3. A Call for (Trans)languaging: The Language Profiles at Roskilde University

Daryai-Hansen, Petra; Barfod, Sonja; Schwarz, Lena

doi:10.21832/9781783096657-005

Cited by 8 publications

(9 citation statements)

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“…At the same time, they acknowledged that translanguaging made it more bearable for them to follow the class, both because the teacher also used the students' L1 when she deemed it necessary and because students could freely choose among three languages. Our study confirms the results reported by Hu and Lei (2014), Daryai-Hansen et al (2017) or Pun and Macaro (2019) who also found that using the L1 could be useful in EMI contexts.…”

Section: Discussionsupporting

confidence: 92%

“…Pedagogical translanguaging is closely related to the alternation of languages for input and output as proposed in the original concept of translanguaging developed in Wales (Lewis et al, 2012) but can also include other strategies to develop morphological awareness or writing skills. One type of pedagogical translanguaging has been called 'receptive translanguaging' when the teacher uses one language productively while students use another (Daryai-Hansen et al, 2017). In this case, the conversation is held in more than a language, each speaker using their preferred language but without shifting to the interlocutor's language as long as mutual intelligibility is guaranteed (Ten Thije & Zeevaert, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Teachers also consider translanguaging as a very useful tool, but the ideal situation seems to be both for teachers and students to use only the target language. Daryai-Hansen et al (2017) concluded that monolingual ideologies based on language separation are still pervasive.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Implementing translanguaging pedagogies in an English medium instruction course

Muguruza

Cenoz

Gorter

2020

International Journal of Multilingualism

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English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque-Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the use of three languages in the class. The aim of this study is to analyse the languages used by the teacher and the students and the students' reactions towards the use of three languages. The instruments used were a background questionnaire, classroom observations, focus group discussions and students' journals. The results indicate that there are important differences between the language used by the teacher and the students and also that most students responded positively to the flexible language use.

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Section: Discussionsupporting

confidence: 92%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Implementing translanguaging pedagogies in an English medium instruction course

Muguruza

Cenoz

Gorter

2020

International Journal of Multilingualism

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“…A pedagogical approach adopted this term to enhance teaching indexes of the speakers' shifting multilingual and multicultural identities. Daryai-Hansen, Barfod, and Schward (2017) distinguished between languaging and translanguaging: languaging is the everyday communication practice where individuals transcend norms and use them to achieve interactional and social aims. Canagarajah (2011; noted that current classroom studies show that translanguaging is a naturally occurring phenomenon for multilingual students.…”

Section: Literature Review the Definition Of Translanguagingmentioning

confidence: 99%

Multilingual Practices and Trans-Language Methods in Teaching English

et al. 2023

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“…Encouraging students to use any language they know in research and dialogue with other speakers of the same language enhances bilingual/multilingual students’ learning. It brings a wider body of knowledge to bear on a subject (Daryai-Hansen et al, 2017; García et al, 2011). Such multilingual practices provide everyone with experience in negotiating multilingual situations and some with a chance to serve as culture intermediaries, interpreting the information that not everyone can access.…”

Section: Linguistic Gii Competence and The Role Of Culturally Differementioning

confidence: 99%

Global, international, and intercultural learning in university classrooms across the disciplines

Krebs

2020

Research in Comparative and International Education

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Classroom pedagogies that foster global, international, and intercultural (GII) learning across academic disciplines have the potential to reach all matriculated students, preparing them for diversity in their immediate communities, the international reach of their professions, and their responsibilities as citizens in the world. A number of empirical research studies and professional reports present instructors’ experiences with innovative pedagogies that embed GII learning within existing courses or lead to the design of new courses totally dedicated to the development of intercultural communicative competence. In this article, a review of these studies summarizes the basic features of these efforts, identifies commonalities across practices, and takes note of innovations showing promise for emulation or further study. Of particular value is the analysis of the outcomes the authors report from their efforts and the ways they have assessed their results. These assessments reveal degrees of success in meeting stated learning goals as well as limitations with regard to what has been achieved. The article concludes with a proposed research agenda that would help academics strengthen GII classroom learning. Future research could (a) provide an understanding of GII competencies needed by alumni in their professions and civic engagement, (b) consider how GII learning might take place with an intentional plan across the course of degree programs, and (c) examine how to address gaps and limitations in current classroom practice.Keywords

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3. A Call for (Trans)languaging: The Language Profiles at Roskilde University

Cited by 8 publications

References 0 publications

Implementing translanguaging pedagogies in an English medium instruction course

Implementing translanguaging pedagogies in an English medium instruction course

Multilingual Practices and Trans-Language Methods in Teaching English

Global, international, and intercultural learning in university classrooms across the disciplines

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