Abstract :
[en] The present paper investigates translanguaging practices and types of talk of 6 to 8 year-old multilinguals who record texts on the App iTEO in Luxembourg. ITEO enables users to record and edit oral text, to listen to recordings and to structure the recording process. The automatic playback materializes the language and provides opportunities for reflection. The collective process of recording and transforming texts presents children with opportunities to use exploratory talk proven to stimulate learning (Mercer 2000, 2004). Our qualitative longitudinal study focuses on the use of iTEO for teaching and learning languages in nursery and primary schools (http://storying.bsce.uni.lu/). The study’s multi-method approach, with data collected over two years, includes: observations of activities involving iTEO, video recording of children`s storying, interviews with all participants and the collection of documents. The data analysis followed the principles of Grounded Theory (Charmaz 2006, Strauss & Corbin 1990) and was assisted by the programme Nvivo. Findings have shown that children develop linguistic and metalinguistic competences and that they translanguage regularly while working with iTEO (Gretsch 2014, Kirsch & Gretsch, 2015). In this paper, we discuss a case study of children in the first grades of primary school with the following purposes: 1. To identify instances of translanguaging; 2. To analyze the different kinds of discourse emerging during the co-construction of text on iTEO; and 3. To show how these contribute to learning. We argue that iTEO creates a translanguaging space (García & Wei 2014), where children can draw on their entire repertoire in order to learn. Embedded in multilingual pedagogies, iTEO helps learners to co-construct linguistic knowledge through different types of talk. The results of our case study will contribute to a deeper understanding of the ways in which multilingual children translanguage and use different types of talk in autonomous, collaborative and computer-assisted activities. References Charmaz, K. 2006. Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis. London: Sage. Garcia, O. & W. Li. 2014. Translanguaging: Language, Bilingualism and Education. New York: Basingstoke: Palgrave MacMillan. Kirsch, C. 2014, Storytelling at home and at the nursery school: A study of bilingual children`s literacy practices, in Morys N., C. Kirsch, I. De Saint-Georges and G. Gretsch, Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Vielfalt in Klassenraum. Frankfurt, Peter Lang Verlag, 219-246. Kirsch, C. and G. Gretsch. 2015. L`apprentissage langagier avec l`app iTEO, Multilinguisme: enseignement, littératures et cultures au Luxembourg, Synergies pays germanophones, Gerflint, 2015 (8), 37-48. Mercer, N. 2000. Words and minds: how we use language to think together. London: Routledge. Mercer, N. 2004. Sociocultural discourse analysis: Analysing a classroom talk as a social mode of thinking. Journal of Applied Linguistics, vol. 1(2): 137-168. Strauss, A. & J. Corbin. 1990. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park: Sage.
