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This research investigated the potential of the Dominant Language Constellations (DLC) model (Dominant Language Constellations: A New Perspective on Multilingualism. Springer, 2020; Aronin, L., & Singleton, D., Multilingualism. John Benjamins, 2012) for promoting positive views of multilingualism and encouraging the development of multilingual identities among linguistically and culturally diverse undergraduate (UG) students at a higher education institution (HEI) in the United States. Data were collected using a course assignment in which 153 UG students individually wrote a short 250-word essay describing their own DLC and coded using a predetermined coding system (Saldaña, J., The coding manual for qualitative researchers. Sage, 2013) that included constructs from three research questions: (a) the dynamic nature of language and the positioning of languages within the DLC model, (b) the advancement of multilingual identities within the contested space of a HEI, and (c) conceptions of multilingualism. The results contribute to our understanding of the potential of DLC to promote multilingualism and further the development of positive multilingual identities among UG students in a HEI.

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DLCs as a Pedagogical Tool for Promoting Multilingualism and Multilingual Identity in U.S. Higher Education Institutions

  • 章节

  • 发表日期：

    2026年

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  • MaryAnn Christison,
  • Anna Krulatz,
  • Fakhereh Safatian

摘要

This research investigated the potential of the Dominant Language Constellations (DLC) model (Dominant Language Constellations: A New Perspective on Multilingualism. Springer, 2020; Aronin, L., & Singleton, D., Multilingualism. John Benjamins, 2012) for promoting positive views of multilingualism and encouraging the development of multilingual identities among linguistically and culturally diverse undergraduate (UG) students at a higher education institution (HEI) in the United States. Data were collected using a course assignment in which 153 UG students individually wrote a short 250-word essay describing their own DLC and coded using a predetermined coding system (Saldaña, J., The coding manual for qualitative researchers. Sage, 2013) that included constructs from three research questions: (a) the dynamic nature of language and the positioning of languages within the DLC model, (b) the advancement of multilingual identities within the contested space of a HEI, and (c) conceptions of multilingualism. The results contribute to our understanding of the potential of DLC to promote multilingualism and further the development of positive multilingual identities among UG students in a HEI.