2. Perspectives on Translanguaging in Education

Paulsrud, BethAnne; Rosén, Jenny; Straszer, Boglárka; Wedin, Åsa

doi:10.21832/9781783097821-003

Cited by 36 publications

(37 citation statements)

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“…However, we see a need for teacher training on how to create more space for negotiation of meaning. As has been shown by García (2009) and Paulsrud et al (2017), the conscious use of students' varied linguistic resources through pedagogical translanguaging is positive for language education. There is also a need for training on arranging group tasks in language education for adults that offer students a space for interaction that includes the negotiation of meaning and use of students' varied verbal resources and communicative strategies.…”

Section: Discussionmentioning

confidence: 79%

Whole class interaction in the adult L2-classroom

Wedin¹,

Shaswar²

2019

Apples

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This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students' language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.

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Section: Discussionmentioning

confidence: 79%

Whole class interaction in the adult L2-classroom

Wedin¹,

Shaswar²

2019

Apples

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“…As mentioned above, in the Swedish educational field, both from educators' and scholars' perspective, there has been a growing interest towards the pedagogic potentials of translanguaging (cf. Paulsrud et al 2017). Thus, in concordance with a team of 14 teachers and tutors within a LIP at a school located in an urban area in Central Sweden, the project was designed to expand teachers' professional knowledge and improve their professional skills vis-á-vis translanguaging pedagogies, apart from constructing and exploring ethnographically based knowledge on translanguaging.…”

Section: The Study Materials and Methodsmentioning

confidence: 99%

“…For teachers engaged in the education of multilingual and migrant students in Northern contexts (both within LIPs and other forms of schooling), interest in translanguaging has expanded during the recent years. This is reflected in the increase of both academic publications and scientific conferences and networks, as well as practitioners' reflections concerning the implementation of translanguaging in teaching and learning (Svensson 2017;Paulsrud et al 2017). The present study, reporting from a research and school development project where such implementation was central, contributes to the expanding body of scholarly literature on translanguaging.…”

Section: Introductionmentioning

confidence: 99%

“…In a pedagogical sense, translanguaging raises questions of whether or not and in what ways diverse students' linguistic experiences and skills are recognized and supported in mainstream schoolsand how do educators contribute to the empowerment of their students. Moreover, a pedagogy of translanguaging concerns language ideologies of both students and teachers as it challenges the existing hierarchies of language policy and practices and opens potentially up for new ways of languaging in educational settings (Creese and Blackledge 2015;García and Li 2014;Paulsrud et al 2017).…”

Section: Introductionmentioning

confidence: 99%

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‘English or Swedish please, no Dari!’ – (trans)languaging and language policing in upper secondary school’s language introduction programme in Sweden

Gynne

2019

Classroom Discourse

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This article examines multilingual interactions in an upper secondary Language Introduction Programme (LIP) classroom in Sweden. The LIPs, highly affected by both glocal linguistic and cultural diversity and the monolingual-monocultural habitus of the surrounding society, offer recently arrived immigrant youth (ages 16-19) education where emphasis is on the majority language of the surrounding society, Swedish, but where teaching can also include other subjects. The study stems from a larger ethnographically framed project, which aims at both creating new knowledge on translanguaging as a pedagogical practice as well as contributing to school development. The paper has a threefold focus. First, it examines everyday multilingual languaging among the participants. Second, it discusses their doing of language policy from a practiced perspective. Third, it reflects upon the implementation process of translanguaging as a pedagogical practice. Data in the study includes video and audio recordings of classroom interactions, fieldnotes, literacy and interview data. Micro-analyses of interactional data are employed in order to discuss the ways in which students and teachers engage in (trans)languaging and language policing processes. Finally, the tension between seeking to teach and learn through linguistic diversity and participants' understandings of what kind of languaging is appropriate is critically reflected upon.

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“…(), García and Kano (2014), and Paulsrud et al. (). At this point though it would be particularly important to explore translanguaging practices in different educational, political, and sociocultural contexts from an emic perspective that gives voice to the participants (their experiential accounts, views, and preferences), and to examine the educational and social consequences of such practices that would provide a basis for further pedagogic and ethical considerations.…”

Section: Raising Issues For Further Debate and Researchmentioning

confidence: 97%