Basic language courses across the College of Humanities instruct thousands of University of Arizona students each semester, majors and non-majors alike, giving them the building blocks of a second language.
But beyond the basic language classes, faculty members research and teach about multilingualism in broader contexts, specializing in how humans acquire and maintain languages, the various contexts in which people learn languages, successful language learning methods and strategies, and the intricate ties between language, culture, place and identity.
Peter Ecke, Professor in the Department of German Studies, developed “Becoming Multilingual: Learning and Maintaining Two or More Languages” in 2015 to introduce undergraduate students to research on bilingual and multilingual people. The course includes information to show students how myths about bilingualism and language learning persist, as well as the realities.
In the general education course, usually about half of the students describe themselves as monolingual or second language learners, and half describe themselves as bilingual and multilingual.
Though its home department is German Studies, the course draws students from across campus, with high numbers of Hispanic and international students, as well as some Native American students. For some of those students, being bilingual is not something extraordinary or special, but examining misperceptions about multilingualism is an important part of the course.
“What these groups of students have in common are frequent challenges related to their perceived language proficiencies and cultural identities. Some may feel isolated or living in between cultures, not really belonging to a particular one. But in the course, these students realize that their experiences are shared by many others,” Ecke said. “Many students we have who come from African countries find their multilingualism totally normal and they may use three, four, or five languages regularly. They’re not equally fluent in all these languages, but each has its place and is used in their everyday life. In the course, they may reflect on their language use and issues of language loss.”
For some assignments, Ecke asks students to provide advice with respect to real-life scenarios, explaining responses to different challenges, for example, a friend or family seeking help about an international work opportunity, or a bilingual couple considering how to raise a child in terms of language and culture.
“They learn what it means to acquire, maintain and forget languages, and are provided with insights that help them make informed decisions as language learners in college, in their careers and in their families,” he said.
Associate Professor Liudmila Klimanova in the Department of Russian and Slavic Studies focuses on the intersections of language studies, multilingualism, multiculturalism and identity.
“We can think about multilingualism as a borderland,” she said. “Knowing multiple languages gives you a set of skills that extends far beyond your linguistic ability to communicate and connect with different communities. Evidence shows that knowledge of multiple languages contributes to building comfort with uncertainty and reduces anxiety in complex situations, which adds a unique strength to someone’s professional identity.”
Part of Klimanova’s research and teaching centers on the relationship between language, identity, and larger social and cultural contexts in Russia and the Post-Soviet world. Like other examples across space and time, sociolinguistic categories are created that can be tied to inclusion or exclusion. Essentially, monolingualism can become a political tool to impose control on segments of a population.
“Multilingualism empowers you in so many different ways. It has given people a power to think independently, but there’s a history of suppression of multilingualism and bilingualism, when it’s perceived as a weapon,” she said.
Studies and applications of multilingualism also consider how the linguistic diversity of a place impacts identity and how languages become inter-related. Southern Arizona is a good example, with more than 40 languages spoken in Tucson. The U of A is an Hispanic Serving Institution, but its multilingualism extends far beyond that.
“Multilingual speakers really see the world differently. You learn a whole way of viewing and thinking about the world from people who bring multiple languages to the table,” she said. “That creates a very beautiful, multifaceted, rich understanding of what the world is all about, and translates into very important work-related skills and social skills.”