Marked and Unmarked Translanguaging in Accelerated, Mainstream, and Sheltered English Classrooms

Autor/in	Beiler, Ingrid Rodrick
Titel	Marked and Unmarked Translanguaging in Accelerated, Mainstream, and Sheltered English Classrooms
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 40 (2021) 1, S.107-138 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beiler, Ingrid Rodrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2020-0022
Schlagwörter	Code Switching (Language); Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Language Minorities; Native Language; Language Usage; Multilingualism; Comparative Analysis; Discourse Analysis; Ethnography; Video Technology; Teacher Attitudes; Student Attitudes; Secondary School Students; Norwegian; Acceleration (Education); Foreign Countries; Ethnic Groups; Classroom Communication; Mainstreaming; High School Students; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Sprachminderheit; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Diskursanalyse; Ethnografie; Lehrerverhalten; Schülerverhalten; Sekundarschüler; Norwegisch; Acceleration; Beschleunigung; Ausland; Ethnie; Klassengespräch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Norwegen
Abstract	Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically majoritized and minoritized students were learning English as an additional language. Data are drawn from four months of linguistic ethnographic fieldwork at a Norwegian upper secondary school and include field notes, video and screen recordings, texts, language portraits, and teacher and student interviews. I found that translanguaging was marked in two largely separate ways: (1) bilingual English-Norwegian practices were more frequently marked in accelerated and mainstream settings, in relation to students' perceived English proficiency level; whereas (2) translanguaging drawing on minoritized languages was more consistently marked in all three settings as a deviation from majority linguistic practices, thus distinguishing "majoritized" (English-Norwegian) from "minoritized" translanguaging. Implications include the importance of analyzing translanguaging in relation to locally salient discourses and contextualizing pedagogical interventions in larger struggles for justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01