Department of Romance languages and literatures, Faculty of Arts
Masaryk University
Brno, Czech Republic
Contact person: Egle Mocciaro, egle.mocciaro@mail.muni.cz
Partners
University of Bergen, Norway
Østfold University College, Norway
University of Cyprus
University of Porto, Portugal
Boğaziçi University, Istanbul, Turkey
University of Potsdam, Germany
Lecturers
Rui Alexandre Alves (University of Porto)
Cecilia Bartoli (University of Palermo, guest)
Cristine Czinglar (University of Jena, guest)
Linda Emilsen 		 (Østfold University College, Norway)
Işıl Erduyan (Boğaziçi University, Istanbul)
Ann-Kristin Helland Gujord (University of Bergen)
Markéta Hajská (Charles University, Prague, guest)
Belma Haznedar (Boğaziçi University, Istanbul)
Sviatlana Karpava (University of Cyprus)
Pavel Kubaník 		 	 													(Charles University, Prague, guest)
Fernanda Minuz (Bologna, guest, online)
Egle Mocciaro 	 	 	 (Masaryk University, Brno)
Marta Lupica Spagnolo (University of Potsdam)
Christoph Schroeder (University of Potsdam)
Åshild Søfteland (Østfold University College, Norway)
Martha Young-Scholten (Newcastle University, guest, online)
Implementation period
Virtual phase: 22-30 April 2024 (3 meetings)
In-presence phase: 3-7 June 2024
ECTS: 5
	
	
Book of abstracts
24-25.06
Pleasure reading for adult immigrants with limited literacy and how to
produce your own (Martha Young-Scholten). “Pleasure reading” assumes
that the more reading is detached from study tasks, the more fluently and
deeply one learns. This is also due to the so-called affective filter, postulated
by S. Krashen, which decreases if a study task is not required. Research points
to the value of individualised reading, typically of fiction, to bolster five- and
six-year-old children’s reading fluency. At this reading level, many thousands
of books exist. Adults at this reading level may have unaddressed dyslexia,
problems due to stroke or dementia or may be immigrants with insufficient
schooling in their home language. While children’s books are an option, they
are hardly ideal for instilling a love of reading. Simply Stories
(http://simplystories.org/) caters to beginning-level adult readers and their
interests, knowledge and life experiences. The initiative has pioneered
techniques for writing original fiction for this readership.
26.06
Multilingualism and literacy in relation to the CEFR and in the field of
language teaching planning (Fernanda Minuz). The CEFR (Council of
Europe 2001) and its recent Companion Volume (Council of Europe 2018) are
essential references for language teachers, curriculum developers, language
testers, and policymakers. Applications and developments in different
teaching areas are still ongoing. The lecture will examine two of them. First,
we will trace the development of the notion of plurilingualism, which has a
central position both in the CEFR and, more generally, in the Council of
Europe’s policies and whose didactic implications are at the heart of the
Guide for the development and implementation of curricula for plurilingual
and intercultural education (Beacco et al. 2016). We will then examine the
Council of Europe’s recent contributions to teaching literacy and second
language for adult migrants, specifically through Literacy and Second
Language Learning for the Linguistic Integration of Adult Migrants (Minuz et
al. 2022). This reference guide explicitly refers to the CEFR methodological
framework and responds to the growing need of those working in teaching
literacy in migration contexts. The links between the multilingual approach
and teaching in migratory contexts will be explored.
	
	
03.06
What is literacy and why is it Important? (Rui Alves). Literacy is a
fundamental human right that should be enabled for as many languages as
speakers in a community might have a basic need for. Patently, migrants have
a right to nurture, exercise, and express their original repertoire of languages
and literacies, as well as be granted access to the new language and literacy
in the host country. As language and literacies are major sources of human
inclusion, they are potent tools to foster migrants’ integration. In the talk, I
will briefly handle the literacy needs of migrants, review literacy definitions,
and highlight the literacy definition of the European Literacy Network (ELN)
as a current and comprehensive model that seems useful to conceive the
literacy rights of migrants. Specifically, by situating literacy as a fertile
capability, I’ll argue that decent societies should care for and foster the
literacy functioning of all citizens within their borders. Literacy is important
because it is a means for human development and, coupled with universal
human rights, a steward of decent societies.
Multilingualism types and multilingual Europe (Sviatlana Karpava).	There
are various conceptualisations, definitions, dimensions of and diverse
disciplinary approaches to multilingualism and plurilingualism at the
individual, societal and (teacher) education levels (Aronin & Singleton 2012;
Schroedler 2021). Languages are socially constructed and are used for
communication and thinking together (Gogolin et al. 2017). Moreover,
languages can be mixed due to multilingualism, linguistic diversity, language
contact and variation, and are characterised by a complex relationship
instead of by compartmentalisation (Piller 2016). The focus of this lecture will
be on multilingualism types and multilingual Europe, different language
ideologies and views on multilingualism and linguistic diversity related to
social roles, power and language prestige, as well as to majority, minority and
immigrant languages, and language mix and overlap (Canagarajah & Gao
2019). Multilingualism has become a reality in most of the world’s societies.
Nonetheless, not all countries and large cities promote multilingualism,
multiculturalism and social justice for both autochthonous and
allochthonous (or migrant) language speakers in their policies, bureaucracy
and education systems, but focus instead on monolingualism and the global
	
	
linguistic hierarchy due to geographical, economic, historical, ideological,
political and social factors (Piller 2016; Schroedler & Grommes 2019). In this
regard, the role of language policy and planning should not be ignored,
particularly in relation to teacher education and multilingualism, the support
of immigrant languages, community languages, and home or heritage
languages (Seals & Shah, 2018). The EU supports multilingualism and
immigrant languages, as well as linguistic, cultural and religious diversity in
order to enhance social justice and societal cohesion.
Workshop on Linguistic repertoires in motion (Cecilia Bartoli, Marta
Lupica Spagnolo). The proposal falls within the field of studies on linguistic
autobiography, starting from the conception of the repertoire as “a wide
range of voices, discourses and codes, a heteroglossic and contingent space
of potential that includes imagination and desire and which speakers resort
to in specific situations” (Busch 2012). Our multimodal work proposal on
linguistic repertoires includes both the body (with its feelings, its metaphors
and its gestures) and space, as well as the voice with its prosodic
characteristics, timbre and intonation. In a playful atmosphere of meeting,
contact and narration, we will represent and talk about our linguistic
repertoire as an embodied and constantly changing experience. Comfortable
clothes are recommended.
04.06
Multilingualism, literacy and mobility (Egle Mocciaro).	 In recent
migrations from sub-Saharan Africa across the Mediterranean to Europe,
several variables play a crucial role in determining language dynamics,
including the development of additional languages. Limited literacy is one of
the most significant factors in the profile of new migrants (UIS 2017), which
intersects with the plurality and dynamism of migrants' linguistic repertoires.
These plurilingual repertoires derive from the widespread societal
multilingualism in Africa, but also from the migration experience itself
(D'Agostino 2021a, 2021b.). Over the past fifteen years, research has insisted
heavily on the relevance of plurilingualism in acquisition processes and the
specific manner in which plurilingual repertoires are reconfigured
(Blommaert 2010; Canagarajah, Wurr 2011). This also invests the dimension
of writing, especially when practised in spontaneous forms, as is usually the
	
	
case in the digital communication of young adult migrants (Androutsopoulos
2015; Diminescu 2008). Interestingly, even those whose writing is only
emerging are involved in these impromptu literacy forums (D'Agostino &
Mocciaro 2021).
Additional language acquisition and methodology (Ann-Kristin Gujord,
Linda Emilsen & Åshild Søfteland). Traditionally, the research objective
driving second language research has been to uncover common paths in the
development of second languages and to identify features that distinguish
second language development from other types of language development.
This remains a central research question in much of the field’s research today.
At the same time, established knowledge in recent decades has increasingly
been challenged as second language development is investigated in other
and new contexts and learner groups. This lecture delves into the theoretical
and methodological requirements necessary for conducting valid empirical
studies on second language development. Such research not only enriches
our comprehension of the intricacies of the phenomenon under investigation
but may also foster fair multilingualism for all (see e.g., Ortega, 2019). The
discussion will draw on specific linguistic examples and attempt to illustrate
how second language development can vary across contexts.
Romani in Czech schools and among the Roma (Markéta Hajská & Pavel
Kubaník). More than 30 000 Romani children enter first grade every year.
According to our earlier estimates (Kubaník, Sadílková & Červenka 2010), at
most one-third of them speak fluent Romani. In 2023, we undertook a small
research project focusing on situations where Romani-speaking children
enter the Czech education system. On the basis of interviews with parents,
primary and kindergarten teachers, and staff of pedagogical and
psychological counselling centres in five cities, we found that Romani is
perceived by actors in the education system as an obstacle rather than a
benefit for children. Teachers work only to a limited extent with the language
difference, and even actors who are positively inclined towards Romani
would recommend or directly advise parents to speak Czech with their
children in the home environment in certain circumstances. While elements
of language policy at the macro level support Romani, they are not applied
by actors in the education system at the meso level. Thus, at the micro level
of households, Romani is maintained rather in spite of this pressure, even
	
	
though the Czech Republic is supposed to remove all obstacles restricting
the use of the minority language according to the Charter for Regional and
Minority Languages.
Family language policy and multilingualism (Sviatlana Karpava). This
lecture will be focused on Family Language Policy (FLP) and multilingualism.
The theoretical framework of FLP located at the interface of children’s
language acquisition and language policy and is based on interdisciplinary
research that has been conducted over the past twenty years (Hollebeke et
al. 2020; King & Fogle 2013). FLP is affected by internal and external factors,
including the society, family members, teachers, educators, experts (Okita
2002), parental expectations (Curdt-Christiansen 2009), the family’s socioeconomic
status (Caldas 2012) and child agency (Said & Zhu 2019; Spolsky
2019). FLP is a decisive factor in the linguistic upbringing of children,
particularly in bi-/multilingual families in immigrant and minority settings
(Hollebeke et al. 2020). Overall, there has been a shift in the attitude towards
bi-/multilingualism, with an increasing emphasis on the positive side effects
and benefits for children’s linguistic, cognitive, socio-emotional and cultural
development. However, on the practical level, much depends on the context,
the setting, the country, and the language and education policies, which are
not always supportive of multilingual child-rearing practices (Aghallaj et al.
2020; Kirsch 2012). The FLP, efforts at language management, ideologies,
implicit and explicit language choices, as well as the parental language use,
strategies, beliefs, attitudes, practices, well-being, and affective factors,
influence children’s language outcomes (Caldas 2012; Fogle 2013).
Furthermore, children’s language use and attitudes should be considered in
addition to their exposure to parental input and interactions with their
siblings and peers (De Houwer 2017, 2020; Hirsch & Lee 2018; King 2016).
05.06
Round table on Additional language acquisition and literacy (Işıl
Erduyan, Belma Haznedar, Egle Mocciaro, Christoph Schroeder). This fourhour
session will address, in the form of a shared discussion, some crucial
aspects of language acquisition and literacy development, as well as the
relationship between the two processes, when they occur in a migration
context. In the first talk, “Language and literacy development in bilingual
	
	
contexts”, Haznedar will address major components of language and literacy
development in bilingual contexts, with special reference to crosslinguistic
influence as well as phonological awareness, rapid automatic naming,
vocabulary and reading comprehension in a transparent language Turkish
through different language combinations. In the second talk,
“Morphosyntactic patterns in adult learners with limited literacy”, Mocciaro
will focus on the role of literacy (if any) in the development of orality in an
additional language by adults with limited literacy skills. The third talk, by
Schroeder, will deal with “Literacy in a migration context: Necessary
distinctions and a focus on heritage orthographies”. Some distinctions will
be proposed in relation to literacy groups in the context of migration and
multilingual language acquisition; then the focus will be on heritage
spellings, i.e., the spellings of heritage speakers in their familiar languages
and, in particular, on orthographic phenomena. In the last talk, Erduyan will
shift the focus to educational aspects and, in particular, to “Literacy in the
heritage language classroom and beyond: Focusing on students with
migration backgrounds”. Both literacy as taught in school and non-standard
literacies will be discussed, which refer to the situated and local forms of
literacy to which students are exposed at home and in their social life outside.
Workshop on Embodied multilingualism: narrating migration and
languages (Marta Lupica Spagnolo). In this workshop, we will learn how to
collect and analyze biographical narratives on migration and languages. After
introducing the research method of language biographies (Franceschini &
Miecznikowski 2004) and the approach of “embodied multilingualism”
(Busch 2013), we will discuss the concepts of “positioning” (Lucius-Hoene &
Deppermann 2004) and “agency” (Deppermann 2015) and reflect on their
applicability to the analysis of “small” and “big” stories (Bamberg &
Georgakopoulou 2008, De Fina 2003), embedded in conversations or
collected in interviews. The theoretical and empirical tools acquired in the
first part of our workshop will then be applied to analyze how multilingual
people who moved from the former Yugoslavian countries to trilingual South
Tyrol represent and negotiate language power relationships in their stories
of language learning and use (Lupica Spagnolo 2022).
Target-language variation (Åshild Søfteland, Linda Emilsen, Ann-Kristin
Gujord). In societies with a high degree of variation in spoken vernaculars,
	
	
second-language learners are likely to be exposed to a great deal of
variation. In the lecture we will depart from Norway as an example, where
dialects have a neutral or high status and most people speak their local
dialect in a variety of settings, formal and informal. Learners will meet
different dialects both in national broadcasting, in educational settings and
in other surroundings (neighbours, grocery store etc.). Awarness about target
language variation is important for the interpretation of SLA data; in the
lecture we will show various examples where it is difficult of impossible to
distinguish between target-like and non-target-like interlanguage variation
(cf. Emilsen & Søfteland, 2020). Two questions to ask to address these issues
further are: How much and what type of variation do L2 learners meet, and
what type of (potential) dialectal variants can we find traces of in their
output? Furthermore, for adult learners the classroom probably constitutes
a very large part of the input they receive in the target language, so another
important question to ask is: What choices do second language teachers
make regarding their own variety/-ies in the classroom? In the lecture we will
address all three questions, based on previous research and new preliminary
data, in addition to plenary discussions in the group.
Ethical considerations in research on adult language learners (Linda
Emilsen, Ann-Kristin Gujord & Åshild Søfteland). The topic of this lecture is
ethical considerations arising in studies of particularly vulnerable learner
groups, and methodological issues related to the collection of language data
among learners with little or no schooling and literacy. The discussion will
departure from our experience with collecting and handling data in the
project ALAN – Adult acquisition of Norwegian as a Second Language (UiB,
2024). Data in this project is collected from adult L2 learners of Norwegian
with limited prior schooling in their early L2 acquisition. The subjects in ALAN
are considered as `especially vulnerable´ as they are migrants with often
dramatic and/or traumatising life stories, they are in a marginal position in
the society as such, and when meeting us as researchers, we are not able to
communicate in a mutually understandable language. These facts raise a
need to be particularly cautious to not run the risk of invalidating their basic
rights and value as human beings. In addition, the subjects often have limited
literacy skills, different social/cultural references, and different or limited
references from schooling situations making it necessary to approach the
data collection in a different manner than working with academic L2 learners.
	
	
In the presentation, we will also discuss the methodological adjustments
necessary in studies of the language development of learners with little or
no schooling and literacy. A central issue in this discussion is how to balance
the need to act in an ethical sound way without jeopardising the validity and
reliability of our data.	
Multilingual assessment of basic literacy in adult second language
learners of German (Christine Czinglar). Research shows that reading and
writing skills in the first or other previously acquired languages (L1) have a
strong impact on the development of L2 literacy skills in LESLLA learners (e.g.,
Kurvers, van de Craats & Van Hout 2015). For this reason and also to
encompass a resource-oriented view on language acquisition, a
comprehensive literacy assessment in this population needs to be
multilingual. In this talk, I will report some results of the ELIKASA project in
which we developed multilingual assessment instruments (Czinglar et al.
2022) to investigate literacy skills on different levels (e.g., word recognition,
spelling inventory, reading fluency) in L2 German and in three different L1
(Arabic, Farsi-Dari, Turkish). In the talk I will present some of the instruments
and results for about 100 participants in literacy courses, highlight some
difficulties in assessing literacy skills in heterogeneous populations and
investigate the intricate interplay of different literacy measures and
influencing factors.
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