Expanding Language Borders in a Bilingual Institution Aiming at Trilingualism

Llurda, Enric; Cots, Josep M.; Armengol, Lurdes

doi:10.1007/978-94-007-6476-7_10

Cited by 21 publications

(5 citation statements)

References 12 publications

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“…This data absolutely coincides with previous studies on the field (Jones, 1991;Wong Fillmore (1991);Hickey, 2001;Lowman et al, 2007;Llurda, Cots, and Armengol, 2013). Furthermore, our data supports the previously found data (Golubeva & Csillik, 2018) on the reasons for teacher-led translanguaging in the classroom, such as, (1) convey information and reinforce meaning; (2) create translanguaging spaces when asking for the meaning of the world either in Hungarian or in English; (3) honour and develop multilingual identities through translanguaging in the classroom; (4) comfort a child in order to provide more support; and (5) capture students attention/correct unwanted behaviour when it was urgent (Golubeva & Csillik, 2018, p. 104).…”

Section: Data Analysis and Discussionsupporting

confidence: 92%

“…Translanguaging is also used in the multilingual classroom to increase comprehension in the context of other heritage languages (Cenoz & Gorter, 2017). Examples are reported by Lowman et al (2007) in the case of English students learning Māori and by Llurda, Cots & Armengol (2013) in the case of Catalan students learning English. In both cases students' comprehension increased when they were allowed to use their first or heritage language.…”

Section: New Trends In Multilingual Education 3 : 'Translanguaging' Amentioning

confidence: 99%

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Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

Csillik

Golubeva

2020

Advances in Linguistics and Communication Studies

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The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.

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Section: Data Analysis and Discussionsupporting

confidence: 92%

Section: New Trends In Multilingual Education 3 : 'Translanguaging' Amentioning

confidence: 99%

Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

Csillik

Golubeva

2020

Advances in Linguistics and Communication Studies

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“…In this particular study, we aimed to focus on the latter aspect and thus explored, through a survey and focus group discussions, students' engagement with the notions of European identity and citizenship. In recent years, research in the context of internationalization of higher education has already examined the language attitudes of students, teaching and administrative staff in the context of Catalonia (see, for instance, Garrett and Gallego-Balsà, 2014;Lasagabaster et al 2013;Llurda et al, 2013Llurda et al, , 2014. However, none of them has yet explored the evolution of these attitudes or how the notion of European identity evolves after a stay abroad.…”

Section: Methodsmentioning

confidence: 99%

Erasmus student mobility and the construction of European citizenship

Llurda

Gallego-Balsà

Barahona

et al. 2016

The Language Learning Journal

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The Erasmus student mobility programme allocates three explicit objectives to the experience of spending a few months studying in another European country: to benefit educationally, linguistically and culturally; to promote co-operation between institutions; and to contribute to the development of a pool of well-qualified, open-minded and internationally experienced future professionals (European Commission,1996). However, although not stated as one explicit objective, the programme has sometimes been referred to as one of the most powerful tools of European integration. However, little research has been done so far on how this may alter students' attitudes towards aspects of identity and feelings of citizenship. In this light, our study intends to cover this area of research by means of a set of quantitative and qualitative measures to determine the extent to which the Erasmus experience affected the sense of self as European citizens among a cohort of students from the University of Lleida (Catalonia, Spain), their position towards the notion of European citizenship and how this relates with the development of their plurilingual competence. Quantitative measures are based on the results of two questionnaires, one before and the other after the study abroad experience, whereas qualitative data were obtained through the analysis of discussion groups focusing on aspects of European vs. national identity and citizenship.

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“…Multilingual speakers use their resources when they translanguage spontaneously but pedagogical translanguaging has great potential because it can provide a deeper understanding of the content and can also be useful as scaffolding across languages. One such strategy is to use the L1 as a resource when the L2 is used as the medium of instruction and the learning tasks are complex (Llurda, Cots & Armengol 2013; Swain & Lapkin 2013).…”

Section: Translanguaging Pedagogiesmentioning

confidence: 99%

Translanguaging pedagogies and English as a lingua franca

Cenoz¹

2017

Lang. Teach.

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Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on Multilingualism’ and ELF. After a brief presentation of multilingualism as related to globalization and super-diversity, there will be an examination of the new trends that bring together the study of multilingualism in education and ELF. Then, similarities and differences between the two are discussed as related to the emerging paradigm that takes into consideration a new vision of language, speakers and repertoires and has translanguaging as a key concept. Translanguaging pedagogies based on the multilingual learner's repertoire are also discussed. The last section looks at achievements and challenges presented by the synergies that have been created and reinforced.

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Expanding Language Borders in a Bilingual Institution Aiming at Trilingualism

Cited by 21 publications

References 12 publications

Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

Erasmus student mobility and the construction of European citizenship

Translanguaging pedagogies and English as a lingua franca

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