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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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Abstract:
Multilingual clients can benefit from expressing themselves in more than one language in psychotherapy. Yet research suggests that language switching is typically instigated by clients, although some do not feel empowered to negotiate the language(s). This paper addresses how language options, from the main therapy language(s) to language switching, were negotiated between client and therapist, as reported by 109 multilingual clients. All participants completed a web survey and five participated in follow-on interviews. In addition, we reflect on the advantages of the mixed methods approach – particularly with regard to ethics and the explanatory sequential design. Analyses combine descriptive statistics and thematic analysis to elaborate on the trends identified in this international sample. Whereas some multilingual clients did not feel inhibited about using languages other than the main therapy language, for others the therapist played an important role in promoting multilingualism in the therapy room. Indeed, a lack of discussion surrounding language use – beyond such technical aspects as agreeing the main therapy language – was found to lead to assumptions about therapists’ proficiency or the (non-)acceptability of multilingual language practices. By contrast, metalinguistic discussions which explored process and meaning were welcomed by clients and typically opened up ways to use languages; the study itself was a catalyst for self-reflection and productive discussions for one interviewee. Thus, the research provides further evidence, from clients, that developing therapists’ metalinguistic awareness and competence and empowering multilingual clients to share their insights has therapeutic benefits.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/41888/3/41888.pdf https://doi.org/10.1002/capr.12369 https://eprints.bbk.ac.uk/id/eprint/41888/
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22 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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23 |
The East India Company Language Policy in the early 19th Century
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24 |
Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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25 |
The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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26 |
The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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27 |
Politics in/of transmediality in Murakami Haruki’s bakery attack stories
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28 |
Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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30 |
#wordswewear: mobile texts, expressive persons, and conviviality in urban spaces
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33 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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35 |
Concluding thoughts on the emotional rollercoaster of language teaching
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36 |
The complex relationship between classroom emotions and EFL achievement in China
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37 |
Mapping the language ideologies of organisational members: a Corpus Linguistic Investigation of the United Nations’ General Debates (1970-2016)
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38 |
Multilinguals’ language choices and perceptions in the UK in light of the Brexit Referendum
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39 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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40 |
Emotions in Second Language Acquisition: a critical review and research agenda
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