Language, Superdiversity and Education

Blackledge, Adrian; Creese, Angela; Takhi, Jaspreet Kaur

doi:10.1007/978-94-6209-266-2_4

Cited by 20 publications

(35 citation statements)

References 14 publications

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“…On the other hand, parameters have been redrawn as wider epistemological developments from ethnographically oriented applied linguistics have undermined the conception of a language (English, Spanish, and so forth) as a unified entity. This challenge to the definitional parameters of a language has led to the claim that the notion of “a ‘real language’ is a normative fiction” (Klein, , p. 541) that, while it “may be important as a social construct, (...) is not suited as an analytical lens through which to view language practices” (Blackledge, Creese, & Kaur Takhi, , p. 59).…”

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confidence: 99%

Reframing Teachers’ Language Knowledge Through Metaphor Analysis of Language Portraits

Coffey

2015

The Modern Language Journal

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As theoretical developments in applied linguistics challenge the dominant mentalist framing of cognition as knowledge residing in the head, new ways of understanding and recording teachers' and students' engagement with languages are needed. Structural and competence-based formats for measuring proficiency posit an incremental model of learning as sequential mastery of language features acquired in a predictable order, but this is only one story of how languages are learnt. An alternative and emerging paradigm seeks to understand how different languages are experienced and appropriated subjectively in individual lives. In this article, I point to recent scholarship in language teacher education to show how critical language awareness entails reflecting not only on language content but also on perceptions of language(s) and language learning. I analyse a set of language portraits, produced in a workshop with teacher candidates, to demonstrate that language autobiographies, when used within a phenomenological perspective, elicit a broader reflexivity vis-à-vis teachers' own language learning history (plurilingual repertoire) through recourse to different metaphors that are both embodied and emotional. This reframing extends the research agenda into language teacher cognition by bringing into teacher education different modes of reflexivity to encourage a more nuanced picture of how individuals relate to and personally invest in languages.

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confidence: 99%

Reframing Teachers’ Language Knowledge Through Metaphor Analysis of Language Portraits

Coffey

2015

The Modern Language Journal

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“…Several terms have emerged in recent years that attempt to challenge the deficit framing of bilingual communities associated with the double monolingualism of monoglossic language ideologies. Some of these terms include translanguaging (Blackledge & Creese, 2010;García, 2009), polylanguaging (Jørgensen, Karrebaek, Madsen, & Møller, 2011), metrolingualism (Otsuji & Pennycook, 2010), transidiomatic practices (Jacquemet, 2005), and translingualism (Canagarajah, 2013). Though emerging from diverse disciplinary perspectives, all of these scholars are moving away from viewing languages as discrete objects and are instead conceptualizing languaging as a fluid, complex, and dynamic process.…”

Section: From Monoglossic To Heteroglossic Language Ideologiesmentioning

confidence: 99%

“…One strand of this research has focused on the ways that teachers use and encourage fluid language practices in their classrooms (Cummins, 2007;Lin, 2006;Sayer, 2013). Other researchers have focused on documenting the fluid language practices of students themselves both inside and outside the classroom (Bigelow, 2011;Blackledge & Creese, 2010;Reyes, 2012;Rymes, 2010;Sanchez, 2007). This research documents how both teachers and students transcend monoglossic language ideologies on a daily basis whether they share the same home language or not.…”

Section: From Monoglossic To Heteroglossic Language Ideologiesmentioning

confidence: 99%

Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform

2014

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Abstract:Standards-based reforms in many Anglophone nations have been informed by monoglossic language ideologies that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards-based reform. This article argues that standards-based reform initiatives will not be able to address the needs of emergent bilingual students unless they create ideological spaces that move away from monoglossic language ideologies toward heteroglossic language ideologies and implementational spaces that provide concrete tools for enacting this vision in the classroom. With a particular focus on the Common Core State Standards in the U.S. context, the article develops a vision for standards-based reform that begins to affirm and build on the dynamic bilingualism of emergent bilingual students. Specifically, the article explores two classrooms and the New York State Bilingual Common Core Initiative as starting points for theorizing how to develop ideological and implementational spaces that infuse heteroglossic language ideologies into standards-based reform initiatives while also emphasizing the role of monoglossic approaches to assessments in ultimately undermining the attempts that are currently being made. Many Anglophone nations have adopted standards-based educational reform initiatives that include English language learners (henceforth referred to as emergent bilinguals 1 ). These reform initiatives are often framed as necessary for preparing students for our increasingly globalized

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“…Linguistic minority students, such as speakers of Indigenous languages and immigrants, may face additional challenges in terms of their histories of marginalization or economic status, which are exacerbated by inequalities in the language hierarchies of the classroom. In response to this, a growing body of research from different parts of the world is showing how incorporating multilingual practices into the classroom can improve the long-term educational achievement of minority students (Blackledge and Creese 2010;Cummins 2007;Flores and García 2013;Flores and Schissel 2014;Lin 2006;López-Gopar and Sughrua 2014;López-Gopar, Núñez-Méndez, Sughrua, and Clemente 2013;Palmer, Mateus, Martínez, and Henderson 2014;Sayer 2013;Turner, 2017;Vaish and Subhan 2015). While this orientation has gained widespread acceptance among scholars, it is not always taken up by teachers or the education systems that they work in.…”

Section: Introductionmentioning

confidence: 99%

Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

Schissel

Korne

López-Gopar

2018

International Journal of Bilingual Education and Bilingualism

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Multilingual practices of translanguaging-fluid, complex, and dynamic processes of using one's complete linguistic repertoire-have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of translanguaging as a lens through which to explore the perceptions and practices of teachers. Working from assumptions that multilingualism in classrooms is an important tool to enhance the learning of linguistic minority students, we examined how teachers perceive and practice translanguaging in classroom language assessments through an action research case study with 40 language teachers in the linguistically and culturally diverse state of Oaxaca, Mexico. Their reflections ranged from the pressure to train students to produce monolingual-like language in order to pass international standardized tests to the potential to validate students' linguistic repertoires and multicultural identities through increased use of translanguaging. Our analysis of this action research study and discussion of the potentials and limitations of translanguaging in teaching and assessments aims to contribute to the development of more equitable and effective multilingual education environments in the future.

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Language, Superdiversity and Education

Cited by 20 publications

References 14 publications

Reframing Teachers’ Language Knowledge Through Metaphor Analysis of Language Portraits

Reframing Teachers’ Language Knowledge Through Metaphor Analysis of Language Portraits

Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform

Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

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