https://doi.org/10.1080/17501220508668376.

    Article  Google Scholar 

  • Garrett, P. (2010). Attitudes to language. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Gorter, D., & Cenoz, J. (2011). A multilingual approach: Conclusions and future perspectives: Afterword. The Modern Language Journal, 95(3), 442–445. https://doi.org/10.1111/j.1540-4781.2011.01203.x.

    Article  Google Scholar 

  • Gorter, D., Riemersma, A., & Ytsma, J. (2001). The Frisian language in the Netherlands. In G. Extra & D. Gorter (Eds.), The other languages of Europe: Demographic, sociolinguistic and educational perspectives. Clevedon: Multilingual Matters.

    Google Scholar 

  • Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3–15. https://doi.org/10.1016/0093-934X(89)90048-5.

    Article  Google Scholar 

  • Gumperz, J. J. (1964). Linguistic and social interaction in two communities. American Anthropologist, 66(6), 137–153.

    Article  Google Scholar 

  • Harklau, L. (2007). The adolescent English language learner: Identities lost and found. In J. Cummins & C. Davidson (Eds.), International handbook of English language teaching. Basel: Springer.

    Google Scholar 

  • Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism. Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.

    Book  Google Scholar 

  • Hoare, R. (2001). An integrative approach to language attitudes and identity in Brittany. Journal of Sociolinguistics, 5(1), 73–84. https://doi.org/10.1111/1467-9481.00138.

  • Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. The Modern Language Journal, 92, 270–283. https://doi.org/10.1111/j.1540-4781.2008.00718.x.

    Article  Google Scholar 

  • Jessner, U. (2013). Complexity in multilingual systems. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. New York: Wiley-Blackwell.

    Google Scholar 

  • Kannangara, S. (2017). The evolution of personal dominant language constellation. Paper presented at the 11th International Symposium on Bilingualism. Limerick, June 11–15.

    Google Scholar 

  • Lasagabaster, D., & Huguet, A. (Eds.). (2007). Multilingualism in European bilingual contexts: Language use and attitudes. Clevedon: Multilingual Matters.

    Google Scholar 

  • Lasagabaster, D., & Safont, P. (2008). Un análisis de las actitudes lingüísticas en dos comunidades bilingües. XXVI Congreso AESLA.

    Google Scholar 

  • Lasagabaster, D., & Sierra, J. M. (2009). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375. https://doi.org/10.1093/elt/ccp082.

    Article  Google Scholar 

  • Letica Krevelj, S. (2017). Interaction of languages within a DLC. Paper presented at the 11th International Symposium on Bilingualism. Limerick, June 11–15.

    Google Scholar 

  • Marcos, L. R. (1976). Linguistic dimensions in the bilingual patient. American Journal of Psychoanalysis, 36(4), 347. https://doi.org/10.1007/BF01250860.

    Article  Google Scholar 

  • Mayr-Keiler, K. & Jessner, U. (2018). On the dynamics of the dominant language constellation. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • McCarthy, E. D. (1994). The social construction of emotions: New directions from culture theory. Sociology Faculty Publications, 4.

    Google Scholar 

  • Nightingale, R. (2012). Bridging the gap between the internal and the external: The effect of sociocultural factors in adolescent learners’ attitudes towards English. Saarbruken: Lambert Academic Publishing.

    Google Scholar 

  • Nightingale, R. (2016). The effect of out-of-school media contact on language attitudes in multilingual adolescents: a complex psychosociolinguistic system. Unpublished Ph.D dissertation. Castelló: Universitat Jaume I.

    Google Scholar 

  • Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Clevedon: Multilingual Matters.

    Book  Google Scholar 

  • Osterkorn, P. (2018). The awareness of dominant language constellations in educational settings. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Otwinowska-Kasztelanic, A. (2016). Dominant language constellations affect multilingual guessing of words. Paper presented at the 10th International Conference on Multilingualism and Third Language Acquisition. Vienna University, September 1–3.

    Google Scholar 

  • Panicacci, A., & Dewaele, J. M. (2017). ‘A voice from elsewhere’: Acculturation, personality and migrants’ self-perceptions across languages and cultures. International Journal of Multilingualism, 14(4), 1–18. https://doi.org/10.1080/14790718.2016.1273937.

    Article  Google Scholar 

  • Pascual, D., & Rothman, J. (2013). Multilingualism and identity. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. New York: Wiley-Blackwell.

    Google Scholar 

  • Pavlenko, A. (2004). ‘Stop doing that, Ia Komu Skazala!’: Language choice and emotions in parent-child communication. Journal of Multilingual and Multicultural Development, 25(2–3), 179–203. https://doi.org/10.1080/01434630408666528.

    Article  Google Scholar 

  • Pavlenko, A. (2005). Emotions and multilingualism. Cambridge: Cambridge University Press.

    Google Scholar 

  • Pavlenko, A., & Blackledge, A. J. (Eds.). (2004). Negotiation of Identities in Multilingual Settings. Clevedon. Multilingual Matters.

    Google Scholar 

  • Portolés, L. (2014). Analysing prospective teachers’ attitudes towards three languages in two different sociolinguistic and educational settings. In A. Otwinowska-Kasztelanic & G. De Angelis (Eds.), Teaching and learning in multilingual contexts: Sociolinguistic and educational perspectives. Clevedon: Multilingual Matters.

    Google Scholar 

  • Portolés, L. (2015). Multilingualism and very young learners: An analysis of pragmatic awareness and language attitudes. Boston: Mouton de Gruyter.

    Book  Google Scholar 

  • Safont, P. (2015). The promotion of multilingualism in a Catalan-speaking area. Familial challenges in the Valencian community. In U. Jessner & C. Kramsch (Eds.), Multilingualism. The challenges. Berlin: De Gruyter Mouton.

    Google Scholar 

  • Schreiber, B. R. (2015). “I am what I am”: Multilingual identity and digital translanguaging. Language Learning and Technology, 19(3), 69–87. https://doi.org/10125/44434.

  • Schumann, J. (1997). The neurobiology of affect in language. Maiden: Blackwell.

    Google Scholar 

  • Schwarzl, L. (2018). The impact of dominant language constellations on children’s self-efficacy in educational settings. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Singleton, D., Fishman, J. A., Aronin, L., & Ó Laoire, M. (Eds.). (2013). Current multilingualism: A new linguistic dispensation. Berlin: De Gruyter Mouton.

    Google Scholar 

  • Sjoholm, K., Björklund, M. & Björklund, S. (2016). Dominant language constellations in multilingual Finland - past and present perspectives at the societal and individual level. Paper presented at the 10th International Conference on Multilingualism and Third Language Acquisition. Vienna University, September 1–3.

    Google Scholar 

  • Slavkov, N. (2018). Family language policy and dominant language constellations: A Canadian perspective. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Sugrañes, C. (2018). Promoting plurilingual competences in primary schools in Barcelona: A DLC approach to teaching and learning languages. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

  • Tabouret-Keller, A. (1998). Language and identity. In F. Coulmas (Ed.), Handbook of sociolinguistics. Oxford: Blackwell.

    Google Scholar 

  • Todeva, E., & Cenoz, J. (2009). The multiple realities of multilingualism. Berlin: De Gruyter Mouton.

    Book  Google Scholar 

  • Vetter, E. (2018). Language education policy through a DLC lens: The case of urban multilingualism. Paper presented at the 11th International Conference on Multilingualism and Third Language Acquisition. Lisbon, September 13–15.

    Google Scholar 

Download references

Acknowledgements

As a member of the LAELA (Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa) research group at Universitat Jaume I (Castellón, Spain), I would like to acknowledge that this study is part of a research project funded by (a) the Spanish Ministerio de Economía y Competitividad (FFI2016-78584-P), (b) the Universitat Jaume I (UJI-B2019-23), and (c) Projectes d’Innovació Educativa de la Unitat de Suport Educatiu 3821/20.

Author information

Authors and Affiliations

  1. Universitat Jaume I, Castellón de la Plana, Spain

    Richard Nightingale

Authors
  1. Richard Nightingale
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Richard Nightingale .

Editor information

Editors and Affiliations

  1. University of Melbourne, Melbourne, VIC, Australia

    Joseph Lo Bianco

  2. Oranim Academic College of Education, Tivon, Israel

    Larissa Aronin

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Nightingale, R. (2020). A Dominant Language Constellations Case Study on Language Use and the Affective Domain. In: Lo Bianco, J., Aronin, L. (eds) Dominant Language Constellations. Educational Linguistics, vol 47. Springer, Cham. https://doi.org/10.1007/978-3-030-52336-7_12

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-52336-7_12

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-52335-0

  • Online ISBN: 978-3-030-52336-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation