Translanguaging in the context of mainstream multilingual education
| Autor: | Joana Duarte |
|---|---|
| Přispěvatelé: | Fryske Akademy (FA) |
| Rok vydání: | 2018 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language Translanguaging Multilingual Education First language Teaching method minority languages 05 social sciences Indo-European languages 050301 education Context (language use) Semitic languages Language and Linguistics immigrant languages Mathematics education 0501 psychology and cognitive sciences Multilingualism Sociology 0503 education |
| Zdroj: | International Journal of Multilingualism. Routledge International Journal of Multilingualism, 17(2), 232-247 |
| ISSN: | 1747-7530 1479-0718 |
| DOI: | 10.1080/14790718.2018.1512607 |
| Popis: | In the context of multilingual education, translanguaging has been put forward as a means of including several languages in education. However, teachers often assess translanguaging-based approaches as being too vague and idealist. This study discusses data from two settings (Luxembourg and Netherlands) in which teachers working in design-based projects operationalised the concept of translanguaging in order to include both migrant and minority languages in mainstream education. Examples from each dataset will be discussed in order to show the different functions of translanguaging in the two settings. Analyses of classroom transcripts provide insights into how official translanguaging can be used as pedagogical strategy to acknowledge migrant languages, achieve less language separation in traditional immersion models and to increase content understanding. Based on teachers’ own reflection on their use of translanguaging and on iterative interpretation of excerpts of the data, the study provides an overview of the functional use of different languages within moments of official translanguaging. |
| Databáze: | OpenAIRE |
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