Part of
The Exploration of Multilingualism: Development of research on L3, multilingualism and multiple language acquisitionEdited by Larissa Aronin and Britta Hufeisen
[AILA Applied Linguistics Series 6] 2009
► pp. 103–120
Edited by Larissa Aronin and Britta Hufeisen
[AILA Applied Linguistics Series 6] 2009
► pp. 103–120
6. Methods of research in multilingualism studies
Reaching a comprehensive perspective
This chapter focuses on the methods of research which especially fit the nature of multilingualism. The inherent properties of contemporary multilingualism, complexity, liminality and suffusiveness, call for apposite and emerging methods of research. Among the latter are methods of complexity science, as well as the use of metaphors, and conceptualization serving as methods of research. We argue that multilingualism studies could significantly benefit from the still less widespread, emerging methods introduced in addition to the remarkably broad array of traditional methods of research.
Cited by
Cited by 18 other publications
ALIPOUR, Javad & Maryam RANJBAR
2023. A metaphorical advantage for bilingual children? Understanding figurative meaning by L2 and L3 EFL learners. Journal of Child Language ► pp. 1 ff. 
Aronin, Larissa & Ulrike Jessner
Aronin, Larissa & Ulrike Jessner
2016. Spacetimes of Multilingualism. In Researching Second Language Learning and Teaching from a Psycholinguistic Perspective [Second Language Learning and Teaching, ], ► pp. 27 ff.
Aronin, Larissa & Laurent Moccozet
2023. Dominant Language Constellations: towards online computer-assisted modelling. International Journal of Multilingualism 20:3 ► pp. 1067 ff.
Beisbart, Claus
2021. Complexity in Multilingualism (Research). Language Learning 71:S1 ► pp. 39 ff.
Cañado, María Luisa Pérez
2013. Introduction and Overview. In Competency-based Language Teaching in Higher Education [Educational Linguistics, 14], ► pp. 1 ff.
Pérez Cañado, María Luisa
2021. CLIL and ELF: Friends or Foes?. In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38], ► pp. 31 ff.
Coetzee–Van Rooy, Susan
2020. Dominant Language Constellations in the Language Repertoires of Multilingual South African Students. In Dominant Language Constellations [Educational Linguistics, 47], ► pp. 139 ff.
Gabryś-Barker, Danuta
2017. New Approaches to Multilingualism Research: Focus on Metaphors and Similes. In Multiculturalism, Multilingualism and the Self [Second Language Learning and Teaching, ], ► pp. 77 ff.
Galante, Angelica
2022. Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture. International Journal of Multilingualism 19:4 ► pp. 477 ff.
Jabbari, Ali Akbar & Hemrah Salimi
2015. L3 Acquisition of Simple and Present Progressive Tenses by Iranian EFL Learners. SAGE Open 5:4 ► pp. 215824401561516 ff.
Jessner, Ulrike
2012. Complexity in Multilingual Systems. In The Encyclopedia of Applied Linguistics,
Jessner, Ulrike
2012. Dynamics of Multilingualism. In The Encyclopedia of Applied Linguistics,
Kärchner-Ober, Renate
2012. Speaking, reading and writing in three languages. Preferences and attitudes of multilingual Malaysian students. International Journal of Multilingualism 9:4 ► pp. 385 ff.
Meylaerts, Reine & Theo du Plessis
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Peukert, Hagen
2015. Transfer effects in multilingual language development. In Transfer Effects in Multilingual Language Development [Hamburg Studies on Linguistic Diversity, 4], ► pp. 1 ff.
Tupas, Ruanni
2017. (Il)Legitimate Knowledge in English Language Education Research. In Reflections on Qualitative Research in Language and Literacy Education [Educational Linguistics, 29], ► pp. 17 ff.
Zano, Kufakunesu & Vimbai Mbirimi-Hungwe
2023. Enhancing plurilinguistic abilities through group work in an english first additional language context: teachers’ perspectives. EUREKA: Social and Humanities :3 ► pp. 31 ff.
This list is based on CrossRef data as of 8 december 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.