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Author: Emilee Moore
Publisher: Multilingual Matters
ISBN: 1788928067
Category : Language Arts & Disciplines
Languages : en
Pages : 214
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Book Description
This book examines translanguaging as a resource which can disrupt the privileging of particular voices, and a social practice which enables collaboration within and across groups of people. Addressing the themes of collaboration and transformation, the chapters critically examine how people work together to catalyse change in diverse global contexts, experiences and traditions. The authors suggest an epistemological and methodological turn to the study of translanguaging, which is particularly reflected in the collaborative, arts-based and action research/activist approaches followed in the chapters. The book will be of particular interest to scholars using ethnographic, critical and collaborative action and activist research approaches to the study of multilingualism in educational and creative arts contexts.
Author: Nicole H. King
Publisher:
ISBN:
Category : Multilingual education
Languages : en
Pages : 0
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Book Description
This ethnographic study sheds light on the processes of dynamic, social identity construction, positioning through words and actions, and the development of emergent patterns of interaction in multilingual students in second and third grade across two years of participant observation. To answer these questions, this study focuses on the educational lives of Jam, Andra, Karen, Cicero, and Ma Ami; five focal students who were enrolled at Ecole des Arbres, a dual-language French-English elementary immersion school in the Midwest, US, for the second (2017-2018) and third (2018-2019) grade school years. Their experiences were contextually embedded within a local city and school which could be considered superdiverse; the school consisted of teachers, staff, and students representing 23 countries. To explore the social identity development and performance of the five focal students, this study is framed at the intersection of multimodality and multimodal literacy practices, translanguaging, and systemic functional linguistics. This framework allows for microethnographic exploration of student interactions, student process and product construction, positioning and functionality through language use, and expression of language ideologies through language use. Through this framework, it became possible to look at the roles, rights, and patterns in student interactions which illuminated their sense of self over time and across a variety of school contexts. In order to study focal student language use, positioning, and patterns of interaction this study employs ethnographic methods, including participant observation, video and audio recording, field notes, interviews, and artifact collection. These methods were selected to answer the guiding research question: What is the nature of the social identities of the students developing within a French immersion school? Within this question three sub-questions emerged through iterative review of data collected and scholarship review: • How do students position themselves in interactions in French immersion classrooms? • What patterns of interaction develop over time and in what languages? • How do students enact emergent and temporal language ideologies across locations, tasks, and speaking partners? Data was then analyzed through coding of field notes, construction of conceptual memos based on coding across events and participants, multimodal translingual transcripts, some transitivity analysis, and multimodal interaction analysis. This layered analytic approach allowed for close analysis of multilingual, multimodal expression of self by the five focal participants in contextually based interactions. Findings related to each of the sub-questions were specific to the five focal participants. From these findings, conclusions related to researching with multilingual students and teachers and to teacher preparation for engaging with multilingual students were identified and implications with possible transferability were identified in the following areas: • developing trust and solidarity with multilingual students and teachers, • the impacts of rigidity of genres, • the role of multimodality in multilingual students’ expression of self, • the potential of translanguaging to overcome barriers of expression, and • implications for teacher education and development & future research directions and priorities.
Author: Emilee Moore
Publisher: Multilingual Matters
ISBN: 1788928067
Category : Language Arts & Disciplines
Languages : en
Pages : 214
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Book Description
This book examines translanguaging as a resource which can disrupt the privileging of particular voices, and a social practice which enables collaboration within and across groups of people. Addressing the themes of collaboration and transformation, the chapters critically examine how people work together to catalyse change in diverse global contexts, experiences and traditions. The authors suggest an epistemological and methodological turn to the study of translanguaging, which is particularly reflected in the collaborative, arts-based and action research/activist approaches followed in the chapters. The book will be of particular interest to scholars using ethnographic, critical and collaborative action and activist research approaches to the study of multilingualism in educational and creative arts contexts.
Author: Chaehyun Lee
Publisher: Routledge
ISBN: 1000350495
Category : Education
Languages : en
Pages : 189
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Book Description
Detailing qualitative research undertaken with elementary-grade children in a Korean heritage language school in the U.S., this text provides unique insight into the translanguaging practices and preferences of young, emergent bilinguals in a minority language group. Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals examines the role of sociocultural influences on emergent bilinguals’ language use and development. Particular attention is paid to the role of immigrant parental involvement and engagement in their bilingual children’s language learning and academic performance. Presenting data from classroom audio-recordings, writing, and drawing samples, as well as semi-structured interviews with children and parents, the book identifies important implications for the education of emergent bilinguals to better support their overall language and literacy development. This text will primarily be of interest to doctoral students, researchers, and scholars with an interest in bilingual education, biliteracy, and early literacy development more broadly. Those interested in applied linguistics, the Korean language, and multicultural education will also benefit from this volume.
Author: O. Garcia
Publisher: Springer
ISBN: 1137385766
Category : Language Arts & Disciplines
Languages : en
Pages : 262
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Book Description
Winner of the British Association of Applied Linguistics Book Prize 2014 This book addresses how the new linguistic concept of 'Translanguaging' has contributed to our understandings of language, bilingualism and education, with potential to transform not only semiotic systems and speaker subjectivities, but also social structures.
Author: Jasone Cenoz
Publisher: Cambridge University Press
ISBN: 1009033794
Category : Language Arts & Disciplines
Languages : en
Pages : 116
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Book Description
Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.
Author: Charamba, Erasmos
Publisher: IGI Global
ISBN: 1668450356
Category : Education
Languages : en
Pages : 624
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Book Description
Several factors have resulted in increased intra- and inter-state migration. This has led to an increase in the enrollment of students with diverse linguistics backgrounds, placing more academic demands on educators. Linguistic diversity presents both opportunities and challenges for educators across the educational spectrum. Language ideologies profoundly shape and constrain the use of language as a resource for learning in multilingual or linguistically diverse classrooms. While English has become the world language, most communities remain, and are becoming more and more multicultural, multilingual, and diverse. The Handbook of Research on Teaching in Multicultural and Multilingual Contexts moves beyond the constraints of current language ideologies and enables the use of a wide range of resources from local semiotic repertoires. It examines the phenomenon of language use, language teaching, multiculturalism, and multilingualism in different learning areas, giving practitioners a voice to spotlight their efforts in order to keep their teaching afloat in culturally and linguistically diverse situations. Covering topics such as Indigenous languages, multilingual deaf communities, and intercultural competence, this major reference work is an essential resource for educators of both K-12 and higher education, pre-service teachers, educational psychologists, linguists, education administrators and policymakers, government officials, researchers, and academicians.
Author: Julie A. Panagiotopoulou
Publisher: Springer Nature
ISBN: 3658281286
Category : Education
Languages : en
Pages : 239
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Book Description
This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.
Author: Wayne E. Wright
Publisher: John Wiley & Sons
ISBN: 1119005493
Category : Language Arts & Disciplines
Languages : en
Pages : 688
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Book Description
The Handbook of Bilingual and Multilingual Education presents the first comprehensive international reference work of the latest policies, practices, and theories related to the dynamic interdisciplinary field of bilingual and multilingual education. Represents the first comprehensive reference work that covers bilingual, multilingual, and multicultural educational policies and practices around the world Features contributions from 78 established and emerging international scholars Offers extensive coverage in sixteen chapters of language and education issues in specific and diverse regional/geographic contexts, including South Africa, Mexico, Latvia, Cambodia, Japan, and Texas Covers pedagogical issues such as language assessment as well as offering evolving perspectives on the needs of specific learner populations, such as ELLs, learners with language impairments, and bilingual education outside of the classroom
Author: Fred Dervin
Publisher: Springer Nature
ISBN: 9819731283
Category :
Languages : en
Pages : 338
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Book Description
Author: Bang, Truong Cong
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 309
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Book Description
Amidst the transformative tides reshaping the realm of English language education, educators, researchers, and practitioners grapple with a myriad of contemporary challenges. In recent years, the landscape of teaching and learning English as a second or foreign language (L2) has undergone a seismic shift, prompting a reevaluation of established practices. The dynamics of L2 education now face burgeoning issues such as fluctuating motivation levels among learners, evolving engagement dynamics in classrooms, and the expanding influence of technological advancements, particularly the pervasive use of computer-mediated communication, altering the traditional boundaries of language acquisition. The urgency to address these multifaceted concerns serves as the impetus for Exploring Contemporary English Language Education Practices, an edited book that unravels the complexities of the present-day L2 education panorama. This comprehensive volume, encapsulated by the title Exploring Contemporary English Language Education Practices, is not just a compilation of insights; it is a roadmap for navigating the intricate terrain of modern language education. The chapters within this book delve deep into the intricate fabric of second language motivation, learner engagement, emotional dimensions in language learning, classroom assessment strategies, corrective feedback methodologies, and the symbiotic relationship between technology and language acquisition.
