A Bright Future for Interdisciplinary Multilingualism Research

Autor/inn/en	Comanaru, Ruxandra-S.; Dewaele, Jean-Marc
Titel	A Bright Future for Interdisciplinary Multilingualism Research
Quelle	In: International Journal of Multilingualism, 12 (2015) 4, S.404-418 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2015.1071016
Schlagwörter	Multilingualism; Language Research; Interdisciplinary Approach; Research Methodology; Futures (of Society); Psychologists; Applied Linguistics; Cooperation; Language Acquisition; Second Language Learning + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachforschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Research method; Forschungsmethode; Future; Society; Zukunft; Psychologist; Psychologe; Psychologin; Linguistics; Linguistik; Angewandte Linguistik; Co-operation; Kooperation; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb
Abstract	Multilingualism is a prevalent reality in today's world. From an individual level to a societal one, multilingualism incorporates many aspects that have been studied extensively by diverse social research disciplines. The present article will explore the potential directions which multilingualism research can take, concentrating mainly on the benefits of the integration of psychological methods in mainstream multilingualism research. We propose that a closer collaboration between psychologists and applied linguists is necessary for the advancement of the field of multilingualism. The integration of the themes and methodologies of the two social sciences will be advantageous to both. The diverse methodological approaches should not be viewed as a hindrance for the development of multilingual research, but rather as an asset. Linguists and psychologists can draw on each other's methodological expertise since many of the research questions asked are comparable and complementary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01