Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities

Autor/inn/en	Garcia, Ofelia; Sylvan, Claire E.
Titel	Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities
Quelle	In: Modern Language Journal, 95 (2011) 3, S.385-400 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2011.01208.x
Schlagwörter	Bilingual Education; Multilingualism; Experiential Learning; Immigrants; Bilingualism; Teaching Methods; Secondary Schools; Cooperation; Language Usage; School District Autonomy; Academic Discourse; English (Second Language); Second Language Learning; Educational Practices; Language Proficiency; Language Skills; Classroom Environment + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Experiental learning; Erfahrungsorientiertes Lernen; Immigrant; Immigrantin; Immigranten; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschule; Co-operation; Kooperation; Sprachgebrauch; School district; School districts; Autonomy; School autonomy; Schulautonomie; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungspraxis; Language skill; Language skills; Sprachkompetenz; Klassenklima; Unterrichtsklima
Abstract	Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students' plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction--heterogeneity, collaboration, learner-centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual-proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10