Translanguaging and positioning in two-way dual language classrooms: a case for criticality

Hamman, Laura

doi:10.1080/09500782.2017.1384006

Cited by 113 publications

(98 citation statements)

References 44 publications

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“…Translanguaging is central to an inclusive approach to multilingual education, but practitioners need to use it responsibly and, in general, monitor the language use in daily interactions. Hamman (2018), for instance, showed that the flexible language use in a dual language context in the United States led to unequal participation: the English-dominant children had more opportunities to develop and show their expertise than the Spanish-dominant ones. Having analyzed the PD initiatives, the authors argue that a reflexive language use is essential to avoid a highly formalized language-separating and normative approach to early language education.…”

Section: Critical Issues and Topics Reflexivitymentioning

confidence: 99%

Early Language Education in Luxembourg

Kirsch

Seele

2020

Springer International Handbooks of Education

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This chapter examines recent language education laws in Luxembourg as well as the ways in which early years practitioners appropriated the new policies and put them into practice. The chapter begins with a brief introduction of the linguistic landscape in Luxembourg and a summary of the dynamic development of the country's early childhood education system. Special emphasis is put on recent changes in language education policies, which call for a more inclusive and multilingual early language education. Monolingual practices now need to open up to flexible language use and offer children opportunities to capitalize on their entire semiotic repertoire for communicating, meaning-making, and learning. The central concerns of this chapter are the ways in which policy changes influence educational practices in formal and non-formal settings and how professional development shapes this process. In order to address these questions, the authors review literature on language education policy, translanguaging, and professional development and examine studies on early language education in Luxembourg. Next, they discuss recent initiatives of professional development in formal and non-formal early years settings as well as their outcomes. Finally, they present critical issues such as the practitioners' reflexivity and responsibility and the sustainability of professional development. Future research directions include family language policies, partnerships between families and early childhood institutions and children's languaging practices inside and across these institutions.

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Section: Critical Issues and Topics Reflexivitymentioning

confidence: 99%

Early Language Education in Luxembourg

Kirsch

Seele

2020

Springer International Handbooks of Education

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“…Otherwise, unidirectional shifts from one language to the other become recurrent and reiterate inequalities in terms of participation dynamics and power positions. Translanguaging becomes a 'problematic positioning tool' [8] that enables students to leverage their home language in an unequal way. Instead of being a strategy of resistance in the struggle against social inequality, it becomes another dominating force that translates into covert [14] or reductive translanguaging [2], leading students to suppress parts of their cultural and linguistic resources rather than strategically mobilize them to support their learning.…”

Section: Translanguaging and Translanguaging Pedagogiesmentioning

confidence: 99%

“…Consequently, expansive translanguaging would neither be a legitimate language practice in the classroom, nor would it provide for a more equitable access to the curriculum. Conversely, it would contribute to reinforce existing inequalities in terms of language statuses and participation dynamics [8].…”

Section: The Students' (In)flexible Language Use and Its Implicationsmentioning

confidence: 99%

Translingual Discursive Spaces in Language and Arts Lessons

Degano

2019

LICEJ

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Flexible multilingual pedagogies such as translanguaging pedagogies are promising stepping stones towards a more equitable access to educational resources for students of different backgrounds. Recent research in Luxembourgish preschool, Year 1 and Year 2 classes, show that teachers have begun to implement such pedagogies by encouraging the deployment of the students' full linguistic repertoires, including their home languages. Little attention has however been paid to the later years of primary school where the achievement gap between students with and without a migration background is particularly high. The present qualitative longitudinal study focusses on students in Years 4 and 5 and examines to what extent they deploy their linguistic repertoires in interaction with their peers. Drawing on observations, recordings and interviews, this paper explores the language use of two Portuguese-speaking 4 th graders in Language and Arts lessons. Findings show that the students mobilize their linguistic and cultural resources to different extents and, hereby, open or close translingual discursive spaces for further exchange. The findings should contribute to the understanding of multilingual students' language practices and provide insight into how their linguistic and cultural resources can be capitalized on. Flexible multilingual pedagogiesIn response to educational inequity, a growing body of scholars [5,19] promote flexible multilingual pedagogies that aim to, first, draw upon both the minority and the majority languages and, second,

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“…García (2009) instead would advocate for heteroglossic language ideologies to supplant the current monoglossic norms of ESOL and bilingual education programs in the U.S., which she argues fail to reflect the actual multilingual landscape of local language ecologies. Some advocates of two-way and dual immersion instruction take issue with this critique and argue that their intervention is all the more necessary precisely because of the regimentation of codes within the local language ecologies and insist that use of any forms of translanguaging have to be carefully planned and monitored, otherwise the goals of developing academic proficiency in the minority language can be undercut (Fortune & Tedlick, 2019;Hamman, 2017). Both groups share common ground in a commitment to providing opportunities for developing multilingual linguistic repertoires for students, though both ironically may be too parochial in what they imagine to be the actual language ecologies that shape students' life trajectories when their families become transnational migrants.…”

Section: Studentsmentioning

confidence: 99%

A Multivocal Method Modeling Cross-Cultural Research in Multilingual Educational Settings Connected Through a Transborder Migratory Circuit

Reynolds¹

2019

FdE

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This article showcases a visual-ethnographic film technique for generating data of use to linguistic anthropological and sociolinguistic studies of educational settings. It also is being used to foster an intercultural dialog between parents, teachers, administrators, and bilingual early childhood educators and specialists positioned in school districts that serve the same population of students at different ends of a transborder migratory circuit. Findings from prior studies using an earlier version of the video-cued multivocal method employed content analysis to reveal key battleground issues characterizing preschool education, namely language of instruction, academics in the curriculum, multiculturalism and parental involvement (Tobin, Arzubiaga & Adair, 2013). Those studies, however, did not connect sending and receiving school districts. Their analytic approach to coding, moreover offered only a limited use of Bakhtinian concepts. Therefore, the article seeks to investigate how the method can be fine-tuned to better foreground, for instance, how forms of «translanguaging» in schools are made manifest in formal and informal ways as well as the language ideological positioning that emerges in respondents' answers as they make concrete observations when engaging richly contextualized audiovisual cues evident in the video shortcuts.

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Translanguaging and positioning in two-way dual language classrooms: a case for criticality

Cited by 113 publications

References 44 publications

Early Language Education in Luxembourg

Early Language Education in Luxembourg

Translingual Discursive Spaces in Language and Arts Lessons

A Multivocal Method Modeling Cross-Cultural Research in Multilingual Educational Settings Connected Through a Transborder Migratory Circuit

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