Young Children Capitalising on Their Entire Language Repertoire for Language Learning at School

Autor/in	Kirsch, Claudine
Titel	Young Children Capitalising on Their Entire Language Repertoire for Language Learning at School
Quelle	In: Language, Culture and Curriculum, 31 (2018) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2017.1304954
Schlagwörter	Foreign Countries; Elementary School Students; Primary Education; Bilingual Students; Multilingualism; German; French; Indo European Languages; Native Language; Preschool Children; Computer Mediated Communication; Interpersonal Communication; Handheld Devices; Longitudinal Studies; Code Switching (Language); Qualitative Research; Observation; Semi Structured Interviews; Video Technology; Luxembourg + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Mehrsprachigkeit; Multilingualismus; Deutscher; Französisch; Indoeuropäisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Computerkonferenz; Interpersonale Kommunikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Beobachtung
Abstract	While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teachers little space to capitalise on home languages and encourage translanguaging. Drawing on qualitative methods, this paper contextualises and examines the practice and purposes of translanguaging of nursery and primary school children who speak a language other than Luxembourgish at home, while they collaboratively produce oral texts on the iPad app iTEO. The data stem from a longitudinal study using a multi-method approach. The findings indicate that the children made use of their multilingual repertoire in order to communicate, construct knowledge and mark their multilingual identity. Translanguaging was a frequent and legitimate practice in both classes although the older children drew less on home languages other than Luxembourgish. The children's ability to translanguage and their opportunities for doing so were influenced by the multilingual learning environment, the curriculum and the language learning tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01