Plurilingualism in<scp>TESOL</scp>: Promising Controversies

Taylor, Shelley K.; Snoddon, Kristin

doi:10.1002/tesq.127

Cited by 95 publications

(39 citation statements)

References 14 publications

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“…Plurilingualism offers a fresh approach to understanding the teaching and learning of languages. It entails a view of learners' linguistic repertoires as being fluid and dynamic (Taylor & Snoddon, , p. 441). Originating in Europe, where it has been defined as “the repertoire of varieties of language which many individuals use … it includes the first language and any number of other languages or varieties” (Council of Europe, ), the concept has now developed wider international reach as evidenced by TESOL Quarterly 's special issue Plurilingualism in TESOL , edited by Taylor and Snoddon (), which built on Taylor's () previous work.…”

Section: Why Look At Tesol Teachers' Linguistic Identity?mentioning

confidence: 99%

“…It entails a view of learners' linguistic repertoires as being fluid and dynamic (Taylor & Snoddon, , p. 441). Originating in Europe, where it has been defined as “the repertoire of varieties of language which many individuals use … it includes the first language and any number of other languages or varieties” (Council of Europe, ), the concept has now developed wider international reach as evidenced by TESOL Quarterly 's special issue Plurilingualism in TESOL , edited by Taylor and Snoddon (), which built on Taylor's () previous work. Importantly for this article, plurilingualism moves us on from the “counting languages” approach that often attaches to the term multilingualism and from the multiple monolingualisms approaches that are still expected of bilingual and multilingual individuals.…”

Section: Why Look At Tesol Teachers' Linguistic Identity?mentioning

confidence: 99%

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“I May Be a Native Speaker but I'm Not Monolingual”: Reimagining All Teachers' Linguistic Identities in TESOL

Ellis

2016

TESOL Quarterly

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Teacher linguistic identity has so far mainly been researched in terms of whether a teacher identifies (or is identified by others) as a native speaker (NEST) or nonnative speaker (NNEST) (Moussu & Llurda, 2008; Reis, 2011). Native speakers are presumed to be monolingual, and nonnative speakers, although by definition bilingual, tend to be defined by their perceived deficiency in English. Despite widespread acceptance of Cook's (1999) notions of second language (L2) user and multicompetence, and despite major critiques of the concept of the native speaker (Davies, 2003; Hackert, 2012), the dichotomy lives on in the minds of teachers, learners, and directors of language programs worldwide. This article sets out to show that the linguistic identities of TESOL teachers are varied and complex, and that the dichotomy does little justice to this complexity. Findings are reported from the linguistic biographies of 29 teachers of adult TESOL in seven countries, and a detailed account is given of the rich linguistic identities of two of those teachers, one in Japan and one in Canada. The findings bear out those from Ellis (2013) undertaken in the Australian context. The article concludes with a call for recognition of the plurilingual multicompetencies of all TESOL teachers, and for these identities to be valued in the context of the TESOL classroom to assist learners who are becoming plurilingual.

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Section: Why Look At Tesol Teachers' Linguistic Identity?mentioning

confidence: 99%

Section: Why Look At Tesol Teachers' Linguistic Identity?mentioning

confidence: 99%

“I May Be a Native Speaker but I'm Not Monolingual”: Reimagining All Teachers' Linguistic Identities in TESOL

Ellis

2016

TESOL Quarterly

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“…As this policy position suggests, this discourse extends to linguistic inclusiveness, reflecting recent concern with concepts such as translingual practice (Canagarajah, 2013) and plurilingualism (Taylor and Snoddon, 2013), which contest the view of languages as fixed, discrete entities in favour of flexibility in classroom language practices. As Lin (2013) explains, by drawing on learners' full linguistic repertoires, plurilingual pedagogies value "the strategic, principled use of local resources to scaffold learning in both language and content classrooms" (p. 521).…”

Section: Schools Will Ensure Inclusive Teaching Practices Which Recogmentioning

confidence: 97%

"Inclusive and Different?” Discourse, Conflict, and the Identity Construction Experiences of Preservice Teachers of English Language Learners in Australia

Trent

2015

AJTE

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“…Such tensions include those between an official language policy that privileges English and the multilingual realities and localities of students inside and outside of the classroom (Kiramba, ), due to continued ideological preference for standard language varieties (Cenoz & Gorter, ; Kiramba, ; Sayer, ). Other controversies include language testing and assessment (Taylor & Snoddon, ) and standard conventions of writing (Canagarajah, ). Jaspers and Madsen () argued that we should not overstate the reach of translingual practices, noting the continuing symbolic power associated with language separation (e.g., in academic registers).…”

Section: Translanguagingmentioning

confidence: 99%

Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice

Kiramba

Harris

2018

TESOL Quarterly

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Using Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth-grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing institutional monolingual policies when mediating students' access to literacy and content. By analyzing classroom discourse, the authors argue that restrictive language policies that aspire for fixity disconnect multilingual learners from their daily realities. In contrast, they call for a (re)construction of multilingual pedagogy that capitalizes on the strengths of learners, teachers, and linguistic communities by embracing students' languages and language varieties in language learning and literacy development. In particular, implications are drawn for the use of EMI for emerging bilingual and multilingual learners. The authors identify the need to prepare teachers for a multilingual reality through legitimizing multilingual pedagogies such as translanguaging.

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Plurilingualism inTESOL: Promising Controversies

Cited by 95 publications

References 14 publications

“I May Be a Native Speaker but I'm Not Monolingual”: Reimagining All Teachers' Linguistic Identities in TESOL

“I May Be a Native Speaker but I'm Not Monolingual”: Reimagining All Teachers' Linguistic Identities in TESOL

"Inclusive and Different?” Discourse, Conflict, and the Identity Construction Experiences of Preservice Teachers of English Language Learners in Australia

Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice

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