Translanguaging

The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Speci cally, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of  Listen   Log in | Register  In this article 2/7/2020 Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers: Classroom … https://www.tandfonline.com/eprint/NJIYBXNBHMYKVBMVYPDW/full?target=10.1080/19463014.2019.1628793 2/34 engagement in) classroom translanguaging and the participants challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic frame that challenges widely held linguistic attitudes and ideologies about the nature of exible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices.

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.

Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual
L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching [e.g. Littlewood, W., & Yu,
B. 2009. First language and target language in the foreign language classroom.
Language Teacher, 42, 1–14], monolingual immersion ideologies are still dominant in many contexts in the world (especially in Southeast Asia) because of a whole host of ideologies. The beliefs affecting medium of instruction policies and practice have their roots in the traditional tenets (e.g. the maximum input hypothesis) in the discipline of second  language acquisition (SLA). Although these tenets are increasingly being countered by recent research in multilingualism [see May, S. (Ed.).(2014). The multilingual turn: Implications for SLA, TESOL and bilingual education.
New York: Routledge, for a critique of these tenets], SLA still has an influence on pedagogies in both immersion and CLIL programmes. In this paper, I shall first critically review these deep-rooted monolingual tenets. Then, I shall discuss how we
can conceptualise the potential role of L1 in CLIL and by extension in content-based instruction (CBI), as both CLIL and immersion programmes are considered to be key approaches to CBI. I shall conclude with suggestions for future research in CLIL.

Der folgende Artikel beschäftigt sich mit der Rolle von Fachsprache (technicality) und des Gebrauchs von multilingualen und -modalen Diskurspraktiken (translanguaging) im immersiven Biologieunterricht. Dabei werden vier Episoden aus dem immersiven Biologieunterricht an einem Schweizer Gymnasium qualitativ analysiert. Ziel ist es, zu veranschaulichen, auf welche Art Fachsprache auf lexikalischer Ebene eine Herausforderung im immersiven Biologieunterricht darstellt, abhängig davon ob die Fachbegriffe in der Zielsprache Englisch gleich aufgebaut sind wie in der Schulsprache Deutsch oder nicht. Darüber hinaus soll aufgezeigt werden, dass abhängig davon wie genau Fachbegriffe aufgebaut sind, translanguaging, also der Gebrauch multilingualer und -modaler Diskurspraktiken, eine potenziell bereichernde, wenn nicht sogar notwendige Strategie in der Aushandlung von Fachbegriffen im Unterricht darstellt.

Book chapter pre-print
Most studies on motivation and translanguaging have focused on learning Global English. This has led to a call for more research into how this lingua franca influences attitudes to languages other than English. We describe Japanese undergraduates who studied English and Chinese in Taiwan during an 11-month study abroad programme. Following a survey of their translanguaging practices in Japanese (L1), English (L2) and Chinese (L3), we interviewed them to explore motivations underlying their language choices. Extending beyond Dörnyei’s L2 motivational self system, we used Henry’s multilingual self analytical framework. Results indicated that, rather than striving for ideal multilingual selves or settling for contentedly bilingual selves, participants had actual multilingual selves in response to immediate needs and interests. One participant had a contentedly trilingual self period where he could use his three languages socially while delaying further formal study. The other participant focused on his L3 due to intrinsic motivation derived from its proximity to his L1.

OPEN ACCESS: https://doi.org/10.1111/weng.12462 
Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic for at least two reasons because it prevents students from using resources they have previously acquired in other languages (see Cenoz & Gorter, 2015; Kubota, 2018). In this paper we discuss “pedagogical translanguaging” understood as intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire, as well as metalinguistic and language awareness. Pedagogical translanguaging considers learners as emergent multilinguals who can use English and other languages depending on the social context. Their linguistic resources are valued and learners are not seen as deficient users of English but as multilingual speakers. Moreover, the use of linguistic and communicative resources from the learners’ whole linguistic repertoire is encouraged. It is argued that pedagogical translanguaging can be a more efficient and fair perspective for learning English and other languages.

References

Cenoz, J. & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In: J.Cenoz & D.Gorter (Eds.) Multilingual education: navigating between language learning and translanguaging. (pp. 1-15). Cambridge: Cambridge University Press.
Kubota, R. (2018). Unpacking research and practice in world Englishes and Second Language Acquisition. World Englishes 37: 93-105.

For this final chapter of the hard copy text, we review the different research that has been presented in each chapter, and we draw common threads between themes that have arisen. We then reflect on how this volume builds upon our understandings of translanguaging to date, and we particularly focus on the value of including Indigenous language education in this. We end by recommending future directions for the field.

This session presents research conducted in a Grade 5 English as a Second language This session presents research conducted in a Grade 5 English as a Second language classroom in Malaysia where despite the English-only policy, students translanguage classroom in Malaysia where despite the English-only policy, students translanguage during collaborative learning through the use of Tamil, Malay and English. Guided by the during collaborative learning through the use of Tamil, Malay and English. Guided by the theoretical framework of translanguaging, the study aims to answer this overarching theoretical framework of translanguaging, the study aims to answer this overarching question: What role does translanguaging play in supporting the learning of multilingual question: What role does translanguaging play in supporting the learning of multilingual English language learners during collaborative learning? A thematic and discourse English language learners during collaborative learning? A thematic and discourse analysis of interviews with students and recordings of their collaborative interactions analysis of interviews with students and recordings of their collaborative interactions suggest that translanguaging plays an important role in collaborative language learning suggest that translanguaging plays an important role in collaborative language learning by helping students identify gaps in their knowledge, take ownership of their learning, by helping students identify gaps in their knowledge, take ownership of their learning, engage in higher-order thinking, build rapport, maintain their cultural identity, and resist engage in higher-order thinking, build rapport, maintain their cultural identity, and resist monolingual ideologies. monolingual ideologies.

La valorizzazione della lingua cinese nei contesti educativi plurilingui in Italia La diffusione dell'insegnamento formale della lingua cinese, sia a livello curriculare sia a livello extracurriculare, è sempre più capillare nelle scuole italiane. Per quanto riguarda gli ordini scolastici in cui non è ancora previsto l'inserimento curriculare dell'insegnamento del cinese, ovvero la scuola primaria e la scuola secondaria di primo grado, molteplici e sempre più diffuse sono le iniziative didattiche e di tipo culturale promosse attraverso la collaborazione con gli Istituti Confucio, con le associazioni e con gli enti locali (cfr. Buchetti & Scibetta 2018 per il contesto toscano). L'obiettivo principale di questo contributo è quello di considerare la promozione del cinese in ambito scolastico da un'altra angolatura: non quella dell'insegnamento formale, ma quella della valorizzazione del cinese all'interno dei repertori linguistici collettivi degli alunni. Il progetto di ricerca-azione trasformativa "L'AltRoparlante", che verrà descritto nel paragrafo successivo, ha infatti lo scopo di valorizzare le lingue di origine di bambini bilingui emergenti (sia nati in Italia sia neo-arrivati) attraverso la legittimazione dei loro repertori linguistici individuali nella didattica ordinaria (cfr. García & Li Wei 2014). Dentro questa cornice si inserisce la valorizzazione della lingua cinese attraverso il suo uso all'interno di pratiche didattiche di varia tipologia, rivolte a tutti gli studenti della classe. Il paradigma teorico di riferimento per promuovere pratiche di questo tipo è quello del translanguaging (ivi.). Quest'ultimo termine, che in ambito scientifico ha riscosso un notevole interesse (dimostrato anche dal proliferare di speculazioni teoriche su concetti simili, come quelli di polylanguaging e metrolingualism), nonché diverse critiche negli ultimi anni (cfr. Jaspers 2017), viene qui preso in considerazione soltanto nella sua applicazione in ambito educativo. La definizione di riferimento del termine translanguaging, in questa sede, è quindi quella proposta da García e Kano (2014), secondo i quali tale termine si riferisce al processo attraverso il quale studenti e insegnanti si impegnano in pratiche discorsive multiple complesse che includono tutti i repertori linguistici degli studenti, al fine di sviluppare nuove pratiche linguistiche e sostenere quelle già esistenti (p. 261). L'applicazione del translanguaging in ambito didattico ha quindi un duplice obiettivo: da un lato quello di sensibilizzare tutti gli studenti alla ricchezza e all'importanza dei repertori linguistici presenti in contesto scolastico, evitando così fenomeni di gerarchizzazione fra le lingue, stigmatizzazione e stereotipi su base linguistica (cfr. Bourdieu 1991); dall'altro lato quello di mettere in moto processi di empowerment per i bambini non italofoni e/o bilingui emergenti, legittimando pienamente i loro repertori linguistici, sia nell'azione didattica sia nella comunicazione quotidiana (cfr. Carbonara & Scibetta, 2018).

Helping recently arrived pupils learn the language of education in the countries they move to is a significant responsibility for schools in Sweden and other immigrant-receiving countries. Also important but often overlooked is the continuing development of the language(s) these pupils already speak and their value in learning majority languages and subjects. This article asks what the functions of multilingual practices
during Multilingual Study Guidance are and how they help recently arrived pupils in the Swedish school reach the learning goals of subjects in the Swedish curriculum. A functional analysis of linguistic  ethnographic data shows how using languages pupils understand to reformulate, explain, discuss and raise task, metalinguistic and sociocultural awareness, creates a temporary space for translanguaging, which facilitates subject knowledge development in Swedish and other languages. It is argued that recognition and expansion of this space has the potential to improve opportunities for recently arrived pupils’ on-going multilingual development.

Language matters in education. More precisely, languages matter – not just officially recognised ones, but, crucially, the multilingual repertoires and home language practices of students.
One dimension garnering attention for some decades now is codeswitching or code mixing. This comprises the routine switching between or mixing of different language varieties in everyday social interactions – a pattern of flexible multilingualism that the majority of the world’s communities engage in. You might well do this with family members or friends from different backgrounds, at wet markets, kopitiams and cha chaan tengs, or on social media and hiphop.
Closely related to and a development of this is translanguaging, a concept emerging in early 2000s in the field of bilingual education.
[...]
Prevailing dominant language policies and ideologies nonetheless present real challenges for practice. Scholars’ suggestions include more explicit recognition of diversity (e.g. the value of different varieties of English, including e.g. African American Vernacular English, Singlish), and the inclusion of material that explores and builds on existing cultural and linguistic knowledge of students, to reinforce how content learning in school is not incompatible with home competencies.
The recognition of multilingualism (and multiculturalism) as a resource, not a problem, is truly a cornerstone for inclusive, sustainable education for all.

Dieser Beitrag widmet sich einer soziokonstruktivistischen Perspektive im Rahmen mehrsprachiger Interaktion. Demnach geht es nicht darum, zu erkennen, was produktiv oder rezeptiv in der Kommunikation geschieht, sondern was die Teilnehmer zusammen erreichen (Melo-Pfeifer 2011). In der mehrsprachigen Interaktion bleiben die sprachlichen Codes nicht immer getrennt, auch dann nicht, wenn der Kommunikativvertrag es anleitet (Bono / Melo-Pfeifer 2011). Infolgedessen bedeutet Interkomprehension nicht immer, dass jeder Sprecher eine Sprache „aktiv“ benutzt und die anderen Sprachen versteht. Deshalb ist die Unterscheidung zwischen produktiven und rezeptiven Sprachkompetenzen im Rahmen mehrsprachiger Interaktion nicht befriedigend, da es sich um die Ko-Konstruktion der Interkomprehension handelt.

ABSTRACT: This paper addresses literacy from the perspective of deaf education studies 1, analyzing how this concept has reframed understandings about educational practices for deaf students, more specifically, the teaching of reading and writing in Portuguese. Based on three publications, two in the early 2000s related to scientific events in the field and a more recent one from 2018, we intend to show that a dialog was initially constructed between the concept of literacy as social practice and the sociolinguistic concept of bilingualism, which has been re-appropriated as a bilingual education project for the deaf. During this process, specific language practices have been established that have direct implications on how classroom literacy for deaf students has been seen until the present time. RESUMO: Neste artigo tematizamos o conceito de letramento a partir da sua retomada nos estudos sobre educação de surdos 1. Analisamos e argumentamos como esse conceito foi alçado para ressignificar o entendimento das práticas escolares desenvolvidas com alunos surdos, mais especificamente, o ensino da leitura e da escrita em português, num conjunto de textos pertencentes a três publicações-duas do início dos anos 2000, relacionadas a eventos científicos relevantes na área, e outra mais recente, do ano de 2018. Conforme pretendemos mostrar, esses trabalhos constroem, inicialmente, uma interlocução entre o conceito de letramento como prática social e o conceito sociolinguístico de bilinguismo (re)apropriado ao projeto de educação bilíngue para surdos. Nesse processo, instauram-se práticas de língua(gem) específicas a esse contexto, com repercussões diretas no modo como o letramento em sala de aula com alunos surdos vem sendo pensado até os dias de hoje. Palavras-Chave: Letramentos; Educação Linguística; Educação de Surdos; Minorias 1 This discussion began in Nogueira (2015) and has had a direct relationship with the development of the FAPESP research project "Semiotic Repertory and Education of the Deaf: Multilingualism and Multimodality in the Context of Sign Language" (n.2017/20256-0), as well as a current postdoctoral research project entitled "Interfaces entre o português e os repertórios sociossemióticos de aprendizes surdos" (Interfaces between Portuguese and socio-semiotic repertories of deaf learners).

ABSTRACT
This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language develop in a translanguaging pattern. It further discusses the impact it may have on a national and international level by observing that the gradual nuances of pre- CLIL tend to soothe and mainly vivify the learning experience. At the same time the stakeholders’ voices extend the role of the CLSL model by giving life to a democratic and diversified learning that can perceive the alternative CLIL practice in a tripartite mode. CLSL emerges as a dynamic phase that enhances inter-content and linguistic competences by rendering language and content learning through code-switching dialogic and participatory instigating a new inter-learning experience.
Keywords:
CLSL model; translanguaging; language brokering; learning framework; inter-learning; pedagogical alertness.

RESUMEN
Este papel tiene como objetivo introducir pre-AICLE través del modelo CLSL (contenido y las lenguas [L1/L2] aprendizaje compartido), que funciona como un puente para una inmersión AICLE completa. Se analizan las características de este nuevo modelo de aprendizaje que surge de las necesidades inmanentes de la realidad educativa italiano por informar de los resultados sobre el contenido y la forma de lenguaje se desarrollan en un patrón translingüísmo. Se discute aún más el impacto que pueda tener en el ámbito nacional e internacional mediante la observación de que los matices graduales del pre-AICLE tienden a calmar y vivificar la experiencia de aprendizaje. Al mismo tiempo, las voces de los actores amplían el papel del modelo CLSL dando vida a un aprendizaje democrático y diversificado que puede percibir la práctica AICLE alternativa en un modo tripartito. CLSL surge como una fase dinámica que mejora entre contenido y competencias lingüísticas por la prestación de lenguaje y contenido de aprendizaje a través de código de conmutación dialógica y participativa instigar una nueva experiencia de interaprendizaje.

Palabras Claves:
Modelo CLSL; translingüismo; intermediación lingüística; marco de aprendizaje; interaprendizaje; alerta pedagógica.

The focus for this extended abstract is on how the integration of arts practices into teaching and learning for learners developing English as an Additional Language can be achieved, an area addressed previously by Cummins & Early (2011). The research was conducted within the Creating Welcoming Learning Environments project in England in 2017-2018 (henceforth CWLE) (AHRC-funded AH/R004781/1). The CWLE project was a follow-on project from the AHRC large grant Researching Multilingually at the Borders of Language, the Body, the Law and the State (henceforth RM@borders) (AH/L006936). The RM@Borders project sought to explore uses of language when people face pain and pressure while at the same time conceptualising and using creative arts methods as a form of language from the earliest stages of the project. The CWLE project built on this work by exploring the potential benefits for teaching and learning of connecting the creative arts methods developed in the RM@Borders project with supportive approaches for learners of EAL.
The CWLE project was achieved through a “creative collaboration”, using John Steiner’s conceptualisation (2000), bringing together creative artists, school-based teachers and teaching assistants, local authority advisory teachers and university researchers. These groups collaborated to explore, in primary, secondary and special schools in England, how specific creative techniques: using music, textiles, drama, film making, crafting, poetry and the spoken word can support a) children’s developing English language skills and b) children’s developing identities, including as multilingual language users.

Unless you’ve been living in a galaxy far, far away, you’ll know that 4th May is celebrated by fans as Star Wars Day – playing on the catchphrase “may the force be with you”, where the change of a single sound segment – at the end of the word “force” – gives a different word (known in linguistics as a minimal pair).
Language matters in the Star Wars universe. Interspecies communication is addressed by droids like C-3PO fluent in over 6 million forms of communication, and by an intergalactic lingua franca, Galactic Basic (English to film-goers). Most characters display multilingualism in the form of mutual passive bilingualism – understanding the languages of their interlocutor, but continuing to speak their own. Notably, though, the code mixing and translanguaging practices which are widespread in our real world are not reflected – not even in that marvellous multilingual marketplace of Mos Eisley Cantina.
[...]

Drawing on findings from an ethnographic study of the writing practices of three plurilingual writers in Toronto, Canada, this article focuses on the translingual practices that these writers engaged with and discusses how these practices enriched their writing processes and products both in English and in their mother tongues. The author explains how these writers’ translanguaging was a complex process with five dimensions: (1) lexical, (2) syntactic, (3) rhetorical, (4) conceptual, and (5) presentational (how to present, share, and disseminate text). The article highlights how translanguaging contributed to the participants’ larger semiotic engagements. Moving beyond the formulations of semiotic agility as a technical skill, the author explains how translanguaging helped the writers maintain their writing identities by creating semiotic and semantic continuity in their writing trajectories.

This PhD research study looks at meaning-making practices in interactions of English as a Lingua Franca (ELF). In particular, two research questions are investigated: Which wordings and features of discourse are characteristic of interactions in contexts where English is used as a lingua franca, and how do they contribute to meaning-making? To what extent do successful ELF interactions require competencies, skills and practices which are additional to those already described in the literature, and how can they best be described and accounted for? The data comprised naturally occurring spoken discourse from international students who were holding meetings in order to establish an international student society at the University London, and were analysed qualitatively drawing eclectically on the analytic traditions of ethnography and conversation analysis. In the first analytical chapter, it was found that the students were making specific meaning through translanguaging, and this contributed to the achievement of the pragmatic functions ‘filling in a lexical gap’ and ‘using some more precise lexis’. In the second chapter, it was shown that the students were again translanguaging setting out to be polite by achieving the pragmatic functions ‘displaying discursive sensitivity through avoiding profanity in English’ and ‘increasing politeness through showing awareness of the interlocutor’s linguistic background’. In the third analytical chapter, it was yielded that the students negotiated the meaning of culturally contested expressions, and thus the functions ‘refining the culturally contested elements of an expression’ and ‘replacing a culturally contested expression altogether’ were achieved. Finally, in the fourth analytical chapter, what was argued was that there were instances in which the students were attempting to manage the relational and build rapport with their interlocutors with word play through the functions ‘making an idiomatic expression more relevant to the rest of the in-group’ and ‘making an idiomatic expression more relevant to a wider audience’. Subsequently, the implications of the findings were discussed from the perspective of their significance regarding revising communicative competence and related models of competence, reconceptualising language functions and social semiotics, and reappraising the practice of translanguaging in superdiverse contexts. Finally, it was shown that these findings could be pedagogically useful for English language planning and policy from the particular perspective of curriculum and syllabus design, coursebooks and materials development, teaching approaches and methods, and testing and assessment.

Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically majoritized and minoritized students were learning English as an additional language. Data are drawn from four months of linguistic ethnographic fieldwork at a Norwegian upper secondary school and include field notes, video and screen recordings, texts, language portraits, and teacher and student interviews. I found that trans-languaging was marked in two largely separate ways: (1) bilingual English-Nor-wegian practices were more frequently marked in accelerated and mainstream settings, in relation to students' perceived English proficiency level; whereas (2) translanguaging drawing on minoritized languages was more consistently marked in all three settings as a deviation from majority linguistic practices, thus distinguishing majoritized (English-Norwegian) from minoritized translanguaging. Implications include the importance of analyzing translanguaging in relation to locally salient discourses and contextualizing pedagogical interventions in larger struggles for justice.

In this chapter, I will explore a cartography of intra-actions between deaf people, hearing people, animals, earth and machines presented in The Deaf Forest arts installation in Regina, Saskatchewan, Canada, September 29 - October 30, 2017. This cartography will explore the affects generated through intra-actions within the three contact zones within the installation: The Hearing Forest, The Hard of Hearing Forest, and The Deaf Forest. My discussion will include how affects in The Deaf Forest promote a translanguaging instinct (Li, 2011; 2017) among hearing, hard of hearing and deaf people in the Regina deaf diaspora thereby establishing a translanguaging space in which traditionally defined spaces according to one’s identity to hearing loss is replaced by performative intra-actions within each contact zone, therefore contributing to a single translanguaging space. On the surface The Deaf Forest seems to be an introduction to one’s identities formed in the response to hearing loss: 1) being a hearing person who cannot hear very well 2) using residual or cochlear implants and primarily identifying with the hearing world, thereby adopting a hard of hearing identity and 3) being a member of a deaf community, thereby presenting as deaf. I argue, however, that a posthumanist lens allows me to see The Deaf Forest as a single translanguaging space where the translanguaging instinct bypasses preoccupations with identity and locations strives, instead, to engage in encounters with difference in multiple spaces (Li, 2017; 2011; Masny & Cole, 2012; Pirbhai-Illich, Pete, & Martin, 2017).

This paper investigates family language policies which lead to
multilingual HLEs, based on the example of Russian- and majority-language speaking
families in Cyprus, Estonia and Sweden. The main aim of the
investigation is to determine differences and similarities, and whether, most
importantly, translanguaging and various extralinguistic and sociolinguistic
factors, such as heritage language use, maintenance and transmission,
linguistic and cultural identities, heritage language attitudes, heritage
language status, and quality and quantity of input, affect the development of
home language literacies among children in immigrant and minority settings.

In this article, I argue that academic language is a raciolinguistic
ideology that frames racialized students as linguistically deficient
and in need of remediation. I propose language architecture as an
alternative framing of language that can serve as a point of entry for
resisting these raciolinguistic ideologies in both research and practice.
I use this framework as a lens for analyzing the literacy demands
of the Common Core State Standard (CCSS). Using data collected as
part of a larger ethnographic study, I illustrate how Latinx children
from bilingual communities have unique opportunities for engaging
in the language architecture called for in the standards. I then
describe a unit plan that I developed from this perspective. I end
with a call for situating language architecture within broader political
struggles seeking to dismantle the political and economic inequities
that are the root causes of deficit perspectives of Latinxs and other
racialized students.

Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer's Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners. Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.

Quali sono i possibili benefici del bi/plurilinguismo per chi apprende e per chi insegna una lingua? Perché e come è possibile valorizzarlo in contesto educativo? Quali politiche linguistiche ne costituiscono le premesse e ne orientano gli sviluppi? Quali approcci e pratiche didattiche possono facilitare la gestione di questo potenziale, spesso sottostimato, facendone una ‘risorsa’ per l’apprendimento autonomo e guidato? Nel tentativo di dare una risposta a questi e ad altri quesiti, il volume offre una panoramica critica delle recenti ricerche teoriche nel campo della linguistica educativa, delle politiche linguistiche istituzionali nazionali ed europee in materia di educazione e della loro realizzazione pratica in diversi contesti didattici, con particolare riferimento alla scuola italiana. Il volume si rivolge, a diversi livelli, a formatori, docenti e studenti universitari, che vi potranno trovare una sintesi aggiornata dei temi trattati secondo una prospettiva storica e internazionale, vari esempi di esperienze e pratiche didattiche, nonché alcuni suggerimenti e spunti operativi per attuare una “via italiana” alla didattica plurilingue.
http://www.edizioniets.com/scheda.asp?n=9788846758866&from=homepage

This chapter draws from an interview with Fabian Severo, a Uruguayan poet who writes in Portuñol, a translingual recombination of Portuguese and Spanish used in his hometown Artigas, located in the northern Uruguayan border with Brazil. Based on our conversation with Severo and on a critical reading of the studies about the linguistic diversity in this region, we formulate a twofold argument about the ordinariness of translinguistic practices. First, as evidenced in the fact that the translingual practices in his region and the very plurilingualism in Uruguay and Brazil are framed in power-laden monolingual discourses as subordinate, incorrect and non-ordinary, the ordinary diversity of communicative practices is not transparent; it is rather disputed and subject to political contestation. Second, emerging from Severo's effort in positioning Portuñol as highly expressive and grammatically productive-i.e. as an ordinary language-and from the very political alliances produced in the transidiomatic situation of interview, we propose that his movement down to the ordinary-iconizing ordinary language philosopher's turn in linguistic thought-may be a relevant metaphor for grappling with the culture of monoglot standard, its performative gatekeeping, and its material and exclusionary effects.

ABSTRACT In the past decade, researchers have argued for translanguaging as an instructional approach that radically re-conceptualizes educators’ views on multilingualism as an asset. Teacher education programs play a pivotal role in preparing teachers who enact this vision. Research on teachers’ receptivity to translanguaging’s epistemological (re)orientation towards mainstreaming multilingualism, however, remains scarce. To redress this gap, this study investigated mainstream preservice teachers’ uptake of translanguaging theories while taking an online ESOL methods course required for TESOL certification. Through the analysis of interview data and participants’ written reflections and coursework, we explored preservice teachers’ beliefs and the evolution of their views on language learning, language, linguistic diversity, and translanguaging over the course of one semester. Findings highlight the challenges and potential benefits of including translanguaging theories in mainstream and TESOL teacher preparation programs’ curricula.

Translanguaging has been largely implemented in bilingual classrooms, but there is a paucity of research investigating this approach in classrooms where more than two languages co-exist. Moreover, it is still unclear what particular dimensions of language learning are positively affected by translanguaging. This chapter reports results from a mixed methods study examining whether translanguaging has positive effects on academic vocabulary compared to a traditional monolingual approach. Seven English for Academic Purposes teachers used two different approaches with their students (n = 129): translanguaging to a treatment group and English-only to a comparison group. Data from students' vocabulary tests, classroom observations, and learner diaries were analyzed and compared for convergence. Results show that students in the translanguaging group had significant higher scores in academic vocabulary at the end of the program compared to students in the monolingual group. Results also show that students in the translanguaging group engaged in meaning-making across languages and took an active role in language learning, suggesting that translanguaging may provide engagement in vocabulary learning in ways which monolingual practices may not. Implications for TESOL education in multilingual settings are discussed.

In this special edited volume, the Editors and invited English Medium Instruction (EMI) researchers, from different parts of the world, outline the latest research methods in EMI. Providing academic instruction using English is rapidly growing in many countries where English is a second or foreign language and there is a growing interest in researching the effectiveness and affects of EMI across different educational levels. This volume includes chapters on everything from research into classroom interaction, teachers’ and students’ perceptions and motivation, to language challenges and strategies and the pedagogical implications of translanguaging in EMI classrooms. These specific topics were chosen to reflect different approaches to researching EMI. Each chapter focuses on a specific type of research methodology. It begins with an overview of the literature of the topic under discussion. Then an example study is provided to illustrate how this methodology can be used to investigate EMI. Each chapter identifies the process that the EMI researcher went through to conduct their research, key dilemmas they faced, and focuses particularly on the methodological issues they encountered. By exploring these issues, this volume hopes to inform theory (or the lack thereof) underlying research into the phenomenon of EMI. This volume is indispensable for EMI: tutors, curriculum developers, policymakers, teachers, as well as students at both undergraduate and postgraduate levels. It is particularly valuable for researchers from across the globe reading in the fields of applied linguistics, language education, English for Academic Purposes (EAP), English Language Teaching (ELT), and Teaching English to Speakers of Other Languages (TESOL).

In this new Era of continuous migration and mobility, due to wars or industrial and air development, cultures are mixed and so do languages. In an effort to help the migratory wave, to be able to adapt to new situations, culture, and language, researchers have tried to find new pedagogical methods. Through the right pedagogy, a child or an adult can find a shelter towards racism, adjustment difficulties, and traumatized experiences. In this essay, we will discuss some instances of translanguaging and its impact in the everyday life of the people involved.

Keywords: translanguaging, photographed translanguaging, CUNY-NYSIEB.

This chapter explores the concept of translanguaging in a mostly monolingual Japanese university embracing more English-medium instruction (EMI). EMI provision in Japan has become increasingly promoted by the government, yet language policies surroundings its implementation have been unclear, resulting in language practices guided more by local participants. While much research into translanguaging looks at classroom and societal practices, our purpose was to reveal patterns of use of Japanese and English by teachers and students in EMI courses, language courses preparing for EMI, and a Self-Access Learning Center (SALC) as well as how language policies across these classroom and non-classroom ‘learning spaces’ on campus were locally determined. For this purpose, we synthesized our previous qualitative studies into classroom translanguaging with insights from interaction in SALC use. Findings were drawn from multiple methods: interviews with faculty, questionnaires with students, discourse analysis of SALC interaction, analysis of students’ academic writing, and examination of teacher materials over several years. Conclusions questioned whether our language practices should adhere to our own local norms or those of a monolingual Anglophone university and exposed our own particular challenges and opportunities in translanguaging practice.

The creative and dynamic practices that multilinguals perform with linguistic and non-linguistic features such as the body, movement, senses, and space have been documented as integral to their repertoire. Drawing on interdisciplinary literature, this article advances the concept of the repertoire through translanguaging drama as a pedagogical practice and examines the resources that can be volitionally mobilised through language learners' perezhivanie, or the emotional, felt and lived through experience. Translanguaging drama was implemented in two English language programmes with adult learners in Canada. While these courses focused on improving English language skills, translanguaging drama was implemented to activate learners' perezhivanie while using their repertoire, which not only facilitated communication in the English language but pushed for agency in using non-linguistic resources. I examine learners' perezhivanie with a subset of data, which included observation notes and learner diary entries. In this article, I emphasize four main interrelated areas: (1) volition and empowerment, (2) meaning-making across languages, (3) embodiment of languagethrough voice modulation, facial expression, and body language-, and (4) language choice triggered by perezhivanie. Implications of the study for furthering the theorisation of language, language learning and the repertoire are discussed.

Περίληψη Σημαντική θέση στην καθημερινή επικοινωνία καταλαμβάνει η διαγλωσσική διαμεσολάβηση (cross-language mediation) –μια λειτουργία που απαιτεί την παράλληλη χρήση δύο ή περισσοτέρων γλωσσών, η επιτυχία της οποίας εξασφαλίζει την αποτελεσματική συμμετοχή των ομιλητών στις νέες πολυπολιτισμικές κοινωνίες. Στον χώρο της διδακτικής των ξένων γλωσσών ο όρος διαμεσολάβηση εισήχθη το 2001, όταν το Κοινό Ευρωπαϊκό Πλαίσιο Αναφοράς για τις Γλώσσες (ΚΕΠΑ) (Συμβούλιο Ευρώπης, 2001) την συμπεριέλαβε μεταξύ των τεσσάρων βασικών επικοινωνιακών δραστηριοτήτων για τη διδασκαλία, μάθηση και αξιολόγηση της γλωσσομάθειας (μεταξύ δηλαδή των: κατανόησης, παραγωγής λόγου και διάδρασης). Ο ρόλος του διαμεσολαβητή, όπως εξηγείται στο συγκεκριμένο άρθρο, είναι να μεταφέρει πληροφορίες και μηνύματα από την μια γλώσσα στην άλλη λειτουργώντας ως "ενδιάμεσος" σε μια περίσταση επικοινωνίας, και εξηγώντας μηνύματα που άλλοι συνομιλητές δεν μπορούν να κατανοήσουν γιατί δεν γνωρίζουν τη γλώσσα που χρησιμοποιείται (Stathopoulou, 2015; Dendrinos, 2006). Στρατηγικές τις οποίες θα πρέπει να μπορεί να αξιοποιήσει ο μαθητής της ξένης γλώσσας για να διαμεσολαβήσει (mediation strategies) αποτελούν στόχο του Ενιαίου Προγράμματος Σπουδών για τις Ξένες Γλώσσες (ΕΠΣ-ΞΓ) που, μεταξύ άλλων, επιδιώκει την ανάπτυξη δεξιοτήτων παράλληλης χρήσης της Ελληνικής και της ξένης γλώσσας και αποτελεσματικής λειτουργίας του μαθητή ως διαμεσολαβητή. Το καινοτόμο αυτό πρόγραμμα, που αναπτύχθηκε κατά την περίοδο 2010-2011 και εφαρμόστηκε πιλοτικά σε ορισμένα σχολεία της χώρας, εισάγει για πρώτη φορά στην διδασκαλία ξένων γλωσσών, την έννοια της διαμεσολάβησης, τονίζει την σημασία της και προτείνει δείκτες (περιγραφητές) διαμεσολαβητικής χρήσης της γλώσσας (can-do statements), οι οποίοι αποτελούν «οδηγό» για το είδος των δραστηριοτήτων στις οποίες θα πρέπει να ασκηθεί ο μαθητής κάθε επιπέδου γλωσσομάθειας. Δεδομένης της σημασίας που δίνει το ΕΠΣ-ΞΓ στην ανάπτυξη της ικανότητας των μαθητών να λειτουργούν ως διαμεσολαβητές, το συγκεκριμένο άρθρο ορίζει την έννοια της διαμεσολάβησης μεταξύ γλωσσών, εξηγεί πώς χρησιμοποιείται στο ΕΠΣ-ΞΓ και προτείνει τρόπους αξιοποίησης των νέων περιγραφητών στην ξενόγλωσση τάξη με σκοπό την ενίσχυση της διαγλωσσικής επάρκειας των μαθητών. Λέξεις-κλειδιά: ξενόγλωσση εκπαίδευση, διαγλωσσική διαμεσολάβηση, δείκτες διαμεσολάβησης 1. Εισαγωγή Σε καθημερινές περιστάσεις επικοινωνίας, πολίτες των σύγχρονων πολυγλωσσικών και πολυπολιτισμικών κοινωνιών είναι πολύ πιθανό να κληθούν να επικοινωνήσουν διαγλωσσικά (Stathopoulou, 2016; Dendrinos, 2006; Shohamy, 2006), να λειτουργήσουν δηλαδή αποτελεσματικά σε επικοινωνιακές περιστάσεις που απαιτούν παράλληλη χρήση δύο ή περισσοτέρων γλωσσών. Γίνεται ολοένα και πιο σύνηθες το φαινόμενο ομιλητές μιας γλώσσας να χρησιμοποιήσουν τις γνώσεις που έχουν αποκτήσει και τις επικοινωνιακές δεξιότητες που έχουν αναπτύξει ώστε να λειτουργήσουν «διαμεσολαβητικά», να αναλάβουν δηλαδή, τον ρόλο του διαμεσολαβητή και να χρησιμοποιήσουν ταυτόχρονα περισσότερους από έναν κώδικες επικοινωνίας για συγκεκριμένους κοινωνικούς σκοπούς και ανάγκες. Δεδομένης της σημασίας που δίνει το Ενιαίο Πρόγραμμα Σπουδών για τις Ξένες Γλώσσες (ΕΠΣ-ΞΓ) στην ανάπτυξη της ικανότητας των μαθητών να μεταφέρουν πληροφορίες από τη μια γλώσσα στην άλλη αναλαμβάνοντας έτσι το ρόλο του διαμεσολαβητή, το συγκεκριμένο

This chapter focuses upon the learning experience of five MA TESOL students in a World Englishes module entitled “English as a Global Language” at the largest Sino-UK international collaborative university in China. Interviews with the MA TESOL student-teachers revealed that they experienced “knowledge shock” in learning that (1) English can be in the plural form, (2) users can claim ownership of a particular variety of the English language, and (3) challenges for teachers wishing to apply ideas (e.g. world Englishes) from the pluralistic paradigm to teaching English at primary and secondary levels.

In: Heltai János Imre – Oszkó Beatrix (szerk.): Nyelvi repertoárok a Kárpát-medencén belül és azon kívül: Válogatás a 20. Élőnyelvi Konferencia (Budapest, 2018. augusztus 30. – szeptember 1.) előadásaiból. Budapest: Nyelvtudományi Intézet. 516–528.

Children’s multimodal composing represents an important aspect of their oracy practices that are foundational to their later literacy development. Utilizing multimodal discourse perspectives, this study explored the range of multimodal resources that preschool children employed to convey their meaning making when interacting with peers and teachers in an oracy activity, show-and-tell. Through a qualitative analysis of video-recorded interactions, we investigated how preschoolers in Ms. Leticia’s dual language classroom were resourceful in using actions, visual understandings, and language to support their meaning-making and communication around their presentations. Because Ms. Leticia showed flexibility in inviting peer interaction throughout their presentations, students wielded their actional, verbal, and visual modes to respond to audience members’ concerns and requests and performed to recruit their audience members’ attention. This study helps to expand our understanding of children’s literacy development in early childhood settings as supported not only by oracy, but more holistically, through their multimodal composing.

The many benefits of using picturebooks in the primary classroom include language development as well as an introduction to real-world issues through storytelling and fictitious characters that children can relate to. However, the representation of diversity in children's literature, both cultural and especially linguistic, has been inadequate. Even though there is a drive to increase cultural diversity in children's literature, from a linguistic perspective there is still a dearth of multilingual literature in English as foreign language classrooms, for example, selected picturebooks tend to be mostly monolingual. Although they offer a window to difference in faraway places and a mirror of otherness closer to home through the characters and illustrations, they don't always acknowledge the linguistic aspect of the cultures they are highlighting. Yet, language reinforces the differences and similarities in cross-cultural spaces. This paper investigates the potential role of multilingual picturebooks in the primary EFL classroom. First, it explores the multilingual-multicultural nexus; next, it investigates the representation of cultural and linguistic diversity in picturebooks; finally, it uses the bilingual picturebook, Marisol MacDonald Doesn't Match / Marisol MacDonald no combina (2011), by Monica Brown and Sarah Palacios (illustrator) to identify the benefits of a multilingual approach to developing intercultural citizenship.

Dans le présent article nous cherchons à étudier les effets de la didactique intégrée chez des apprenants croates du FLE. Plus précisément, nous examinons la perception des apprenants de l'approche qui intègre trois langues qu'ils maîtrisent – le croate, l'anglais et le français, les manières dont ils s'en servent au cours de leur production écrite et l'influence de l'approche sur la qualité du produit final. Les résultats d'une analyse quantitative et qualitative montrent que les apprenants sont conscients des atouts de l'approche et qu'ils s'en servent, surtout pour réfléchir au sujet de la production écrite. Même si les résultats obtenus par le groupe expérimental sont meilleurs que ceux du groupe du contrôle, ce n'était pas possible de constater une différence significative entre les deux groupes des apprenants. didactique intégrée ; étayage; production écrite Teaching third languages by the bias of the integrated language teaching approach In this article we are studying the effects of the integrated language teaching approach on Croatian learners learning French as a third language. More precisely, we are looking to examine the learners' perception of the approach that integrates three languages they study-Croatian, English and French, the ways they scaffold on these languages when writing in French and the influence of the approach on the final written production. The results of the quantitative and qualitative analysis showed that learners are aware of the advantages of the approach and that they are willing to use it, especially to help them reflect on the topic. The participants from the experimental group scored better final results even though there was no statistically significant difference between the groups.