The role of translanguaging in establishing school belonging for emergent multilinguals

DeNicolo, Christina Passos

doi:10.1080/13603116.2019.1602364

Cited by 12 publications

(2 citation statements)

References 31 publications

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“…In other words, teachers' pedagogical decisions and practices in how they organize social and curricular learning may set conditions for newcomer migrant students to feel (un)belonging (Comber and Woods, 2018;Picton and Banfield, 2020). For example, allowing newcomer migrant students to socialize during lessons, flexibly grouping them with many of their peers, promoting the use of home languages and actively stopping cases of peer discrimination play a crucial role in belonging (DeNicolo, 2019;Picton and Banfield, 2020;Lang and García, 2023). Furthermore, the importance of cultural and linguistic recognition, positive relationships with peers and teachers, and a school environment free from bullying and discrimination has been repeatedly evidenced in previous research (Due et al, 2016;DeNicolo et al, 2017;Wissing et al, 2019;McInerney, 2022;Martin et al, 2023;Sutton et al, 2023).…”

Section: Belonging Among Newly Arrived Migrant Pupils In Schoolsmentioning

confidence: 99%

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

Wagner,

Szelei,

Eloff

et al. 2024

Front. Educ.

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Even though receiving newcomer pupils in schools is not a new phenomenon, many education systems grapple with finding adequate schooling arrangements that foster belonging and inclusion. Over the years, policy-makers and school practitioners seem to echo recurring dilemmas in terms of what language support models may promote optimal inclusion, and whether and how to support the language of schooling while also building on students’ cultural and linguistic repertoires. In this article, we present classroom observations from two Austrian primary schools that implemented German language support in two distinct ways. School 1 implemented pull-out classes, whereas School 2 used a model of individualized learning for all students in the mainstream classroom. Utilizing the cultural-linguistic aspects of ‘belonging’ in pedagogical enactments, we analyze how teachers’ instructional strategies to organize curricular learning for newly arrived migrant pupils set conditions for pedagogies of (un)belonging in the classroom. Findings show that pedagogies of (un)belonging seemed to be formed via chains of patterned interactions, activities and utterances based on three key logics: marking students’ ‘fitness’ to the mainstream classroom, creating cultural (in)visibility, and as creating language hierarchies. While the two classroom practices remarkably differed in how they enabled German language learning and fitting to mainstream pedagogical norms, both seemed to uphold monolingualism and monoculturalism. Recommendations are given in order to expand narrow notions of belonging in educational policy and practice.

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Section: Belonging Among Newly Arrived Migrant Pupils In Schoolsmentioning

confidence: 99%

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

Wagner,

Szelei,

Eloff

et al. 2024

Front. Educ.

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“…Ebubedike et al (2022) highlight how a well-tested approach, namely education delivered by radio school in local languages in Northern Nigeria, has proved successful in terms of uptake. The use of a young person's first language, even when alongside the "host" language ("translanguaging"), facilitates active participation and has previously been upheld as exemplary practice for inclusion (DeNicolo, 2019). Colombo and Santagati (2022, p. 195) discuss how relationships were built with some particularly vulnerable young people and their families as teachers made contact in a "customized, emphatic, and more attentive manner."…”

Section: From Pandemic Fixing To Pandemic Learningmentioning

confidence: 99%

Educational Inclusion of Vulnerable Children and Young People After Covid‐19

Themelis

Tuck²

2022

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Although the exact impact of the Covid‐19 pandemic on the inclusion of vulnerable children and young people—nationally and internationally—is unknown, historical failures to address the link between poverty and low educational outcomes have reversed any progress hitherto achieved. This thematic issue speaks to the challenges faced by, and promises of inclusion made to, children and young people in the most vulnerable circumstances: It brings together a set of articles that detail the challenges educators, educational institutions, and students faced during the pandemic, while also discussing innovative approaches to include pupils in mainstream education and help them make progress against the odds. The pandemic has been an opportunity for both learning and unlocking potentialities toward innovative solutions. Taking stock of these solutions is important in preparing and strengthening schools, educators, and students to face the post‐pandemic era that is dawning, for public education systems need not only be seen as sites of frustration and challenge, but also as sites of promise and possibility.

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Rising with the Tides of Change Through Community Based Literacies

Arya,

González,

Christman

et al. 2024

University-Community Partnerships for Transformative Education

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Community Based Literacies (CBL) connects faculty, undergraduates, and graduate students from the University of California, Santa Barbara, with school-age children from the central coast of California. This chapter presents an account of how our intergenerational university-community team pulled together during intersecting challenges of COVID, sociopolitical upheaval, and extreme environmental conditions to connect with and engage in meaningful experiences with our local community of youth and families. Our efforts involved major shifts from in-person to virtual explorations and collaborative projects (e.g., an anthology coauthored by youth) with an even greater emphasis on social activism and celebrating the experiential knowledge of youth that is often overlooked. Hence, this chapter offers readers a ‘spotlight tour’ of CBL programming during a tumultuous period. We share parallel tales of perseverance and transformation of three key CBL programs—LEAFY (Literacies for Environmental Awareness and Farming for Youth), Curie-osity Project, and CBL in the Schools (a partnership with Santa Barbara Unified School District) to show what possibilities abound when we give young students access to knowledge about key societal issues and a platform by which they can contribute to the transformations needed for a socially just and equitable society.

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The role of translanguaging in establishing school belonging for emergent multilinguals

Cited by 12 publications

References 31 publications

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

Educational Inclusion of Vulnerable Children and Young People After Covid‐19

Rising with the Tides of Change Through Community Based Literacies

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