Хархурин Анатолий Владимирович

A paradigmatic shift in the relationship between bilingualism and creativity: Plurilingual creativity approach

2024 · ARTICLE · en

This article delves into the intricacies of the relationship between bilingualism and creativity. It provides an overview of past research and examines its methodology. It introduces a multilingual creative cognition theoretical framework that focuses on the cognitive mechanisms underlying creative potential and how these mechanisms might benefit from an individual’s multilingual abilities. The link between multilingualism and creative potential is explained by multilingual developmental factors such as proficiency, age, and sociocultural context of language acquisition, as well as cognitive functions such as language-mediated concept activation, selective attention, code-switching, and metaphor. However, the multilingual creative cognition approach takes a narrow perspective. By synthesizing empirical evidence and theoretical insights, the article proposes a plurilingual creativity framework – a multifaceted approach that transcends traditional bilingualism and creative cognition framework. It underscores the significance of a comprehensive language repertoire, multicultural experiences, and intercultural competence as pivotal elements enriching various aspects of creative endeavor. The article also introduces the Plurilingual Intercultural Creative Keys educational program, which aims to develop plurilingual, intercultural, and creative capabilities in educational settings. Through a holistic analysis, this study contributes to a nuanced understanding of the relationship between linguistic and cultural diversity and creativity. It also suggests practical implications for fostering linguistic and creative skills in a globalized context.

The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits

2024 · ARTICLE · en

This study continued an in-depth investigation of the Plurilingual Creativity paradigm. It examined how Big Five personality traits moderated the relationship between plurilingualism/pluriculturalism and creativity. Data collection included assessments of plurilingual experience (measured by the abridged version of the Multilingual and Multicultural Experience Questionnaire), multicultural experience and desire (measured by the Multicultural Experience Questionnaire), intercultural competence (measured by Integrative Intercultural Competence Survey), and divergent thinking (measured by Unusual Uses test). A series of regression analyses using moderation models obtained evidence that neuroticism interacted with the plurilingual index (composed of the number of languages spoken by participants and their overall language proficiency), contributing to flexibility in divergent thinking. Extraversion interacted with the intercultural competence component, namely the management of intercultural interaction, contributing to fluency, flexibility, and originality in divergent thinking. It also interacted with multicultural experience in contributing to fluency. These findings emphasized the importance of considering personality traits in plurilingual creativity.

University students’ burnout profiles and their relation to creativity and multilingualism

2024 · ARTICLE · en

The present study aims to identify burnout profiles among Russian-speaking university students (n = 509) and their relation to creativity and multilingualism. The Maslach Burnout Inventory, Reisman Diagnostic Creativity Assessment, and Multilingual and Multicultural Experience Questionnaire were used to measure burnout, creativity, and language/cultural background, respectively. Five burnout profiles were identified through latent profile analysis, three consistent and two inconsistent. Consistent profiles with similar levels of all burnout dimensions (High, Average, Low burnout) showed a linear relation to creativity: the higher the burnout level, the lower the creativity level was. The inconsistent Cynic-exhausted-efficacious profile demonstrated exceptionally high scores on multilingualism compared to all burnout profiles and creativity scores comparable to low and average burnout profiles. The inconsistent Inefficacious profile was negligibly small compared to those reported in the literature, so no conclusions can be drawn regarding creativity and multilingualism in this profile. The results are considered within the framework of emotional burnout and plurilingual creativity research.

The Influence of Big Five Personality Traits On Foreign Language Classroom Anxiety

2024 · ARTICLE · en

Knowledge of a foreign language helps people from different cultures exchange experiences, expertise, and ideas worldwide. It is considered a valuable asset in the professional field and may be highly useful in personal life. Foreign language classroom anxiety is a phenomenon associated with fear and nervousness that occurs in a language learning context. Foreign language classroom anxiety often leads to a decrease in overall process efficiency, motivation loss, and avoidance of language practice. The aim of this study is to investigate, whether Big Five personality traits contribute to foreign language classroom anxiety. Four hundred and fifty-two foreign language learners aged between 16 and 70 participated in the study. Participants were given а Big Five personality inventory to assess their personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to new experience), and a foreign language classroom anxiety scale which measures the following components: test anxiety, fear of negative evaluation, and communication apprehension. Linear regression was used as an analysis method. The results revealed that neuroticism positively predicted fear of negative evaluation, communication apprehension, and test anxiety. Extraversion negatively predicted fear of negative evaluation, communication apprehension, and test anxiety. Openness to experience also negatively predicted all three foreign language anxiety components. The results of the study suggest that knowledge of learners’ Big Five personality traits may decrease the levels of foreign language anxiety in a classroom.

Analysing the factor structure of the plurilingual and pluricultural competence scale: dimensionality, reliability, and validity of the adapted Russian version

2024 · ARTICLE · en

This study aimed to adapt the Plurilingual and Pluricultural Competence scale (PPC) to the Russian-speaking population and to assess its psychometric properties. Five hundred and sixty-four undergraduate students from Western, Central, and Caucasian regions of Russia and Kazakhstan participated in the study. Internal consistency, factorial, construct, and criterion validity of the Russian version of the scale (PPCr) were examined. Unidimensional and several competing multidimensional models of the scale's structure were tested against data using confirmatory factor analysis. The final model included four first-order factors (plurilingual conversation, plurilingual cognition, intercultural tolerance, and intercultural skills) and two second-order factors (plurilingual competence and intercultural competence). The PPCr scale demonstrated good internal consistency and criterion validity. The PPCr total and plurilingual subscales scores significantly correlated with language repertoire and overall language proficiency self-assessments. Regional differences in the total PPCr score, plurilingual conversation, and intercultural tolerance scores were documented. These findings were discussed in the context of research and assessment of PPC in different socio-cultural environments. We recommended not contrasting unidimensional and multidimensional models of PPC but considering them two poles on the continuum. It suggests transitioning from a multidimensional to a unidimensional model when an individual acquires more plurilingual and pluricultural experience.

The effects of multilingual and multicultural practices on divergent thinking. Implications for plurilingual creativity paradigm

2023 · ARTICLE · en

This study opens a project that empirically investigates the Plurilingual Creativity paradigm. This paradigm expands the Multilingual Creative Cognition by making shifts in the conceptualization of the phenomena of multilingualism and creativity, respectively. We examined how multilingual and multicultural factors can contribute to divergent thinking. Online data collection included assessments of language repertoire, multicultural experience, intercultural competence, and divergent thinking. A series of regression analyses obtained evidence for the direct contribution of language repertoire, intercultural competence components and multicultural experience to divergent thinking. In addition, language repertoire was found to moderate the link between management of intercultural interaction and fluency, multicultural experience and both flexibility and originality in divergent thinking. These findings emphasize the importance of considering the contribution of plurilingual/pluricultural factors of language repertoire, multicultural experience, and intercultural competence to creativity. Thereby, these findings provide empirical support for the conceptual shift toward plurilingual creativity.

Exploring xenoglossophobia: How subjective socio-demographic status and language experience relate to foreign language classroom anxiety?

2023 · ARTICLE · en

This study aimed to investigate the association between sociodemographic factors and language anxiety in multilingual individuals. Four hundred seventeen participants, aged 16 to 45 years (M=23.38, SD=7.18), who were studying various foreign languages, were surveyed using the Foreign Language Classroom Anxiety Scale. Additionally, participants completed a demographic questionnaire assessing the number of languages spoken, self-perceived language proficiency, age of language acquisition, time spent abroad, and subjective socioeconomic status (SES). The results revealed that females experienced higher levels of fear of negative evaluation, communication apprehension, and test anxiety compared to males. Fear of negative evaluation was predicted by current SES and self-perceived language proficiency, whereas communication apprehension was positively predicted by current SES and negatively predicted by overall self-rated proficiency score. The test anxiety was predicted by language learning duration and current SES. Lastly, both fear of negative evaluation and communication apprehension exhibited the lowest levels when participants belonged to a beneficial socioeconomic group. Concerning the third component, lower socioeconomic status was associated with higher levels of test anxiety.

Человеческий потенциал: современные трактовки и результаты исследований

2023 · BOOK · ru

Представленная коллективная монография — первая за последние 10 лет попытка переосмыслить классическую трактовку понятия «человеческий потенциал» и провести масштабные междисциплинарные исследования в этой области. Она объединила в себе усилия ведущих социологов, психологов, экономистов, специалистов в области педагогики, управления, географии и других дисциплин, что позволило получить комплексное представление о человеческом потенциале, а также о современных проблемах и перспективах его развития в нашей стране. Книга станет важным подспорьем не только для студентов и исследователей, но также для экспертов и практиков в сфере образовательной, демографической, пространственной и социальной политики.

Вклад креативных, межкультурных и языковых компетенций в развитие человеческого потенциала и системной адаптации личности

2023 · CHAPTER · ru

Plurilingual Creativity: A new framework for research in multilingual and creative practices

2022 · CHAPTER · en