CHAPTER 3. Supporting Multilingual Practices in Self-Access Environments: Considerations for Language Policy
Katherine Thornton
Abstract
Despite the recent multilingual turn (May, 2014), monolingual approaches to language learning continue to affect language policy and planning in Japan. This chapter argues that the introduction of more multilingual approaches to language policy in self-access centres can have significant benefits for learners. In self-access environments, practitioners have to balance creating supportive spaces for learners of various languages with providing opportunities for target language interactions. I argue that taking a multilingual approach to language policy can boost learner motivation by questioning the dominance of native-speaker ideals of language use. Such approaches can also enrich learners’ experiences by promoting linguistic diversity. I highlight the complexities that the multifunctional nature of self-access centres poses for formulating language policy, and suggest some ways in which linguistic diversity and multilingual practices can be encouraged.
Resumen
Apoyar las prácticas multilingües en ambientes de autoacceso: Consideraciones para las políticas lingüísticas
A pesar de las innovaciones recientes en el aprendizaje de lenguas, Japón sigue siendo influenciado por enfoques monolingües en sus políticas lingüísticas. Este capítulo argumenta que la inclusión de enfoques multilingües en los centros de autoaacceso podría beneficiar a los estudiantes. En estos entornos, es esencial equilibrar el apoyo a aprendices de diversas lenguas con la creación de oportunidades para la interacción en la lengua meta. Adoptar un enfoque multilingüe en las políticas lingüísticas puede motivar a los estudiantes al cuestionar la supremacía de los hablantes nativos. Además, enriquece sus experiencias al promover la diversidad lingüística. Destaco las complejidades que la naturaleza multifuncional de los centros de autoacceso plantean para la formulación de las políticas lingüísticas, y sugiero algunas maneras en las que la diversidad lingüística y las practicas multilingües pueden ser fomentadas.
About the Contributor
Katherine Thornton (MA) is an Associate Professor at Otemon Gakuin University, Japan where she works as a learning advisor. She is the Director of E-CO (English Café at Otemon) and a long-standing board member of the Japan Association for Self-Access Learning. Her research focuses on language policy and practice in self-access language learning and language learning identities.
Citation
Thornton, K. (2023). Supporting multilingual practices in self-access environments: Considerations for language policy. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 55–79). Candlin & Mynard. https://doi.org/10.47908/29/3
Despite the recent multilingual turn (May, 2014), monolingual approaches to language learning continue to affect language policy and planning in Japan. This chapter argues that the introduction of more multilingual approaches to language policy in self-access centres can have significant benefits for learners. In self-access environments, practitioners have to balance creating supportive spaces for learners of various languages with providing opportunities for target language interactions. I argue that taking a multilingual approach to language policy can boost learner motivation by questioning the dominance of native-speaker ideals of language use. Such approaches can also enrich learners’ experiences by promoting linguistic diversity. I highlight the complexities that the multifunctional nature of self-access centres poses for formulating language policy, and suggest some ways in which linguistic diversity and multilingual practices can be encouraged.
Resumen
Apoyar las prácticas multilingües en ambientes de autoacceso: Consideraciones para las políticas lingüísticas
A pesar de las innovaciones recientes en el aprendizaje de lenguas, Japón sigue siendo influenciado por enfoques monolingües en sus políticas lingüísticas. Este capítulo argumenta que la inclusión de enfoques multilingües en los centros de autoaacceso podría beneficiar a los estudiantes. En estos entornos, es esencial equilibrar el apoyo a aprendices de diversas lenguas con la creación de oportunidades para la interacción en la lengua meta. Adoptar un enfoque multilingüe en las políticas lingüísticas puede motivar a los estudiantes al cuestionar la supremacía de los hablantes nativos. Además, enriquece sus experiencias al promover la diversidad lingüística. Destaco las complejidades que la naturaleza multifuncional de los centros de autoacceso plantean para la formulación de las políticas lingüísticas, y sugiero algunas maneras en las que la diversidad lingüística y las practicas multilingües pueden ser fomentadas.
About the Contributor
Katherine Thornton (MA) is an Associate Professor at Otemon Gakuin University, Japan where she works as a learning advisor. She is the Director of E-CO (English Café at Otemon) and a long-standing board member of the Japan Association for Self-Access Learning. Her research focuses on language policy and practice in self-access language learning and language learning identities.
Citation
Thornton, K. (2023). Supporting multilingual practices in self-access environments: Considerations for language policy. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 55–79). Candlin & Mynard. https://doi.org/10.47908/29/3
Information About the Book
Title: Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico
Editors: Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao
Publication date: December 2023
Read more...
Title: Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico
Editors: Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao
Publication date: December 2023
Read more...