Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion

Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms

“…This study therefore suggests a need to disambiguate among various forms of translanguaging in the classroom, based on which discourses or ideologies they index. In many previous studies, translanguaging has been contrasted with a broadly monolingual or monoglossic ideology that stigmatizes bi-and multilingual students' language practices (e.g., Creese and Blackledge 2015;García and Kleyn 2016;Mary and Young 2017). The current study suggests that there are at least two issues that potentially constrain translanguaging in language classrooms, which may overlap to a greater extent in some contexts than others: monoglossic ideologies of effective additional language learning and marginalization of certain speakers based on an ideology of national linguistic homogeneity, which may also mark minoritized speakers unequally based on their racialized position Rosa 2015, 2019;Lindquist and Osler 2016).…”

“…A practical implication of this study is to focus more on how students support or constrain translanguaging in education. Much previous research has emphasized the role of teacher attitudes and knowledge about translanguaging pedagogies (e.g., García and Kleyn 2016;Krulatz and Iversen 2019;Makalela 2015;Mary and Young 2017;Schissel et al 2018), and indeed Lars indicated that such training might help him to draw on students' multilingual resources in more than a superficial manner. Given the significant role that peers played in policing minoritized translanguaging, this study brings attention to the need for not only teachers, but also students, to interrogate the language ideologies that push them to perceive majoritized language practices as appropriate in school and minoritized translanguaging-their own or others'-as antisocial, suspicious, or perhaps valuable only for communication within linguistically minoritized homes and social arenas (Alim 2007).…”

“…Translanguaging has also developed as a critical educational approach, based on the needs of linguistically marginalized learners, including speakers of regional minority languages (e.g., Cenoz and Gorter 2017;Williams 1994) and racialized or otherwise linguistically minoritized students (Creese and Blackledge 2015;García and Li Wei 2014;García and Otheguy 2020;Hornberger and Link 2012;Makalela 2015). Importantly, teachers can encourage students to draw on translanguaging practices, even if they do not share their linguistic repertoires (García and Kleyn 2016;Mary and Young 2017). García and Kano (2014) have further suggested that translanguaging in education can "give voice to new sociopolitical realities by interrogating linguistic inequality" (p. 261).…”

“…Instead, Bob's Dutch-speaking classmate Frida was able to interpret for him (line 10). As with students' use of Arabic in Excerpt 3, recourse to a language other than English or Norwegian required an expansion in the sources of expertise in the classroom (see García and Kleyn 2016;Mary and Young 2017;Rosiers et al 2018). However, unlike Arabic in Excerpt 3, Dutch was invited officially from the front of the room, presented openly by students, and received without negative comment by classmates, thus seeming to escape the stigmatization and raciolinguistic policing tied to Arabic.…”

Multilingualism in the Finnish preparatory classroom – does it exist?

“…These results confirm Ta's (2015) findings, which showed that the use of L1 acts as an effective scaffolded help for students in task completion and management. In addition, recognising the value of the students' languages, a teacher creates a safe space, promotes well-being in the classroom and reinforces the learners' self-esteem (Mary & Young 2017).…”