Décoloniser le multilinguisme à l’école française. Pour une pédagogie rhizomatique et transgressive

Prax-Dubois, Pascale

doi:10.3917/cisl.1902.0043

Cited by 10 publications

(2 citation statements)

References 45 publications

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“…Arezki, 2018;Belondo, 2011;Kara-Abbès, Kebbas, & Blanchet 2011;Kara-Abbès, Kebbas, & Cortier 2011;Ndamba, 2018;Peeters, 2011;Prasad 2014;Rasoloniaina, 2011;Reimer, 2018;Rispail 2011). Some of this work raises essential questions in new ways, as for example in French scholarship calling for a "decolonization" of multilingualism in the face of societal interdiction and scholarly hesitancy to take on the "other-ness" of linguistic diversity (Prax-Dubois, 2019). And finally, foreign language writing instruction is perceived as the "other" in L2 writing (Reichelt, 2011).…”

Section: "Others"?mentioning

confidence: 99%

Toward a Transnational University: WAC/WID Across Borders of Language, Nation, and Discipline

2023

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Section: "Others"?mentioning

confidence: 99%

Toward a Transnational University: WAC/WID Across Borders of Language, Nation, and Discipline

2023

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“…Whilst an increasing number of scholars have advocated for decolonising language learning (e.g., in foreign language classes), they remain the minority (Kramsch, 2019; McKinney, 2017; Phipps, 2019; Prax‐Dubois, 2019; Von Esch et al, 2020). This article argues that there is a need to look at provision and support for EAL learners through a decolonial lens in order to unearth the deeply entrenched forms of Othering and oppression that shape understandings of language, migration and education in Western and monolingual educational systems.…”

Section: Decolonising Languagementioning

confidence: 99%

English as an additional language (EAL): Decolonising provision and practice

Welply

2022

The Curriculum Journal

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This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment, which most often overshadows the complex experiences and needs of students labelled 'EAL'. In this respect, the questions of relevant, decentred and decolonised curricula and forms of assessment that can promote inclusion for students who have experienced migration and are placed in monolingual educational environments in the UK are crucial. Through a decolonial perspective on the curriculum, language and pedagogical practice, inspired by postcolonial studies and Critical Race Theory, this paper discusses three main areas that emerged as crucial to a deeper and critical engagement with English as an Additional Language

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Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context

Prax-Dubois

Hélot²

2020

Inklusion Und Bildung in Migrationsgesellschaften

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This chapter explores the strategies and ideologies of two teachers who, each in their own way, try to mobilize the languages of young plurilingual learners (aged 3-4 and 5-6) in a preschool situated in a marginalized area in La Reunion, a French island in the Indian Ocean and central hub of migration for families from neighbouring islands. We argue that translanguaging crossed with subaltern studies can be a powerful approach to deconstruct othering processes. Following this analysis, we propose a model for teacher education that includes three main objectives to rethink inclusion and social justice in a French post-colonial context.

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Décoloniser le multilinguisme à l’école française. Pour une pédagogie rhizomatique et transgressive

Cited by 10 publications

References 45 publications

Toward a Transnational University: WAC/WID Across Borders of Language, Nation, and Discipline

Toward a Transnational University: WAC/WID Across Borders of Language, Nation, and Discipline

English as an additional language (EAL): Decolonising provision and practice

Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context

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