Diverse multilingual researchers contribute language acquisition components to an integrated model of education

Hobbs, Robert

doi:10.1080/14790718.2011.630736

Cited by 14 publications

(11 citation statements)

References 74 publications

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“…This increase of multilingual pupils has led to the investigation of models of multilingual education (MLE; Cenoz, 2009;Hobbs, 2012) as means to improve school outcomes of multilingual pupils. According to Cenoz and Gorter, 'multilingual education refers to the use of two or more languages in education, provided that schools aim at multilingualism and multiliteracy ' (2015, p. 2).…”

Section: Introductionmentioning

confidence: 99%

Translanguaging in the context of mainstream multilingual education

Duarte

2018

International Journal of Multilingualism

107

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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. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

Translanguaging in the context of mainstream multilingual education

Duarte

2018

International Journal of Multilingualism

107

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“…The recent increase in the population of multilingual pupils in European schools has led to a renewed examination of models of multilingual education, or MLE (Cenoz, 2009;Hobbs, 2012) as means to improve school participation and outcomes of multilingual pupils. According to Cenoz and Gorter (2015), "multilingual education refers to the use of two or more languages in education, provided that schools aim at multilingualism and multiliteracy" (p. 2).…”

Section: Introductionmentioning

confidence: 99%

A holistic model for multilingualism in education

Duarte

Meij

2018

E-JournALL

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EN This paper presents a holistic model for multilingualism in education (Duarte, 2017), which combines different approaches to teaching and knowledge and places them in a continuum-from the acknowledgement of different languages to their actual use as a language of instruction. The model addresses attitudes, knowledge, and skills related to the multilingualism of both teachers and students (Herzog-Punzenberger, Le Pichon-Vorstman, & Siarova, 2017) and is suitable for different school types and students (i.e., for both minority and migrant students). The model is tested in the northern Netherlands in a multilingual education project that combines different approaches to multilingual education for both migrant and minority learners. Through design-based interventions, teachers and researchers collaboratively develop multilingual activities in a bottom-up approach (i.e., based on questions from the schools involved). Some preliminary results from the project are presented, and the model's contribution to research on multilingual education is discussed.

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“…Therefore, most students speak at least three languages (L1+2), being a majority and a minority language, as well as English as the lingua franca or other foreign languages. This increase of multilingual students has promoted the investigation of new multilingual approaches in education to enhance the student's learning process (Hobbs, 2012). In particular, translanguaging is considered the most recent trend in multilingual education which consists of the use of the students' whole linguistic repertoire in teaching and learning practices (García, Johnson & Seltzer, 2017).…”

Section: Multilingual Classrooms: Interactions Between Gender Languag...mentioning

confidence: 99%

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022 : Book of Abstracts

2022

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CroatiaSelf-assessment ratings across single or multiple linguistic domains represent one of the methods for assessing bilingual language knowledge (Treffers-Daller, 2015). However, selfassessment scores alone might not be the most appropriate assessment tool (Zell & Krizan, 2014, Treffers-Daller 2015, thus more comprehensive indices are needed, combining subjective and objective measures (TreffersDaller and Korybski, 2015). This approach is being developed in the present study, combining self-assessment data and language sample analysis, aiming at providing an insight into the multilingual Istrian reality.Measures of lexical diversity and syntactic complexity have been used to determine whether they reflect self-assessment of language proficiency of 30 functional multilingual speakers of Croatian, Chakavian, Italian and Istrovenetian across four language skills. Participants' data was extracted from the Istrian spoken multilingual corpus (Hržica, Poropat Jeletić, Moscarda Mirković, in preparation), created using the conversational sampling method. Measures of lexical diversity (moving-average type-token ratio -MATTR; Covington & McFall, 2010) and syntactic complexity (mean length of communication unit -MLCU) were calculated using the Computerized Language Analysis (CLAN -MacWhinney 2000).The average self-assessment score positively and moderately correlated with MLCU (r(30)=.513, p<.005). MATTR did not correlate with the average self-assessment score, but the results did point to a trend (r(30)=.351, p=0.57). The Spearman rank correlation was calculated for individual domains of self-assessment. MATTR showed weak positive correlations with self-assessment of comprehension (rs(30)=.364, p<.05) and speaking (rs(30)=.388, p<.05), but not with self-assessment of reading and writing. MLCU showed moderate positive correlations with self-assessment of reading (rs(30)=.484, p<.05), writing (rs(30)=.563, p<.005) and weak positive correlations with speaking (rs(30)=.373, p<.05) and understanding (rs(30)=.364, p<.05).The correlation of language measures with self-assessment reveals that these measures are connected, showing that speakers, in this case multilingual speakers of different educational status and employment, might be able to make objective assessments of their language knowledge.

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Diverse multilingual researchers contribute language acquisition components to an integrated model of education

Cited by 14 publications

References 74 publications

Translanguaging in the context of mainstream multilingual education

Translanguaging in the context of mainstream multilingual education

A holistic model for multilingualism in education

The 12th International Conference on Third Language Acquisition and Multilingualism IAM L3 Zagreb 2022 : Book of Abstracts

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