[en] Translanguaging pedagogies promise to capitalise on students’ language backgrounds, improve their academic achievements and address social inequalities. While research studies in monolingual, bilingual and multilingual contexts testify to the benefits of translanguaging for learning, well-being and identity-building, few studies focus on early childhood education and the use of more than two languages. Furthermore, little is known about the implementation of translanguaging pedagogies and the challenges faced by professionals.
This article is based on a longitudinal research project which offered a professional development course to develop multilingual pedagogies in early childhood education in Luxembourg, where 63.7% of the 4-year-olds do not speak Luxembourgish as their home language. The article presents challenges which three practitioners faced when implementing a translanguaging pedagogy in their preschool classes as well as the ways in which they overcame them. They changed their negative stance to multilingual education, developed a social-constructivist leaning environment and monitored their language use. The findings shed light on the complexities of the implementation process and the support needed for professional learning.
Disciplines :
Education & enseignement
Auteur, co-auteur :
KIRSCH, Claudine ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Co-auteurs externes :
no
Langue du document :
Anglais
Titre :
Opening minds to translanguaging pedagogies
Date de publication/diffusion :
30 avril 2020
Titre du périodique :
System
ISSN :
0346-251X
eISSN :
1879-3282
Maison d'édition :
Elsevier
Titre particulier du numéro :
Pedagogical translanguaging: navigating between languages at school and university
Volume/Tome :
92
Peer reviewed :
Peer reviewed vérifié par ORBi
Focus Area :
Educational Sciences
Projet FnR :
FNR9989225 - Developing Multilingual Pedagogies In Early Childhood Education, 2015 (01/05/2016-30/04/2019) - Claudine Kirsch
Allard, E.C., Re-examining teacher translanguaging: An ecological perspective. Bilingual Research Journal 40:2 (2017), 116–130, 10.1080/15235882.2017.1306597.
Andúgar, A., Cortina-Peréz, B., EFL teachers’ reflections on their teaching practice in Spanish preschools: A focus on motivation. Schwartz, M., (eds.) Preschool bilingual education: Agency in interactions between children, teachers, and parents, 2018, Springer, Dordrecht, Netherlands, 218–245.
Arthur, J., Martin, P., Accomplishing lessons in postcolonial classrooms: Comparative perspectives from Botswana and Brunei Darussalam. Comparative Education 42 (2006), 177–202, 10.1080/03050060600628009.
Bleach, J., Using action research to support quality early years practice. European Early Childhood Education Research Journal 21 (2013), 370–379.
Blenkin, G., Hutchin, V., Action research, child observations and professional development: Some evidence from a research project. Early Years: An International Research Journal 19 (1998), 62–75.
Braun, V., Clarke, V., Using thematic analysis in psychology. Qualitative Research in Psychology 3 (2006), 77–101, 10.1191/1478088706qp063oa.
Breser, N., Translanguaging: eine Fallstudie in der Luxemburgischen Vorschule. 2019 ([Translanguaging: a case-studie of a Luxembourgish preschool]. Unpublished MA study).
Catalano, T., Shende, M., Suh, E.K., Developing multilingual pedagogies and research through language study and reflection. International Journal of Multilingualism 15:1 (2018), 1–18, 10.1080/14790718.2016.1181633.
Cenoz, J., Gorter, D., Minority languages and sustainable translanguaging: Threat or opportunity?. Journal of Multilingual and Multicultural Development 38 (2017), 901–912.
Cummins, J., Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism 12:3 (2009), 261–271, 10.1080/13670050903003751.
Duarte, J., Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 2018, 10.1080/14790718.2018.1512607.
Duarte, J., Günther-Van der Meij, M., A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages Special Issue 5:2 (2018), 24–34, 10.21283/2376905X.9.153.
Egert, F., Fukkink, R.G., Eckhardt, A.G., Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research June 88:3 (2018), 401–433, 10.3102/0034654317751918.
Fehlen, F., Heinz, A., Die Luxemburger Mehrsprachigkeit. Ergebnisse einer Volkszählung. [The Luxembourgish Multilingualism. Findings of a census]. 2016, Transcript-Verlag, Luxemburg.
Flick, U., Triangulation. Eine Einführung [triangulation. An introduction]. 2011, VS Verlag, Wiesbaden, Germany.
García, O., Bilingual education in the 21st century: A global perspective. 2009, Blackwell, Malden, MA.
García, O., Flores, N., Multilingual pedagogies. Martin-Jones, M., Blackledge, A., Creese, A., (eds.) The routledge handbook on multilingualism, 2012, Routledge, London, England, 232–242.
García, O., Johnson, S.I., Seltzer, K., The translanguaging classroom: Leveraging student bilingualism for learning. 2017, Caslon, Philadelphia, PA.
García, O., Otheguy, R., Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 2019, 10.1080/13670050.2019.1598932.
García, O., Sylvan, C.E., Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal 95:iii (2011), 385–400, 10.1111/j.1540-4781.2011.01208.x.
García, O., Flores, N., Woodley, H.M., Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. Yiakoumetti, A., (eds.) Harnessing linguistic variation to improve education, 2012, Peter Lang AG, Bern, 45–75.
Garrity, S., Aquino-Sterling, C.R., Day, A., Translanguaging in an infant classroom: Using multiple languages to make meaning. International Multidisciplinary Research Journal 9 (2015), 177–196, 10.1080/19313152.2015.1048542.
Gort, M., Pontier, R.W., Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education 27:3 (2013), 223–245, 10.1080/09500782.2012.697468.
Gort, M., Sembiante, S.F., Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children's performance of academic discourse. International Multidisciplinary Research Journal 9 (2015), 7–25, 10.1080/19313152.2014.981775.
Guzula, X., McKinney, C., Tyler, R., Languaging- for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies 34:3 (2016), 211–226.
Hamman, L., Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education 32 (2018), 21–42.
Hayes, N., Siraj-Blatchford, I., Keegan, S., Goulding, E., Evaluation of the early years programme of the childhood development initiative. 2013 Retrieved from Childhood Development Initiative website https://www.cdi.ie/wp-content/uploads/2016/11/CDI-Early_Years_Report_24.01-web-1.pdf.
Jopling, M., Whitmarsh, J., Hadfield, M., The challenges of evaluation: Assessing early talk's impact on speech language and communication practice in children's centres. International Journal of Early Years Education 21:1 (2013), 70–84, 10.1080/09669760.2013.771324.
Kirsch, C., Young children capitalising on their entire language repertoire for Language Learning at School. Language Culture and Curriculum 31:1 (2017), 39–55.
Kirsch, C., Translanguaging as a pedagogy in formal and non-formal education in Luxembourg: Theory into practice. Anonymised, C., Duarte, J., (eds.) Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education, 2020, Routledge, Abingdon.
Kirsch, C., Aleksić, G., The effect of professional development on multilingual education in early childhood in Luxembourg. Review of European Studies 10:4 (2018), 1–18.
Kirsch, C., Aleksić, G., Mortini, S., Andersen, K.N., Developing multilingual practices in early childhood education through a professional development in Luxembourg. International Multidisciplinary Research Journal, 2020 https://doi.org/10.1080/19313152.2020.1730023.
Kirsch, C., Seele, C., Flexible language use in multilingual early childhood education in Luxembourg: Reflecting on its nature and functions. Panagiotopoulou, J.A., Rosen, L., Strzykala, J., (eds.) Inclusion, education, and translanguaging: How to promote social justice in (teacher) education?, 2020, Springer In press.
Langeloo, A., Mascareño, Lara, M., Deunk, M.I., Klitzing, F.N., Strijbos, J.-W., A systematic review of teacher–child interactions with multilingual Young children. Review of Educational Research, 2019, 10.3102/0034654319855619.
Leonet, O., Cenoz, J., Gorter, D., Challenging minority language isolation: Translanguaging in a trilingual school in the Basque country. Journal of Language, Identity and Education 16:4 (2017), 216–227.
Lewis, G., Jones, B., Baker, C., Translanguaging: Developing its conceptualisation and contextualisation, educational research and evaluation. International Journal on Theory and Practice 18:7 (2012), 655–670.
Li Wei, Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese Youth in britain. Journal of Pragmatics 43 (2011), 1222–1235.
Li Wei, Lin, A., Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse 10 (2019), 209–215 1080/19463014.2019.1635032.
Makalela, L., Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education 29:3 (2015), 200–217, 10.1080/09500782.2014.994524.
Mård-Miettinen, K., Palviainen, Å., Palojärvi, A., Dynamics in interaction in bilingual team teaching: Examples from a Finnish preschool classroom. Schwartz, M., (eds.) Preschool bilingual education: Agency in interactions between children, teachers, and parents, 2018, Springer, Dordrecht, Netherlands, 163–189.
Ministry of National Education, Childhood and Youth of Luxembourg [MENJE]. Enseignement fondamental. Education différenciée. Statistiques globales et analyses des résultats scolaires. 2019, MENJE, Luxembourg Retrieved from http://www.men.public.lu/fr/actualites/publications/fondamental/statistiques-analyses/statistiques-globales/2016-2018/index.html.
Ministry of National Education, Childhood and Youth of Luxembourg and National Youth Service [MENJE and SNJ. Cadre de référence national sur l’éducation non formelle des enfants et des jeunes. [National curriculum framework for non-formal education for children and Youth]. 2018b, 2018, MENJE and SNJ, Luxembourg.
National Institute for Statistics and Economic Studies of Luxembourg [STATEC], Luxembourg in figures 2019. 2019, STATEC, Luxembourg, Luxembourg.
Otheguy, R., García, O., Reid, W., Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6:3 (2015), 281–307.
Palmer, D.K., Martínez, R.A., Mateus, S., Henderson, K., Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal 98:3 (2014), 757–772.
Palviainen, Å., Protassova, E., Mård-Miettinen, K., Schwartz, M., Two languages in the air: A cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism 19:6 (2016), 614–630.
Peleman, B., Lazzari, A., Budginaitė, I., Siarova, H., Hauari, H., Peeters, J., et al. Continuous professional development and ECEC quality: Findings from a european systematic literature review. European Journal of Education 53:1 (2018), 9–22, 10.1111/ejed.12257.
Poza, L.E., Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education 6:2 (2017), 101–128, 10.5070/B86110060.
Rosiers, K., Van Lancker, I., Delarue, S., Beyond the traditional scope of translanguaging. Comparing translanguaging practices in Belgian multilingual and monolingual classroom contexts. Language & Communication 61 (2018), 15–28.
Rossell, C.H., Baker, K., The educational effectiveness of bilingual education. Research in the Teaching of English 30:1 (1996), 7–74.
Seltzer, K., García, O., Sustaining Latinx Bilingualism in New York's Schools: The CUNY-NYSIEB Project Informes del Observatorio/Observatorio Reports., 2019, 10.15427/OR048-02/2019EN.
Swain, M., Kinnear, P., Steinman, L., Sociocultural theory in second language education. An introduction through narratives. 2010, Multilingual Matters, Bristol, England.
Vaish, V., Translanguaging pedagogy for simultaneous biliterates struggling to read in English. International Journal of Multilingualism 16:3 (2019), 286–301, 10.1080/14790718.2018.1447943.
Vaish, V., Challenges and directions in implementing translanguaging pedagogy for low achieving students. Classroom Discourse 10:3–4 (2019), 274–289, 10.1080/19463014.2019.1628790.
Velasco, P., Fialais, V., Moments of metalinguistic awareness in a kindergarten class: Translanguaging for simultaneous biliterate development. International Journal of Bilingual Education and Bilingualism 21:6 (2018), 760–774, 10.1080/13670050.2016.1214104.
Williams, C., Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education] (Doctoral dissertation)., 1994, Prifysgol Bangor University Retrieved from.
Young, A., Mary, L., Autoriser l'emploi des langues des enfants pour faciliter l'entrée dans la langue de socialisation: Vers un accueil inclusif et des apprentissages porteurs de sens [Allow the use of the children's languages to facilitate the entry in the language of scolarisation: Towards an inclusive welcome and meaningful learning]. La nouvelle revue de l'adaptation et de la scolarisation 73 (2016), 75–94, 10.3917/nras.073.0075.
