Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country

Autor/inn/en	Leonet, Oihana; Cenoz, Jasone; Gorter, Durk
Titel	Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country
Quelle	In: Journal of Language, Identity, and Education, 16 (2017) 4, S.216-227 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonet, Oihana) ORCID (Cenoz, Jasone) ORCID (Gorter, Durk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2017.1328281
Schlagwörter	Foreign Countries; Bilingual Education; Code Switching (Language); Spanish; English (Second Language); Uncommonly Taught Languages; Metalinguistics; Communicative Competence (Languages); Language Minorities; Elementary School Students; Grade 5; Grade 6; Language of Instruction; Multilingualism; Spain + Suchen Sie Ihr Suchwort? Ausland; Bilingual teaching; Bilingualer Unterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Minderheitensprache; Metalanguage; Metasprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachminderheit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Spanien
Abstract	Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies are used and multilingual students are allowed to use the resources in their linguistic repertoire. The specific focus of this article is to examine translanguaging as a pedagogical tool as related to a context wherein Basque is the main language of instruction, but a minority language in society. The article reports the characteristics of a pedagogical intervention based on translanguaging, which aims at developing language awareness, metalinguistic awareness, and communicative and academic competences in Basque, Spanish, and English. Our findings show that pedagogical translanguaging can be compatible with the maintenance and development of a minority language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01