Polyglots

By using data from an online language learning beliefs survey (n=841), defining language learning experience (LLE) in terms of participants’ multilingualism, and using a domain-specific language learning locus of control (LLLOC) instrument, this paper examines whether more experienced language learners can also be seen as more autonomous language learners. Statistical analyses revealed small but significant positive correlations between the three multilingualism measures used and LLLOC scores, with higher scores indicating a more internal LLLOC. Participants with a higher linguistic repertoire size and overall language proficiency, who used their languages more frequently, had higher LLLOC scores than those with less languages at lower levels of proficiency and frequency of use. These findings suggest that more experienced language learners might also be more autonomous learners, as they subscribe to language learning beliefs that are indicative of a more internal LLLOC.

This article reviews and comments on Polyglot: How I Learn Languages, a recent English language edition of Kató Lomb’s Így tanulok nyelveket, which was originally published in Hungarian in 1970. The article situates the work and provides a brief biographical sketch of the author, followed by an outline of the book. The article then examines more closely some of the issues raised by Lomb, such as adult learning, awareness in language learning, attitude versus aptitude, the use of a multipronged approach, taking personal responsibility, the role of regularity, as well as that of active and explorative reading, and the development of the four skills. Finally, it highlights the ongoing significance of Lomb’s seminal work for language learners, teachers and researchers.

This study seeks to explain the usefulness of parallel translation as a language learning tool and the reasons for its efficacy in the light of the comprehensible input hypothesis and data from polyglottery. In this connection, the discussion of intensive vs. extensive learning is raised and a preliminary calculation of the amount of input necessary for language acquisition is offered. A classification of bilingual text types (vertical, horizontal, interlinear and incorporated) is suggested and sample learning materials for several languages (French, Japanese, Middle English, Veps and Newar) are provided. The paper mentions the titles of some particular textbooks based on this method (such as Assimil, Langenscheidt and Gakken publications) and considers the factors affecting its applicability. Parallel translation is shown to be a straightforward way of creating educational materials for smaller and rarer languages as well as for studying recurrent features of different languages and their respective cultures. Learning resources of this kind are also demonstrated to have particular significance in the light of the receptive multilingualism approach that stresses the priority of foreign language comprehension (rather than speech production) for successful and fair international communication. Mention is made of different attitudes towards bilingual texts among polyglots who are traditionally known for using this kind of materials in their study. While some learners praise parallel translation as a unique method of vocabulary acquisition, others indicate that it diminishes the intellectual work necessary for language learning. Still others point out that the efficiency of this method depends on the structural similarities/differences in a given pair of languages. By way of conclusion, parallel translation is demonstrated to be an effective way of making extensive language input comprehensible from the earliest stages of the learning process and of customizing it to one's personal interests. Progress to more advanced levels of language proficiency should probably imply shifting from bilingual texts to adapted literature (graded readers) to authentic foreign speech sources.

English translation of the title: "Problems of language education and their possible solutions". Paper read at the conference "Lingüística 2015" at the Institute of Literature and Linguistics (Cuban Academy of Sciences) in Havana, November 27, 2015.

Multicultural and multilingual individuals can be thought of as having multiple self-concepts or cultural/linguistic identities related to each of the distinct cultures and languages in which they have significant meaningful experience. Multicultural people often need to navigate the different norms and values associated with their multiple cultural/linguistic identities. Hong et al. (2000) propose that multicultural individuals possess at least two “cultural frames” each based upon a corresponding set of cultural experiences and knowledge. Knowledge of two or more cultures and languages is stored in the minds of multicultural/multilingual individuals and knowledge of a particular culture is brought to the forefront when activated by priming agents such as cultural symbols, interacting with individuals from the culture in question and, importantly, engaging in the related languages. In turn, these cultural frames affect many phenomena such as personality, values, emotional expression and self-concept. Thus, it has been noted that multilingual/multicultural individuals may experience a change in perceptions, feelings, judgment, and behavior when switching from one linguistic/cultural context to another. This paper explores this phenomenon in depth.

Polyglots are often find it problematic to answer the question, “How many languages do you speak or know,” in a way that is truly meaningful and reflects total knowledge or ability. There are numerous issues that must be taken into consideration: Language vs. dialect. Differences in the understanding of ‘language proficiency’ and ‘fluency’. The mythical ‘native speaker model’. Domain vocabulary/knowledge. Active knowledge (speaking and writing) versus passive knowledge (listening comprehension and reading). The relative difficulty of languages in terms of lexicon, grammar, phonetics and writing systems. Target languages with many cognates and loanwords vs. languages with very few or none. Target languages with similar grammar and or phonetics vs those in which one or both are very different. In this presentation, I explore these issues.

A lot has been written about societal multilingualism on the one hand, and motivation in the school context on the other. However, there is a substantial research gap when it comes to the question of individual multilingualism outside the institutionalized context. This paper is concerned with the issue of motivation in becoming multilingual. The main research question is: Why do people learn their fifth, sixth, etc. foreign language if they technically do not have to; why do they, in spite of being able to communicate in a lingua franca, choose to go one step further?

This paper seeks to examine the cognitive skills of the executive function in relation to acquisition and use of multiple languages, which continues to gain greater importance in an increasingly mobile and interactive global society. There is a particular focus on polyglots and seeking strategies for enhanced executive functions for additional language acquisition as well as for preventing unintended or negative interference from other languages when functioning in a given target language. A general description of the executive function is presented followed by a literature review of how multilingualism affects the life-long development of the executive function. Most of the studies related to these effects involve bilingual subjects and focus on the early years of linguistic development. There is a dearth of studies that involve even trilingual subjects, let alone the almost complete absence of literature on how successfully acquiring and functioning in a much greater number of languages affects the dynamics of the executive function. Thus, in addition to reviewing quantitative studies, this paper seeks to offer qualitative insights from the perspective of polyglots, given that the author has the ability to communicate in over 30 diverse languages and has had many opportunities to explore this subject in consultation with other polyglots.

In 2010, I outlined my method for language acquisition. Back then, there was an insular nascent polyglot community on YouTube and we all collaborated to write a book together, each contributing an article. Our articles did not have titles, so the title I have added in 2018. All of the contributes were part of this community, and some of them still have popular YouTube channels related to polyglottery.
I want to express my deepest gratitude to Claude Cartaginese for taking the prerogative on this project. The book really is his brain child.

This paper seeks to explain the usefulness of parallel translation as a language learning tool and the reasons for its efficacy in the light of the comprehensible input hypothesis and data from polyglottery. A classification of bilingual text types (vertical, horizontal, interlinear and incorporated) is suggested and sample learning materials for several languages (including rare ones) are provided. The paper also mentions the titles of some particular textbooks based on this method and considers the factors affecting its applicability.

This paper reviews the main sources of research information on polyglottery as consciously attained individual multilingualism. The first group of such sources is "polyglot memoirs", in which polyglots describe their experience and offer advice to language learners. The second group is research literature where polyglots are regarded as an object of scientific study. The third group is comprised of the materials produced by the modern polyglot movement, namely videos of the talks given at the annual Polyglot Conferences and Polyglot Gatherings. On the basis of this data, one can observe that polyglottery has become a valid field of research connected with psycholinguistics that can offer valuable insights into language education and other socially significant issues. This paper summarizes the particular results achieved by polyglot studies in recent years and indicates the questions that remain open for further research.

At Copenhagen International School of Performing Arts, English is the Lingua Franca (ELF) of artistic exploration. With a non-conformist approach to the use of ELF, highlighting a body-mind insight into the language over correctness, a latent, expressive potential of ELF is explored through a psycho-physical training. The predominant technique is Movement Psychology (Laban/Malmgren), which examines the interdependence between, on the one hand, text, language, and narrative and, on the other, the embodiment of the Jungian unconscious.

The paper analyses the process and the methods of staging the production entitled Re: ORESTES, based on Mee's play Orestes 2.0, applying the described methodo-logical exploration. The play was rewritten and remoulded by the performers throughout a rehearsal process, which focused on interlacing the performers' highly diverse cultural horizons (Gadamer) in a common mega-text, in an attempt to fuse the familiar with the alien, the personal with the collective, and to channel, shape and articulate the material within ELF.

The paper details two different examples of this transformative remoulding process. One actor wrote a completely new text, which was performed in the heightened style of "the Queen's English". Another actor performed a part in a poly-glottal combination of Ancient and Modern Greek (her mother tongue) and ELF. In this process, both performers sought to transcend the preconceived limitations of their individual cultural horizons as well as of the English language.

Multicultural and multilingual individuals can thought of as having multiple self-concepts or cultural/linguistic identities related to each of the distinct cultures and languages in which they have significant meaningful experience. Multicultural people often need to navigate the different norms and values associated with their multiple cultural/linguistic identities. Hong et al. (2000) propose that multicultural individuals possess at least two “cultural frames” each based upon a corresponding set of cultural experiences and knowledge. Knowledge of two or more cultures and languages is stored in the minds of multicultural/multilingual individuals and knowledge of a particular culture is brought to the forefront when activated by priming agents such as cultural symbols, interacting with individuals from the culture in question and, importantly, engaging in the related languages. In turn, these cultural frames affect many phenomena such as personality, values, emotional expression and self-concept. Thus, it has been noted that multilingual/multicultural individuals may experience a change in perceptions, feelings, judgment, and behavior when switching from one linguistic/cultural context to another. This paper explores this phenomenon in depth.

English version => http://martinemussies.nl/web/a-chomhachag-bheag-uaine-%E2%80%92-duolingo-in-scottish-gaelic-and-irish-and-welsh/

The online learning platform Duolingo offers three courses in Celtic languages: Irish, Welsh and Scottish Gaelic. Learning a language through Duolingo has been found to be effective in several studies, although there are a few downsides: the vocabulary is somewhat random, there is a lack of nuance in the explanation of the grammar, and the focus on 'gamification' makes it easy to score points without acquiring an active grasp of the material. Fortunately, on the individual level, these downsides can largely be addressed by means of taking an active approach to language learning. Moreover, Duolingo has done a lot for minority languages by both raising awareness of their existence and lowering the bar to start learning a new language.

Conceived from the start as a cultural form with mass, international appeal, cinema bears a fascinating relationship to translation, both real and figurative. From the days of the silents and early talkies to contemporary new Hollywood, this paper explores the nature of this relationship through reference to Lost in Translation and the wider polyglot genre. Revelling in the comic and poetic potential of inter-cultural (mis)communication, Lost in Translation (2004) directs attention towards the messy and mundane realities of translation, thereby exposing the industry's more usual predilection to ignore or disavow the complexities of language difference. Comparing Lost in Translation to cinematic predecessors such as Le Mépris / Contempt (1963) and 1930s polyglots, this discussion seeks primarily to challenge the myth that the language of cinema is universal.

Are you bilingual, trilingual, or multilingual? Or, are you a polyglot or hyperpolyglot? Perhaps you are monolingual, but aspire to learn other languages.
If you do speak one or more foreign languages, you certainly have been asked, “How many languages do you know?” This a challenging question to answer. It's rarely as straightforward as, “I speak three languages.” The response is more likely to be a tiered explanation such as, “I speak Spanish rather fluently, have an intermediate knowledge of French, and a conversational capability in German.” Does that mean that you really speak three languages or that you just have knowledge of three languages?

Conceived from the start as a cultural form with mass, international appeal, cinema bears a fascinating relationship to translation, both real and figurative. From the days of the silents and early talkies to contemporary new Hollywood, this paper explores the nature of this relationship through reference to Lost in Translation and the wider polyglot genre. Revelling in the comic and poetic potential of inter-cultural (mis)communication, Lost in Translation (2004) directs attention towards the messy and mundane realities of translation, thereby exposing the industry’s more usual predilection to ignore or disavow the complexities of language difference. Comparing Lost in Translation to cinematic predecessors such as Le Mépris / Contempt (1963) and 1930s polyglots, this discussion seeks primarily to challenge the myth that the language of cinema is universal.

Multicultural and multilingual individuals can be thought of as having multiple self-concepts or cultural/linguistic identities related to each of the distinct cultures and languages in which they have significant meaningful experience. Multicultural people often need to navigate the different norms and values associated with their multiple cultural/linguistic identities. Hong et al. (2000) propose that multicultural individuals possess at least two “cultural frames” each based upon a corresponding set of cultural experiences and knowledge. Knowledge of two or more cultures and languages is stored in the minds of multicultural/multilingual individuals and knowledge of a particular culture is brought to the forefront when activated by priming agents such as cultural symbols, interacting with individuals from the culture in question and, importantly, engaging in the related languages. In turn, these cultural frames affect many phenomena such as personality, values, emotional expression and self-concept. Thus, it has been noted that multilingual/multicultural individuals may experience a change in perceptions, feelings, judgment, and behavior when switching from one linguistic/cultural context to another. This paper explores this phenomenon in depth.

The paper investigates the question of self-translation in the work of Alexander Lenard (Lénárd Sándor). Lenard, a polyglot writer and translator, rewrote his autobiography three times, in three different languages (in German, English, and Hungarian). This process of self-translation created a fascinating web of autobiographical texts, which invite a multiscopic reading. Following in the footsteps of 18th century parodists, Lenard challenges a great number of protocols associated with life-writing. The most important among these is the authority of the proper name as a guarantee of autobiographical authenticity. To challenge the authority of the proper name Lenard purposely multiplies his own authorial identities, for example by claiming that “A. L. is only a pseudonym.” Thus, the word ‘self-plagiarism’ acquires in Lenard’s case a double meaning, implying both that the author plagiarizes his own text and that he plagiarizes his own self. The paper explains why existing theories of s...

Little is known about how persons with autism spectrum conditions experience the process of learning foreign languages. To augment the research literature (reviewed here) with the experiences of autistic persons, online autism forums were scrutinised. Discussions pertinent to language learning were identified in English, Spanish, French and German, with 169 posts analysed. Thematic analysis revealed 8 themes. Three themes concerned ease and difficulty of learning. Reading and writing were strengths, due to their offline nature. Listening comprehension was difficult, especially with background noise. Speaking was difficult, due to demands of immediacy. Four interrelated themes could be understood as positive outcomes of autistic traits. Languages were a special interest, and many posters reported being self-taught. Posters often listed many languages but acknowledged that learning their full list was impractical. Posters reported being interested in diverse aspects of language structure, suggesting that languages were compelling because they provided an opportunity for systemising. Finally, posters discussed how autism conferred both advantages and disadvantages for language learning. Some posters discussed their engagement in terms reminiscent of polyglots and mild forms of linguistic savantism. This analysis revealed a group of curious learners whose abilities and strengths are mostly unknown to applied linguists.

Les llengües de Fabra, un tresor amagat «Fabra no va escriure de la seva mà gairebé ni una ratlla sobre la seva relació amb les llengües, però en canvi, sí que va tenir una biografia lingüística de gran relleu, que va bastant més enllà de la imatge del lingüista dedicat de ple al català i a la seva codificació» Aquest mes continuem amb les biografies lingüístiques i recorrerem Fabra llengües a través. Si Enric Serra reflexionava en l'article del juliol sobre el gènere i les seves més diverses variants, dedicarem el d'aquest mes a una biografia lingüística carregada de celebracions: 150 anys del naixement, 100 anys de la primera gramàtica normativa i 70 anys de la mort. Com és lògic, en la commemoració d'aquests aniversaris, la figura de Pompeu Fabra sol anar sempre lligada a la llengua catalana, però hi ha un Fabra menys (o gens) reivindicat que és molt il·luminador per al món d'avui: el Fabra de les llengües, les que parlava i les que llegia, les que escrivia i les que traduïa, les que volia estudiar més a fons i de les que només en sabia uns rudiments… I refent tot aquest mosaic, tenim un esgraó més de tota una escala: la persona en primer lloc, i amb ella tota una cultura i una societat. Tot i que sovint se sol pensar en una Catalunya (eternament?) bilingüe, el lloc i el temps de Fabra s'assemblen més a un país multilingüe que no pas a un de bilingüe o monolingüe. Des de la infantesa fins a la vellesa, Fabra va estar en contacte amb diverses llengües i hauria estat tot un regal que ell mateix n'hagués escrit alguna cosa, però no ho va fer i aquí topem amb un primer obstacle a l'hora d'encarar la biografia lingüística de tota una personalitat: la primera persona no hi és, hem d'anar als testimonis i als estudiosos. Fabra no va escriure de la seva mà gairebé ni una ratlla sobre la seva relació amb les llengües, però en canvi, sí que va tenir una biografia lingüística de gran relleu, que va bastant més enllà de la imatge del lingüista dedicat de ple al català i a la seva codificació. Hi ha grans escriptors i intel·lectuals que han situat el món de les llengües en el centre de la seva reflexió intel·lectual i ens han deixat autobiografies de culte: Elias Canetti, La llengua salvada; Norman Manea, La llengua nòmada; els diferents llibres autobiogràfics d'Ng?g? wa Thiong'o… Reconstruint tot el que s'ha estudiat sobre el nostre lingüista eminent, que és moltíssim, tenim més d'un Fabra possible per recordar i reivindicar, i els accents es poden posar aquí o allà. 'Una persona són moltes persones i totes són diverses', va comentar Fabra a un dels seus col·laboradors quan aquest li va comentar la seva intenció d'escriure-li una biografia.

From its early beginnings in 1992, L3 research has now evolved into a more established and independent discipline within applied linguistics, in addition to those of Second Language Acquisition (SLA) and bilingualism. It specifically focuses on issues in multilingualism and the learning, acquisition and maintenance of three or more languages (L3 = L2 + n (n≥1)). It has held its own bi-annual conference since 1999 and the International Association of Multilingualism was founded at the 2003 conference.

Con ocasión del Vº Centenario de la Biblia Políglota Complutense (1514-1517), esta obra rinde homenaje a esa empresa señera de la exégesis española, reuniendo a especialistas del texto bíblico en un volumen único que estudia, desde el punto de vista textual, cada una de las columnas (hebrea, aramea, griega y latina), así como sus aspectos tipobibliográficos y las enseñanzas que de aquel proyecto editorial se derivan para hoy.
La obra de Cisneros fue ciertamente pionera en su época, adelantándose a una larga tradición de Políglotas que favorecieron el acercamiento a los textos originales y a las versiones de la Biblia. Hoy en día recupera su actualidad, no sólo por la conmemoración del Centenario, sino porque el mismo concepto de “Políglota”, una Biblia a varias voces, se está imponiendo como el modo más adecuado de editar el texto sagrado, recogiendo la pluralidad de testimonios manuscritos y de lenguas con la que nos ha llegado.

Fifty Years of Travels of a Linguist and Philospher (Padesát let cest jazykozpytce a filosofa), written by Alois Richard Nykl (1885–1958; Ph.D. from the University of Chicago, 1921), represents the first and only completed volume of this Czech-American linguist and polyglot’s autobiography.

Polyglot Cubed is an educational game to facilitate the learning of multiple languages. The game is an implementation of contemporary theories in motivation, education and entertainment. This document provides the results from a formal user evaluation of the game. Results indicate favorable interest in the game as a tool for learning Mandarin Chinese.

Although knowledge of foreign languages is now becoming increasingly necessary, language education in most parts of the world (with few exceptions) seems to be rather inefficient. This paper attempts to define the most common problems of general language instruction and their possible solutions. In the first part, linguistic, psychological, methodological and external factors affecting the learning process are singled out. In the second part, it is discussed how these problems could be solved and some practical measures are proposed.

This paper offers an overview of the major events and trends in the field of polyglottery as a science (the study of consciously attained individual multilingualism) from 2010 to 2021 with special attention to its implications for language education and its connections with geolinguistics (understood as global or geographically specified sociolinguistics in the tradition of the American Society of Geolinguistics). Mentioned are, among other things, the milestone academic conferences in New York, Tokyo and Moscow, the creation of the first organized polyglot group in East Asia, and the first graduation papers on polyglottery defended for a bachelor’s degree in linguistics. An attempt is made to put these research results and ideas in general scientific context.

Artykuł przedstawia porównawczą poliglotyczną analizę kilku przykładów przekładów biblijnych na język polski, angielski i szwedzki (przy wykorzystaniu kontekstów tekstu hebrajskiego mazoreckiego, greckiego i parafraz i przekładów łacińskich.) Szczególnej uwadze poświeca się tutaj dwom pryzmatycznym fragmentom, w których występuje „dzielna niewiasta” i„laska mocy”: te przykłady pokazują nie tylko wagę badań komparatystycznych nad przekładami. Poliglotyczna analiza opierająca się na porównaniu licznych tłumaczeń jednego języka oraz porównaniu przekładów na inne języki jest kolejnym argumentem za sylwicznością języka i kultury oraz kolejnym argumentem za Bachtinowską tezą, że język totalny to mit, podobnie jak mitem jest istnienie prajęzyka, archetypu dla innych, zaś z pluralizmu wynikają także konsekwencje kulturowo‐społeczne. Intertekstualne relacje to relacje międzykulturowe, zaś zderzenie kultur w przekładach owocuje spolaryzowaniem sensów, pryzmatycznym ich rozszczepieniem. W żadnym tekście kultury nie powinno się szukać sensu jednego i totalnego.

- “The Conundrum of Scriptural Plurality: The Arabic Bible, Polyglots, and Medieval Predecessors of Biblical Criticism,” in  Armin Lange, Andres Piquer, Pablo A. Torijano and Julio Trebolle Barrera, eds, Editing the Hebrew Bible in the Variety of its Texts and Versions (Leiden: Brill, 2016), 56-85.

This presentation focuses on the critical role affective factors (emotions) play in determining success or failure when functioning in foreign languages and cultures. Learning a foreign language does not happen just in the mind of the learner; rather it takes place in the interaction between the mind of the learner and the social context. Emotions are conceptualized as ongoing processes rooted in dynamic social contexts, which can shape both implicit and explicit emotional responses. Previous research by the presenter clearly demonstrated that the social, psychological and affective factors that facilitate adapting to foreign cultures also facilitate fluency in foreign languages when a sojourner must function in the host country language for such reasons as study or work. In the presentation we will take a look at the factors Emotional Resilience and Emotional Sensitivity as well as discuss other important ways our emotions can either help or hinder functioning in foreign languages and cultures.