8. From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school

Mary, Latisha; Young, Allen

doi:10.21832/9781783097821-009

Cited by 38 publications

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“…The analysis of the recent scholarly papers on this new translanguaging phenomena (Csillik & Golubeva, 2019b) showed that the research in this area has mostly been dedicated to study the social and psycholinguistic aspects of 'translanguaging'. In early childhood education, only just a few scholars recently have started focusing on the benefits of enabling translanguaging acts with young learners (Andersen, 2016(Andersen, , 2017Palviainen et al, 2016;Mary & Young, 2017), and even less has been done in researching the field of Intercultural Education in the early childhood classrooms. It is undoubting that more should be done in investigating the multilingual/multicultural early childhood classrooms from an intercultural aspect as well.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

Csillik

Golubeva

2020

International Perspectives on Modern Developments in Early Childhood Education

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The term ‘translanguaging' not only has appeared in the field of Applied Linguistics, but also it entered in the field of Multilingual/Multicultural Education in early childhood classrooms. Translanguaging is mostly seen as an opportunity to build on emergent bilingual speakers' full language repertoires in order to scaffold language learning; however, it also provides an opportunity for young learners to gain cross-cultural knowledge. The authors observed translanguaging practices during play time in the AraNY János Hungarian Kindergarten and School in New York City (USA) to understand how different languages and cultures presented in the early childhood classes might contribute to shaping an anti-biased mindset towards social and cultural diversity. The overarching aim of this study was to reveal some of the translanguaging practices both students and teachers used in a diverse ethnic community of Hungarian descendants living in New York City.

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Section: Introductionmentioning

confidence: 99%

Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

Csillik

Golubeva

2020

International Perspectives on Modern Developments in Early Childhood Education

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“…However, during the past 20 or so years, educators have also begun to explore multilingual instructional strategies for teaching immigrant-background students in 'mainstream' classrooms. The goal is to bring home and school languages into productive contact with the goal of affirming and developing both (Auger, 2008;Celic & Seltzer, 2011;Chumak-Horbatsch, 2012Cummins & Early, 2011;DeFazio, 1997;García, & Kleyn, 2016;Hélot & Young, 2006;Kapoyannis, 2019;Little & Kirwan, 2018Mary & Young, 2017;Pickel & Hélot, 2014;Prasad, 2016). Two examples from this growing body of research will illustrate emerging trends in multilingual pedagogy.…”

Section: Pedagogical Practices That Sustain Multilingualismmentioning

confidence: 99%

Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice

Cummins

2019

Sustainable Multilingualism

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Summary Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students. However, in a large number of contexts, schools also systematically and intentionally undermine the potential of immigrant-background and minoritized students to develop multilingual abilities. This undermining of multilingualism operates either by explicitly prohibiting students from using their home languages (L1) within the school or through ignoring the languages that students bring to school (benign neglect). In some cases, exclusion of students’ L1 is rationalized on the grounds that maintenance of L1 will hinder students’ integration into the mainstream society. In other cases, exclusion is based on the conviction that there is competition between languages and use of the L1 either in school or home will reduce students’ exposure to the school language (L2). The validity of this time-on-task argument is critically analyzed in the present paper. I argue that the research shows no consistent relationship between immigrant students’ academic achievement (in L2) and use of L1 in the home or in the school. By contrast, several research syntheses have highlighted the positive academic outcomes of bilingual programs for minoritized students and also the feasibility of implementing multilingual or translanguaging pedagogies in the mainstream classroom.

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“…Dans de nombreux cas, les parents ou membres de la communauté scolaire sont appelés à jouer un rôle d'expert pour la langue/culture d'origine auprès des enseignants. Il est primordial de noter que les propositions d'écriture multilingue s'appuient sur la langue de socialisation des enfants, à savoir la langue parlée à la maison et que les enseignants des classes n'hésitent pas à faire usage de la langue de l'apprenant, notamment à travers le translanguaging (Mary & Young, 2017) pour construire les apprentissages en langue-cible.…”

Section: L'écriture Multilingue En Classe De Langueunclassified

Lire des textes littéraires hybrides puis écrire son texte en L2 : quelle place pour l’image et pour les « langues en réserve » de l’apprenant ?

Maizonniaux¹

2018

lidil

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Revue de linguistique et de didactique des langues 57 | 2018 Démarches créatives, détours artistiques et appropriation des langues Lire des textes littéraires hybrides puis écrire son texte en L2 : quelle place pour l'image et pour les « langues en réserve » de l'apprenant ? Reading Hybrid Literary Texts As a Stimulus to Writing in L2: Student Recourse to the Image and "Languages in Reserve"

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8. From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school

Cited by 38 publications

References 0 publications

Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice

Lire des textes littéraires hybrides puis écrire son texte en L2 : quelle place pour l’image et pour les « langues en réserve » de l’apprenant ?

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