References of "European Journal of Applied Linguistics"
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See detailYoung children as actors of institutionallanguage policies and practices in day carecentres
Simoes Lourêiro, Kevin UL; Neumann, Sascha

in European Journal of Applied Linguistics (2020), 8(2), 157-180

As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights ... [more ▼]

As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres. [less ▲]

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See detailMoving beyond language(s): a case study on a newcomer’s translanguaging practices
Degano, Sarah UL; Kirsch, Claudine UL

in European Journal of Applied Linguistics (2020)

Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social ... [more ▼]

Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social semiotic perspective on translanguaging. Similarly, studies on newcomers in this field are scarce. Newcomers, especially those to the trilingual education system in Luxembourg, face significant language challenges. The present paper explores the ways in which Portuguese-speaking Harry combined the resources of his semiotic repertoire in science and French lessons in Year 4, and discusses different combinations of resources. Findings based on field notes and video-recordings of classroom activities show that the eleven-year-old engaged in learning by activating his prior knowledge and deploying his semiotic repertoire in resourceful ways. He mobilised features of five languages, coordinated linguistic, paralinguistic and extralinguistic resources, and aligned his resources to those of his peers. Furthermore, he reproduced the semiotic combinations of peers as well as the translanguaging practices in class. We show that a newcomer orchestrates his semiotic resources in complex ways to communicate, make meaning and engage in learning processes. Further research into the deployment of the semiotic repertoire at school is needed. [less ▲]

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See detailMultilingualism as a resource for learning–insights from a multidisciplinary research project
Hu, Adelheid; de Saint-Georges, Ingrid UL

in European Journal of Applied Linguistics (2020), 8(2), 143-156

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See detail“We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context
de Saint-Georges, Ingrid UL; Budach, Gabriele UL; Tress, Constanze UL

in European Journal of Applied Linguistics (2020), 8(2),

In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems ... [more ▼]

In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context. [less ▲]

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See detailConstruction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system
Wagner, Jean-Marc UL; Hu, Adelheid UL

in European Journal of Applied Linguistics (2020), 8(1), 23-48

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See detailCapitalizing on linguistic diversity in education
Hu, Adelheid; de Saint-Georges, Ingrid UL; Obojska, Maria UL

in European Journal of Applied Linguistics (2020), 8(2), 143-353

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See detailWhat’s in a name? Identity, indexicality and name-change in an immigrant context
Obojska, Maria UL

in European Journal of Applied Linguistics (2020), 8(2), 333-353

The present study explores the case of a transnational Polish family in Norway in which one of the care givers as well as the teenage son underwent a name change after their initial experiences of ... [more ▼]

The present study explores the case of a transnational Polish family in Norway in which one of the care givers as well as the teenage son underwent a name change after their initial experiences of migration. Drawing on the audio-recorded interactions in the interview situation, the article investigates the identity constructions of the focal participant in his narrative about the name change. To this end, first, the indexicalities of the social identity category Pole as constructed in Norwegian media and the participants’ accounts are outlined. Then, against this backdrop, the focal participant’s identity claims as occasioned in the narrative on the name change are discursively analyzed. The analysis shows that the identity claims the focal participant makes aim at dissociating himself from the powerless, stigmatized position of a migrant, in which he was cast upon his arrival in Norway. Furthermore, the study suggests that migrant identity constructions need to be considered against the participants’ lived experiences of migration, larger societal discourses and against participants’ constructions of belonging to imagined communities. [less ▲]

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