Translanguaging in Mainstream Education: A Sociocultural Approach

Autor/in	Duarte, Joana
Titel	Translanguaging in Mainstream Education: A Sociocultural Approach
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 2, S.150-164 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1231774
Schlagwörter	Sociocultural Patterns; Discourse Analysis; Teaching Methods; Grade 10; Video Technology; Classroom Communication; Language Usage; Second Language Learning; Native Language; Multilingualism; Code Switching (Language); Immigration; Course Content; Cooperative Learning; Speech Acts; Second Languages; German; Secondary School Students; Language of Instruction; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Sprachgebrauch; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Kursprogramm; Kooperatives Lernen; Sprechakt; Second language; Zweitsprache; Deutscher; Sekundarschüler; Teaching language; Unterrichtssprache; Ausland; Deutschland
Abstract	Due to the monolingual self-understanding of European nation-states, migration-induced multilingualism and the language mixing practices it triggers are not usually acknowledged as resources for learning within mainstream classrooms. The term translanguaging has recently been put forward as both a way of describing the flexible ways in which bilinguals draw upon their multiple languages to enhance their communicative potential and a pedagogical approach in which teachers and pupils use these practices for learning. However, little research has been conducted in how the translanguaging approach can be used in mainstream education to enhance knowledge. This study draws on videographic data recorded in 59 10th grade (15-year-olds) subject-matter classes in 4 secondary schools. Applying sociocultural discourse analysis to peer-peer interaction and therefore considering how learners scaffold one another as they participate in collaborative talk and in the co-construction of knowledge, results describe several functions of translanguaging for 'exploratory talk' leading to content-matter learning. Multilingual adolescents in naturalistic settings thus use their multilingualism to cognitively engage with content-based tasks and produce high-order speech acts embedded in complex talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01