References of "Translation and Translanguaging in Multilingual Contexts"
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See detailTranslanguaging practices on iTEO in Preschools
Kirsch, Claudine UL

in Translation and Translanguaging in Multilingual Contexts (2017), 3(2), 145-166

Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions ... [more ▼]

Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions. The present paper examines the situations and the ways in which preschool children in trilingual Luxembourg translanguage during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. Currently 62.4% of children do not speak Luxembourgish on school entry. Language policies focus on the learning of Luxembourgish. This, the small class sizes and the absence of peers with similar language backgrounds may limit the opportunities for translanguaging. The present qualitative, longitudinal study takes a mixed-method approach. The findings show that the 5 focus children in preschool translanguaged frequently, in different ways and for a range of purposes, while drawing on features of several languages. The process of translanguaging depended on the individual child and on contextual factors. We argue that storytelling on iTEO opens up safe translanguaging spaces that contribute to inclusive multilingual pedagogies. [less ▲]

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See detailTranslanguaging pedagogy in multilingual early childhood classes: A video ethnography in Luxembourg
Andersen, Katja Natalie UL

in Translation and Translanguaging in Multilingual Contexts (2017), 3(2), 167-183

This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg ... [more ▼]

This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning. [less ▲]

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