Reference : Exploring Multilingual Pedagogies: Forced Migrants’ Learning Experiences in Luxembourg
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Arts & humanities : Languages & linguistics
Multilingualism and Intercultural Studies
http://hdl.handle.net/10993/35982
Exploring Multilingual Pedagogies: Forced Migrants’ Learning Experiences in Luxembourg
English
Kalocsanyiova, Erika mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
20-Jun-2018
https://www.isd.su.se/english/exploring-language-education-ele-local-and-global-perspectives/abstracts-talks/h-l/kalocs%C3%A1nyiov%C3%A1-erika-1.390075
Yes
International
Exploring Language Education (ELE): Global and Local Perspectives
18-06-2018 to 20-06-2018
Stockholm University
Stockholm
Sweden
[en] While most societies are structured around diverse flows of people and complex linguistic repertoires, (language) education schemes are still dominated by monolingual instructional practices. This paper aims to contribute to current discussions on the affordances of multilingual pedagogies in contexts of forced migration. It draws on a range of linguistic ethnographic data (Copland & Creese, 2015) that was collected over the period of 2016-2017 in diverse settings of language learning and socialization. Our research sites in Luxembourg included language courses in French, English and German, mathematics courses, application and web development training, and diverse leisure activities.

Having followed the learning trajectory of five asylum applicants, we explored how they built on their old and newly-acquired language resources. Our findings confirm that in order to make their voices heard, the learners often drew upon elements from multiple languages, including those local languages they had no extensive competence in. This multilingual orientation enabled them to see the local languages as new functional resources in their growing repertoires (Kalocsányiová, 2017). This is of special relevance in contexts of forced migration, where learners need to become users of the languages they are learning from the first day onward.
Researchers ; Professionals ; Others
http://hdl.handle.net/10993/35982

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