Multilingual Manchester is working with Migrant Support to deliver interpreter skills training as part of a project that seeks to understand migrant experience of English language learning, and translation and interpreting provision in the City of Manchester.
Dr Rebecca Tipton is working with a group of advanced English language learners to develop interpreting skills designed to support research and facilitate awareness of how to progress to professional interpreter status through advanced training and accreditation.
The project places emphasis on peer interpreting, which is very different to the type of interpreting carried out by professional interpreters in public service settings. In peer interpreting, the interpreter is involved as a co-interviewer and co-discussant in the research interview, in addition to providing interlingual communicative support.
You can find out more about the training here.
The Dialects of Arabic web resource has now been launched. It features a database that compares dialects of Arabic from fifteen different countries, and will be of use to researchers, students of Arabic, and practitioners in forensic linguistics working on Language Assessment for Determination of Origin (LADO).
You can explore the web resource here: http://www.arabic.humanities.manchester.ac.uk
A new MLM paper, titled ‘Urban Multilingualism and the Civic University: A Dynamic, Non-Linear Model of Participatory Research’, will appear in the journal Social Inclusion.
Drawing on the example of Multilingual Manchester, the paper shows how a university research unit can support work toward a more inclusive society by raising awareness of language diversity and thereby helping to facilitate access to services, raise confidence among disadvantaged groups, sensitise young people to the challenges of diversity, and remove barriers. The setting (Manchester, UK) is one in which globalisation and increased mobility have created a diverse civic community; where austerity measures in the wake of the financial crisis a decade ago continue to put pressure on public services affecting the most vulnerable population sectors; and where higher education is embracing a neo-liberal agenda with growing emphasis on the economisation of research, commodification of teaching, and a need to demonstrate a ‘return on investment’ to clients and sponsors. Unexpectedly, perhaps, this environment creates favourable conditions for a model of participatory research that involves co-production with students and local stakeholders and seeks to shape public discourses around language diversity as a way of promoting values and strategies of inclusion.
The paper is available to read here: http://mlm.humanities.manchester.ac.uk/wp-content/uploads/2015/12/Matras-and-Robertson-2017.pdf
We are offering small grants to support film production on the subject of world and community languages (priority is being given to students and recent graduates of The Granada Centre for Visual Anthropology at The University of Manchester).
More information is available here: http://mlm.humanities.manchester.ac.uk/wp-content/uploads/2017/02/Second-Film-Call.pdf
Girls in Manchester are more likely than boys to have ‘unique’ names, and the names given to children are likely to reflect parents’ home languages and cultures, according to a new study carried out by Multilingual Manchester.
Amy Portwood asked 120 local mothers about the names given to their children born between 2010- 2015 (now aged between two and six). She identified 160 names, almost two thirds of which did not appear on the Office for National Statistics’ list of top 100 names for the year in which the child was born. They were therefore classified as ‘unique’.
The names of Manchester children reflect the city’s language and cultural diversity. Mothers who speak a language other than English in the home are more likely to give their children a ‘unique’ name. Of the children surveyed, 42.5% had mothers who stated a language other than English was spoken in the home, and of those 83% had a ‘unique’ name.
Sixteen languages other than English were identified as home languages, with Urdu and Arabic being the most common. With few exceptions, children whose families spoke another language in the home had a name that derived from that language. Among children from Arabic speaking households, almost 90% had Arabic names. This suggests that naming is an important way for parents to maintain their cultural heritage.
More information on the study is available here: http://www.manchester.ac.uk/discover/news/first-names-diversity/
Amy’s full report is available here: http://mlm.humanities.manchester.ac.uk/wp-content/uploads/2017/09/Amy-Portwood-Parental-Naming.pdf