1887
image of Use of translation and plurilingual practices in language learning
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Here we will present a pedagogical framework for the implementation of an Integrated Plurilingual Approach (IPA) to language learning that has emerged from research and observation of best practices in primary, secondary, and higher education. Researchers, teachers, and students collaborated in three interconnected projects (2012–2015; 2015–2019) whose main aims were to help teachers and learners move towards acknowledging and explicitly connecting their linguistic repertoires to reframe their current classroom practices and engage in new ones. This implied a reformulation of their pedagogical practices, including the use of translation to acquire interlinguistic, intercultural and mediation skills in contexts other than professional translator training (TOLC). Two instruments resulted: one to help the teachers transform their perceptions and, so, their performance, regarding the plurilingual paradigm, a ; and another to guide their instructional design, the . Some classroom examples will be presented here, with special reference to a high-complexity secondary school context (118 students, 4 teachers).

Loading

Article metrics loading...

/content/journals/10.1075/ttmc.00059.gon
2020-12-18
2021-01-22
Loading full text...

Full text loading...

References

  1. Canagarajah, Suresh
    2011Translingual Practice: Global Englishes and Cosmopolitan Relations. London: Routledge.
    [Google Scholar]
  2. Carreres, Ángeles, María Noriega-Sánchez, and Carme Calduch
    2018Mundos en palabras. Learning Advanced Spanish through Translation. London: Routledge. 10.4324/9781315162379
    https://doi.org/10.4324/9781315162379 [Google Scholar]
  3. Catalan Department of Education
    Catalan Department of Education 2018The Language Model of the Catalan Education System. Language Learning and Use in a Multilingual and Multicultural Educational Environment. Generalitat of Catalonia: Ministry of Education.
    [Google Scholar]
  4. Cenoz, Jasone, Britta Hufeisen, and Ulrike Jessner
    eds. 2000Cross-Linguistic Influence in Third Language Acquisition. Psycholinguistic Perspectives. Bristol: Multilingual Matters.
    [Google Scholar]
  5. Chesterman, Andrew
    1997Memes of Translation: The Spread of Ideas in Translation Theory. Amsterdam: John Benjamins. 10.1075/btl.22
    https://doi.org/10.1075/btl.22 [Google Scholar]
  6. Cook, Vivien
    2007 “Multi-Competence: Black Hole or Wormhole for SLA Research?” InUnderstanding Second Language Process, ed. byZhaoHong Han, 16–26. Clevedon: Multilingual Matters. Reprinted inThe Routledge Applied Linguistics Reader, ed. byLi Wei, 77–89 (2011) London: Routledge. 10.21832/9781847690159‑004
    https://doi.org/10.21832/9781847690159-004 [Google Scholar]
  7. 2016 “Transfer and the Relationship between the Languages of Multi-Competence.” InCrosslinguistic Influence in Second Language Acquisition, ed. byRosa Alonso Alonso, 24–37. Bristol: Multilingual Matters.
    [Google Scholar]
  8. Corcoll, Cristina, and Maria González-Davies
    2015 “Switching Codes in the Additional Language Classroom.” ELT Journal70 (1): 67–77. 10.1093/elt/ccv056
    https://doi.org/10.1093/elt/ccv056 [Google Scholar]
  9. Council of Europe
    Council of Europe 2001Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe.
    [Google Scholar]
  10. Council of Europe
    Council of Europe 2018Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe.
    [Google Scholar]
  11. Cummins, Jim
    1984 “‘Wanted’: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students.” InLanguage Proficiency and Academic Achievement, ed. byCharlene Rivera, 2–20. Bristol: Multilingual Matters.
    [Google Scholar]
  12. 2008 “Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education.” InEncyclopedia of Language and Education. Bilingual Education, ed. byJim Cummins, and Nancy Hornberger, 2nd ed., Vol.5, 65–77. New York: Springer. 10.1007/978‑0‑387‑30424‑3_116
    https://doi.org/10.1007/978-0-387-30424-3_116 [Google Scholar]
  13. 2019 “The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice.” Journal of Multilingual Education Research9 (13). AccessedOctober 17, 2020. https://fordham.bepress.com/jmer/vol9/iss1/13
    [Google Scholar]
  14. Cummins, Jim, and Margaret Early
    2014Big Ideas for Expanding Minds. Ontario: Pearson Education Canada.
    [Google Scholar]
  15. Education Review Office (New Zealand)
    Education Review Office (New Zealand) 2016 “Addressing Cultural and Linguistic Diversity.” AccessedOctober 17, 2020. https://www.ero.govt.nz/publications/responding-to-language-diversity-in-auckland/addressing-cultural-and-linguistic-diversity/
  16. Englund, Claire, and Linda Price
    2018 “Facilitating Agency: the Change Laboratory as an Intervention for Collaborative Sustainable Development in Higher Education.” International Journal for Academic Development23 (3): 192–205. 10.1080/1360144X.2018.1478837
    https://doi.org/10.1080/1360144X.2018.1478837 [Google Scholar]
  17. Esteve, Olga
    2020 “Teacher Agency in Plurilingual Learning Contexts.” InThe Routledge Handbook of Translation and Education, ed. bySara Laviosa, and Maria González-Davies, 417–433. London: Routledge.
    [Google Scholar]
  18. Esteve, Olga, and Maria González-Davies
    2016 “Estrategias de transferencia interlingüísticas en el aprendizaje de lenguas adicionales: un Enfoque Plurilingüe Integrador.” InEnseñar y aprender lenguas en un modelo educativo plurilingüe, ed. byMònica Pereña, 6–16. Barcelona: Horsori.
    [Google Scholar]
  19. Farró, Laura
    2016 “Plurilingüisme a les aules. Manual d’instruccions.” Entre vistes i paraules: situacions valuoses de contagi pedagògic1: 1–4.
    [Google Scholar]
  20. García, Ofelia
    2009Bilingual Education in the 21st Century. A Global Perspective. Malden, MA: Wiley-Blackwell.
    [Google Scholar]
  21. Gil, Marta
    2017 “El dia a dia en un institut plurilingüe del Raval: l’IES Miquel Tarradell.” Les notícies de Llengua i Treball44: 7–9.
    [Google Scholar]
  22. Hatim, Basil, and Ian Mason
    1990Discourse and the Translator. London: Routledge.
    [Google Scholar]
  23. Haywood, Louise, Michael Thompson, and Sandor Hervey
    2009Thinking Spanish Translation: A Course in Translation Method. Spanish to English. London: Routledge.
    [Google Scholar]
  24. González-Davies, Maria
    2004Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins. 10.1075/btl.54
    https://doi.org/10.1075/btl.54 [Google Scholar]
  25. 2017 “The Use of Translation in an Integrated Plurilingual Approach to Language Learning: Teacher Strategies and Good Practices.” Journal of Spanish Language Teaching4 (2): 124–135. 10.1080/23247797.2017.1407168
    https://doi.org/10.1080/23247797.2017.1407168 [Google Scholar]
  26. 2020a “Developing Mediating Competence through Translation.” InThe Routledge Handbook of Translation and Education, ed. bySara Laviosa, and Maria González-Davies, 434–451. London: Routledge.
    [Google Scholar]
  27. 2020b “Using Translation to Develop Plurilingual Competence in High-Complexity Schools.” InThe Oxford Handbook of Translation and Social Practices, ed. byMeng Ji, and Sara Laviosa. New York: Oxford University Press.
    [Google Scholar]
  28. González-Davies, Maria, and Vanessa Enríquez Raído
    eds. 2018Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice. London: Routledge. 10.4324/9780203732304
    https://doi.org/10.4324/9780203732304 [Google Scholar]
  29. Kramsch, Claire, and Lihua Zhang
    2018The Multilingual Instructor. Oxford: Oxford University Press.
    [Google Scholar]
  30. Kerr, Philip
    2014Translation and Own-language Activities. Cambridge: Cambridge University Press.
    [Google Scholar]
  31. Laviosa, Sara, and Maria González-Davies
    2020The Routledge Handbook of Translation and Education. London: Routledge.
    [Google Scholar]
  32. Li, Wei
    2011 “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics43 (5): 1222–1235. 10.1016/j.pragma.2010.07.035
    https://doi.org/10.1016/j.pragma.2010.07.035 [Google Scholar]
  33. Meier, Gabriela
    2017 “The Multilingual Turn as a Critical Movement in Education: Assumptions, Challenges and a Need for Reflection.” Applied Linguistics Review8 (1): 131–161. 10.1515/applirev‑2016‑2010
    https://doi.org/10.1515/applirev-2016-2010 [Google Scholar]
  34. 2018 “Multilingual Socialisation in Education: Introducing the M-SOC Approach.” Language Education and Multilingualism103 (1): 103–125.
    [Google Scholar]
  35. Oxford, Rebecca
    2011Teaching and Researching Language Learning Strategies. Edinburgh: Pearson Education.
    [Google Scholar]
  36. Piccardo, Enrica
    2014 “Introduction.” From Communicative to Action-Oriented: Illuminating the Approaches. Project funded by the Ontario Ministry of Education and the Government of Canada through the Department of Canadian Heritage. AccessedOctober 17, 2020. https://transformingfsl.ca/en/resources/from-communicative-to-action-oriented-illuminating-the-approaches/
    [Google Scholar]
  37. Piccardo, Enrica, and Brian North
    2019The Action-Oriented Approach. A Dynamic Vision of Language Education. Bristol: Multilingual Matters.
    [Google Scholar]
  38. Pintado Gutiérrez, Lucía
    2019 “Mapping Translation in Foreign Language Teaching: Demystifying the Construct.” InTranslating and Language Teaching. Continuing the Dialogue, ed. byMelita Koletnik, and Nicolas Froeliger, 23–39. Newcastle upon Tyne: Cambridge Scholars Press.
    [Google Scholar]
  39. Ravalesa
    Ravalesa 2018 “Paisatges Lingüístics.” La Ravalesa del Tarradell17: 9.
    [Google Scholar]
  40. Richards, Jack C., and Theodore S. Rodgers
    1986/2014Approaches and Methods in Language Teaching. London: Routledge.
    [Google Scholar]
  41. Robson, Colin, and Kieran McCartan
    2017Real World Research. A Resource for Users of Social Research Methods in Applied Settings. 4th ed.Chichester: Wiley.
    [Google Scholar]
  42. Vygotsky, Lev. S.
    1978Mind in Society. Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ttmc.00059.gon
Loading
/content/journals/10.1075/ttmc.00059.gon
Loading

Data & Media loading...

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