12. Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools

Tóth, Jeannette; Paulsrud, BethAnne

doi:10.21832/9781783097821-013

Cited by 15 publications

(16 citation statements)

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“…Let us take the next example of a conversation from the Swedish data. This dialogue highlights two important features of TL: comprehension and communication (see Toth and Paulsrud, 2017): Extract 2 Situation: J. is doing her homework and her older sister S. is helping her. S: Åtta gånger tjogo sju "TWENTY SEVEN MULTIPLIED BY EIGHT."…”

Section: Extractmentioning

confidence: 92%

Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia

Karpava

Ringblom

Zabrodskaja

2019

Russian Journal of Linguistics

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The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question- naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy activities in multilingual Russian-speaking families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards the fluidity of language, language repertoires, translanguaging and Russian-language literacy. Russian-speakers incorporate a wide range of language repertoires in their everyday lives. Sometimes, such language contacts generate power struggles and the language ideological dimension becomes a key terrain to explore how speakers feel about the need to effectively attain a degree of multilingualism. Multilingualism and the maintenance of the Russian language and culture are usually encouraged, and parents often choose the one-parent-one-language approach at home. However, not all families make conscious choices regarding specific language management and may have “laissez-faire” attitudes to the use of languages in the family. We show how family language use and child-directed translanguaging can support, expand and enhance dynamic bilingualism/multilingualism, and reinforce and integrate minority language in a wider context: societal and educational.

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Section: Extractmentioning

confidence: 92%

Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia

Karpava

Ringblom

Zabrodskaja

2019

Russian Journal of Linguistics

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“…Some researchers have argued that pedagogical translanguaging is primarily an attitude towards students' linguistic resources that is expressed through both deliberate and arbitrary actions aimed at developing the students' linguistic resources (Mazak, Mendoza, & Mangonéz, 2017, p. 72). Contrary to this position, I argue that pedagogical translanguaging involves planned, structured and purposeful actions aimed at developing students' metalinguistic awareness, multilingual competence and identity; similarly, other researchers have stressed the importance of a deliberate effort to draw on students' full linguistic repertoires (Ganuza & Hedman, 2017;García et al, 2017;Toth & Paulsrud, 2017). In other words, one cannot speak of pedagogical translanguaging as occurring in all contexts where more than one language is deployed for teaching and learning.…”

Section: Pedagogical Translanguagingmentioning

confidence: 83%

“Translanguaging” and the implications for the future teaching of English in Norway

Iversen

2020

NJMLM

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This article explores the concept of translanguaging and its pedagogical implications. Specifically, I discuss how pedagogical translanguaging can be implemented in the teaching of English in Norway in light of the revised English curriculum presented in November 2019. I examine how the new English curriculum requires English teachers to value multilingualism as a resource and include students’ complete linguistic repertoire in their teaching of English. In 2018, researchers responded positively to the proposal for a revised English curriculum emphasising multilingualism, while teachers expressed that they did not understand the proposed competence aims involving students’ linguistic backgrounds. Despite teachers’ reservations, the final version presented in November 2019 continues to emphasise the inclusion of students’ multilingual resources as part of the subject’s “core elements” and competence aims. To address the issues raised by teachers, I explore how teachers can meet these requirements through pedagogical translanguaging. I present five facets of pedagogical translanguaging which can contribute to meet the requirements in the revised English curriculum: (1) raising students’ awareness of multilingualism, (2) appreciating linguistic diversity and positioning students as competent multilinguals, (3) encouraging students to compare English with other languages in their linguistic repertoires, (4) using literature that includes translanguaging as a teaching resource and (5) implementing tasks that require students to draw on their complete linguistic repertoires.

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“…Besides, English is a core subject alongside of Swedish and Math in basic education, and these core subjects are the ones that students are responsible in the national exam at the end of 9th Grade. The English lesson hours for students are not directly regulated by the national curriculum, yet, the minimum total hour of English learning is stated to be 480 hours for compulsory education (Ministry of Education and Research-MoER 2016; Toth & Paulsrud, 2017). Accordingly, although Sweden is one of the most successful countries in English learning, the English class hours are the lowest in Sweden (Howe, 2015) which might lead one to question if it is the quality or the quantity that yields better results in language learning.…”

Section: Resultsmentioning

confidence: 99%

English education in Turkey: Why are we ‘very low level’?

Eken

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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In the education policy of countries, FL education has never played such an important role as it has recently done. Most of the countries decreased FL learning age to the early years of education with a wide array of reasons ranging from the increasing interactions among nations to finding a prosperous occupation. Whatever the reason, every stakeholder expects the results of FL education to be satisfying. However, though some countries achieve better results, some others still fail to succeed as in Turkey. In Turkey, even at tertiary education most of the students are not so good at English which is also officially registered by some tests. Therefore, the current study aimed to scrutinize primary and secondary level English education in Turkey, to compare it to the countries that are among the most successful in learning FLs and in this respect to make suggestions for the improvement of FL education in Turkey. This qualitative study hinged on document analysis of relevant research and texts. As a result, it was found that on paper there are not so many differences among countries. However, having a centralized curriculum in all levels of education, problems in teacher education and training, and incompatibility of FL assessment practices to international tests and to the aims of language teaching are the issues that come into prominence in Turkish FL education and they require immediate action.

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12. Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools

Cited by 15 publications

References 0 publications

Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia

Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia

“Translanguaging” and the implications for the future teaching of English in Norway

English education in Turkey: Why are we ‘very low level’?

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