1887
Volume 4, Issue 3
  • ISSN 2352-1805
  • E-ISSN: 2352-1813
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into practice by permitting pupils to interact, thereby co-constructing knowledge and valorizing their own and others’ translanguaging. The article also shows how translanguaging practices are influenced by changes in evolving constellations and dynamics of a group, by content, and by socio-situational, cognitive and linguistic factors. At the same time, the article highlights challenges for translanguaging research, policy and pedagogy. With respect to further studies in this area, reflection is recommended on the definition of translanguaging and the integration of speakers’ attitudes in research. In terms of policy, the article considers as to how best to reconcile a multilingual reality with a monolingual educational ideology and reflects on the relationship between macro level interventions and micro-interactional practices. For pedagogy, four challenges are highlighted: the degree of acceptance of translanguaging practices in schools, the commitment to developing the school language for academic tasks, the need to pay attention to the unequal treatment of languages, and the implementation of an innovative approach with a focus on teachers and the creation of a powerful learning environment.

Loading

Article metrics loading...

/content/journals/10.1075/ttmc.00018.ros
2018-11-13
2019-10-23
Loading full text...

Full text loading...

References

  1. Baker, Colin
    2011Foundations of Bilingual Education and Bilingualism, 5th ed.Clevedon: Multilingual Matters.
    [Google Scholar]
  2. Blommaert, Jan, and Piet Van Avermaet
    2008Taal, onderwijs en de samenleving. De kloof tussen beleid en realiteit. Berchem: Epo.
    [Google Scholar]
  3. Bransford, John, Ann Brown, and Rodney Cocking
    1999How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
    [Google Scholar]
  4. BRIO-Taalbarometer 3
    BRIO-Taalbarometer 3 2013BRIO-taalbarometer 3: diversiteit als norm. www.briobrussel.be/ned/webpage.asp?WebpageId=1037
    [Google Scholar]
  5. Canagarajah, Suresh
    2011a “Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.” The Modern Language Journal9: 401–417. 10.1111/j.1540‑4781.2011.01207.x
    https://doi.org/10.1111/j.1540-4781.2011.01207.x [Google Scholar]
  6. 2011b “Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy.” Applied Linguistics Review2: 1–28.
    [Google Scholar]
  7. Charalambous, Panayiota, Constadina Charalambous, and Michalinos Zembylas
    2016 “Limits to Translanguaging: Insights from a Conflict-affected Context.” Applied Linguistics Review7 (3).
    [Google Scholar]
  8. Copland, Fiona, and Angela Creese
    2015Linguistic Ethnography. London: Sage. 10.4135/9781473910607.n2
    https://doi.org/10.4135/9781473910607.n2 [Google Scholar]
  9. Creese, Angela
    2008 “Linguistic Ethnography.” InEncyclopedia of Language and Education (2nd Ed., Vol.10: Research Methods in Language and Education), ed. byKendall A. King, and Nancy H. Hornberger, 229–241, New York: Springer Science+Business Media LLC. 10.1007/978‑0‑387‑30424‑3_257
    https://doi.org/10.1007/978-0-387-30424-3_257 [Google Scholar]
  10. Creese, Angela, Adrian Blackledge, Taskin Barac¸, Arvind Bhatt, Shahela Hamid, Li Wei, Vally Lytra, Peter Martin, Chao-Jung Wu, Dilek Yağcioğlu
    2011 “Separate and Flexible Bilingualism in Complementary Schools: Multiple Language Practices in Interrelationship.” Journal of Pragmatics43: 1196–1208. 10.1016/j.pragma.2010.10.006
    https://doi.org/10.1016/j.pragma.2010.10.006 [Google Scholar]
  11. Creese, Angela, and Adrian Blackledge
    2010 Translanguaging in the Bilingual Classroom: a Pedagogy for Learning and Teaching?Modern Language Journal94: 103–115. 10.1111/j.1540‑4781.2009.00986.x
    https://doi.org/10.1111/j.1540-4781.2009.00986.x [Google Scholar]
  12. 2015 Translanguaging and Identity in Educational Eettings. Annual Review of Applied Linguistics35: 20–35. 10.1017/S0267190514000233
    https://doi.org/10.1017/S0267190514000233 [Google Scholar]
  13. Cummins, Jim
    2000Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. 10.21832/9781853596773
    https://doi.org/10.21832/9781853596773 [Google Scholar]
  14. 2013 “BICS and CALP: Empirical Support, Theoretical Status, and Policy Implications of a Controversial Distinction”. InFraming Languages and Literacies: Socially Situated Views and Perspectives, ed. byMargaret Hawkins, 10–23, New York: Routledge.
    [Google Scholar]
  15. Delarue, Steven, and Johan De Caluwe
    2015 “Eliminating Social Inequality by Reinforcing Standard Language Ideology? Language Policy for Dutch in Flemish Schools.” Current Issues in Language Planning16: 8–25. 10.1080/14664208.2014.947012
    https://doi.org/10.1080/14664208.2014.947012 [Google Scholar]
  16. De Guerrero, Maria, and Olga Villamil
    2000 “Activating the ZPD: Mutual Scaffolding in L2 Peer Revision.” The Modern Language Journal84 (i): 51–68. 10.1111/0026‑7902.00052
    https://doi.org/10.1111/0026-7902.00052 [Google Scholar]
  17. García, Ofelia
    2009Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley/Blackwell.
    [Google Scholar]
  18. 2011 “The Translanguaging of Latino Kindergartners”. InBilingual Youth: Spanish in English Speaking Societies, ed. byKim Potowski and Jason Rothman, 33–55, Amsterdam/Philadelphia: John Benjamins. 10.1075/sibil.42.05gar
    https://doi.org/10.1075/sibil.42.05gar [Google Scholar]
  19. 2014 “Multilingualism and Language Education”. InThe Routledge Companion to English Studies, ed. byConstant Leung and Brian Street, 84–99, New York: Routledge.
    [Google Scholar]
  20. García, Ofelia, and JoAnne Kleifgen
    2011 “Bilingualism for Equity and Excellence in Minority Education: the United States.” InEquity and Excellence in Education, ed. byKris Van den Branden, Piet Van Avermaet, and Mieke Van Houtte, 166–189, London: Routledge.
    [Google Scholar]
  21. García, Ofelia, Kate Seltzer, and Daria Witt
    2018 “Disrupting Linguistic Inequalities in US Urban Classrooms: The Role of Translanguaging”. InThe Multilingual Edge of Educationed. byPiet Van Avermaet, Stef Slembrouck, Koen Van Gorp, Sven Sierens, and Katrijn Maryns, 41–66, London: Palgrave. 10.1057/978‑1‑137‑54856‑6_3
    https://doi.org/10.1057/978-1-137-54856-6_3 [Google Scholar]
  22. Gibbons, Pauline
    1998 “Classroom Talk and the Learning of New Registers in a Second Language.” Language and Education12 (2): 99–118. 10.1080/09500789808666742
    https://doi.org/10.1080/09500789808666742 [Google Scholar]
  23. Glaser, Barney, and Anselm Strauss
    1967The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine de Gruyter.
    [Google Scholar]
  24. Heller, Monica
    1999, 2006 (2nd edution). Linguistic Minorities and Modernity. Norfolk: Continuum.
    [Google Scholar]
  25. Irvine, Judith
    1979 “Formality and Informality in Communicative Events.” American Anthropologist81 (4): 773–790. 10.1525/aa.1979.81.4.02a00020
    https://doi.org/10.1525/aa.1979.81.4.02a00020 [Google Scholar]
  26. Janssens, Rudi
    2008 “Taalgebruik in Brussel en de plaats van het Nederlands. Enkele recente bevindingen.” Brusselse studies13: 1–15.
    [Google Scholar]
  27. Jaspers, Jürgen
    2015 “Modelling Linguistic Diversity at School: the Excluding Impact of Inclusive Multilingualism.” Language Policy14: 109–129. 10.1007/s10993‑014‑9332‑0
    https://doi.org/10.1007/s10993-014-9332-0 [Google Scholar]
  28. 2018 “The Transformative Limits of Translanguaging.” Language & Communication58: 1–10. 10.1016/j.langcom.2017.12.001
    https://doi.org/10.1016/j.langcom.2017.12.001 [Google Scholar]
  29. Lantolf, James
    2000 “Second Language Learning as a Mediated Process.” Language Teaching33 (2): 79–96. 10.1017/S0261444800015329
    https://doi.org/10.1017/S0261444800015329 [Google Scholar]
  30. Lasagabaster, David, and Ofelia García
    2014 “Translanguaging: Towards a Dynamic Model of Bilingualism at School / Translanguaging: hacia un modelo dinámico de bilinguïsmo en la escuela.” Cultura y Educación / Culture and Education26: 557–572. 10.1080/11356405.2014.973671
    https://doi.org/10.1080/11356405.2014.973671 [Google Scholar]
  31. Lewis, Gwyn, Bryn Jones, and Colin Baker
    2012 “Translanguaging: Origins and Development from School to Street and Beyond.” Educational Research and Evaluation: An International Journal on Theory and Practice18 (7): 641–654. 10.1080/13803611.2012.718488
    https://doi.org/10.1080/13803611.2012.718488 [Google Scholar]
  32. Local Acculturation and Integration Monitor
    Local Acculturation and Integration Monitor 2016 [Lokale inburgerings- en integratiemonitor]. www4dar.vlaanderen.be/sites/svr/Monitoring/Pages/integratiemonitor.aspx.
  33. Mary, Latisha, and Andrea Young
    2017 “From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school.” InNew Perspectives on Translanguaging and Education, ed. byBethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, and Åsa Wedin, 108–128, Bristol: Multilingual Matters.
    [Google Scholar]
  34. Otheguy, Ricardo, Ofelia García, and Wallis Reid
    2015 “Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics.” Applied Linguistics Review: 281–307.
    [Google Scholar]
  35. Ramaut, Griet, Sven Sierens, Katrien Bultynck, Piet Van Avermaet, Sven Slembrouck, Koen Van Gorp, and Machteld Verhelst
    2013Evaluation Research of the Home Language in Education-project (2009–2012). Ghent: Ghent University.
    [Google Scholar]
  36. Rampton, Ben, Janet Maybin, and Celia Roberts
    2015 “Theory and Method in Linguistic Ethnography.” InLinguistic Ethnography: Interdisciplinary Explorations, ed. byJulia Snell, Sara Shaw & Fiona Copland, 14–50, Basingstoke: Palgrave Macmillan. 10.1057/9781137035035_2
    https://doi.org/10.1057/9781137035035_2 [Google Scholar]
  37. Rampton, Ben, Karin Tusting, Janet Maybin, Richard Barwell, Angela Creese, and Vally Lytra
    2004 “UK Linguistic Ethnography: a Discussion Paper.” www.lingethnog.org/docs/rampton-et-al-2004-uk-linguistic-ethnography-a-discussion-paper.
  38. Ritzau, Ursula, and Lian Malai Madsen
    2016 “Language Learning, Polylanguaging and Speaker Perspectives..” Applied Linguistics Review7 (3). 10.1515/applirev‑2016‑0013
    https://doi.org/10.1515/applirev-2016-0013 [Google Scholar]
  39. Rosiers, Kirsten
    2016 “Nederlands om te rekenen, Turks om te roddelen? De mythe ontkracht. Een interactie-analyse naar translanguaging in een Gentse superdiverse klas.” Tijdschrift voor Nederlandse Taal- en Letterkunde3: 155–179.
    [Google Scholar]
  40. 2017 “Unravelling Translanguaging. The Potential of Translanguaging as a Scaffold among Teachers and Pupils in Superdiverse Classrooms in Flemish Education (Belgium)..”, InNew Perspectives on Translanguaging and Education, ed. byBethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, and Åsa Wedin, 148–169, Bristol: Multilingual Matters.
    [Google Scholar]
  41. Rosiers, Kirsten, Inge Van Lancker, and Steven Delarue
    2018 “Beyond the Traditional Scope of Translanguaging. Comparing Translanguaging Practices in Belgian Multilingual and Monolingual Classroom Contexts.” Language & Communication61: 15–28. 10.1016/j.langcom.2017.11.003
    https://doi.org/10.1016/j.langcom.2017.11.003 [Google Scholar]
  42. Rosiers, Kirsten, Evita Willaert, Piet Van Avermaet, and Stef Slembrouck
    2016 “Interaction for Transfer – Flexible Approaches to Multilingualism and their Pedagogical Implications for Classroom Interaction in Linguistically Diverse Mainstream Classrooms.” Language and Education30 (3): 267–280. 10.1080/09500782.2015.1117097
    https://doi.org/10.1080/09500782.2015.1117097 [Google Scholar]
  43. Van Avermaet, Piet, and Sven Sierens
    2012 “Van de periferie naar de kern. Omgaan met diversiteit in onderwijs.” InCultuuroverdracht en onderwijs in een multiculturele context, ed. byChristiane Timmerman, Noel Clycq, and Barbara Segaert, 16–49, Gent: Academia Press.
    [Google Scholar]
  44. Sierens, Sven, and Piet Van Avermaet
    2014 “Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning.” InManaging Diversity in Education. Languages, Policies, Pedagogies, ed. byDavid Little, Constant Leung, and Piet Van Avermaet, 204–222, Bristol: Multilingual Matters.
    [Google Scholar]
  45. Slembrouck, Stef, and Kirsten Rosiers
    2018 Translanguaging: a Matter of Sociolinguistics, Pedagogics and Interaction?inThe Multilingual Edge of Educationed. byPiet Van Avermaet, Stef Slembrouck, Koen Van Gorp, Sven Sierens, and Katrijn Maryns, 165–187, London: Palgrave. 10.1057/978‑1‑137‑54856‑6_8
    https://doi.org/10.1057/978-1-137-54856-6_8 [Google Scholar]
  46. Van den Branden, Kris, and Machteld Verhelst
    2009 “Naar een volwaardig talenbeleid. Omgaan met meertaligheid in het Vlaams onderwijs.” InDe klank van de stad, ed. byJürgen Jaspers, 105–137, Leuven: Acco.
    [Google Scholar]
  47. Van Laere, Evelien, Kirsten Rosiers, Piet Van Avermaet, Stef Slembrouck, and Johan van Braak
    2017 “What Can Technology Offer to Linguistically Diverse Classrooms? Using Multilingual Content in a Computer-based Learning Environment for Primary Education.” Journal of Multilingual and Multicultural Development38 (2): 97–112. 10.1080/01434632.2016.1171871
    https://doi.org/10.1080/01434632.2016.1171871 [Google Scholar]
  48. Van Lancker, Inge
    2016 Standardizing and Destandardizing Practices at a Flemish Secondary School. A Sociolinguistic Ethnographic Perspective on Flemish Pupils’ Speech Practices. Taal en Tongval68: 173–200. 10.5117/TET2016.2.LANC
    https://doi.org/10.5117/TET2016.2.LANC [Google Scholar]
  49. Young, Andrea
    2013 “Pour une meilleure prise en compte de la diversité linguistique et culturelle des jeunes enfants: Un exemple de formation d’assistantes de maternelle.” InDéveloppement du langage et plurilinguisme chez le jeune enfant, ed. byChristine Hélot, and Marie-Nicole Rubio, 195–223, Toulouse: Éditions ERES.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ttmc.00018.ros
Loading
/content/journals/10.1075/ttmc.00018.ros
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Belgium , linguistic-ethnographic fieldwork , primary education and translanguaging
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error