Reference : Translanguaging as a pedagogy, a practice or a strategy? Examples from a preschool an...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Arts & humanities : Languages & linguistics
Educational Sciences
http://hdl.handle.net/10993/39788
Translanguaging as a pedagogy, a practice or a strategy? Examples from a preschool and a primary school class in Luxembourg
English
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Degano, Sarah mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Mortini, Simone mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
1-Jul-2019
Yes
No
International
The various guises of translanguaging
01-07-2019
Ghent University
Lancaster University
Ghent
Belgium
[en] Translanguaging ; Translanguaging pedagogy ; Translanguaging practice ; Preschool ; Primary school ; Luxembourg ; Teacher perspective
[en] The concept of translanguaging has been continuously redefined in education, psycholinguistics and sociolinguistics, which has led to some loss of meaning. Regarding teacher translanguaging, studies show that it has been used as a strategy to further comprehension and learning, and as a pedagogy. The latter recognizes the existence of multiple languages in class and leverages the students’ semiotic system to make meaning and learn (García et al. 2017). Translanguaging has thereby been understood either as a resource-oriented pedagogy that challenges traditional conceptualizations of bilingualism and language learning, or as a pedagogy that fights social inequalities. Most research studies adopt the first view (Poza, 2017).
The present paper combines two longitudinal doctoral studies and investigates the ways in which a preschool and a primary school teacher use translanguaging in their classes in Luxembourg. Drawing on interviews and observations, the findings show that the preschool teacher implemented a translanguaging pedagogy. She planned for the use of several languages, opened translanguaging spaces, and systematically translanguaged where she believed it would support learning (Kirsch et al. submitted). By contrast, the primary school teacher used translanguaging as a pedagogical strategy. She used the curricular languages and only translanguaged to support particular students. These differences are explained by the curriculum and the preschool teacher’s attendance of a professional development course. The findings contribute to our understanding of possible ways of implementing translanguaging as a pedagogy.
Fonds National de la Recherche - FnR
Researchers
http://hdl.handle.net/10993/39788
FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing multilingual pedagogies in Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015

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