Drawing the plurilingual self: how children portray their plurilingual resources.

Autor/in	Melo-Pfeifer, Silvia
Titel	Drawing the plurilingual self: how children portray their plurilingual resources.
Quelle	In: International review of applied linguistics in language teaching, 55 (2017) 1, S. 41-60 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen; Tabellen 2
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0019-042X; 1613-4141
DOI	10.1515/iral-2017-0006
Schlagwörter	Empirische Forschung; Kognition; Kommunikation; Kind; Sprachgebrauch; Mehrsprachigkeit
Abstract	Social representations have a deep impact on how societal multilingualism, individual plurilingualism, and plurisemiotic resources are described, reported, and accepted. Traditionally, two perceptions of the relationship between languages in plurilingual minds have been prevalent: the juxtaposed and the interdependent representation. A third perspective has recently emerged, reporting more dynamic and plurisemiotic communicative practices. The authors analyze the most frequent patterns children use to represent their linguistic resources through visual narratives and how these representations fit into those perspectives. Their analysis evinces the dominance of more traditional representations of plurilingual resources as the sum of features from several clearly separated languages. However, some productions already point out at more supple and flexible possibilities of arranging linguistic resources. Finally, the authors provide some clues about the development of linguistic curricula designed for plurilingual children engaged in Heritage Language classes, and they discuss epistemological issues regarding the analysis of multimodal plurilingualism and complex plurilingual practices. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2