Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces

Guzula, Xolisa; McKinney, Carolyn; Tyler, Robyn

doi:10.2989/16073614.2016.1250360

Cited by 59 publications

(46 citation statements)

References 45 publications

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“…Makalela argues that multilingual learners are already involved in linguistic contrasts as their languages co-exist in their mental lexicon so making these explicit is natural. Findings from other studies show the benefits of translanguaging, especially social benefits and identity affirmation (Makalela, 2015; Guzula, McKinney, & Tyler, 2016; Mkhize, 2016); epistemological access (Heugh, 2015; Probyn, 2015) and cognitive facilitation through cross-lingual reading in cognate languages (Sefotho & Makalela, 2017). Many of these studies, however, are small scale with criterion variables not necessarily controlled or assessed.…”

Section: Language Learning and Teachingmentioning

confidence: 96%

Language learning and teaching in South African primary schools

Wildsmith-Cromarty

Balfour

2019

Lang. Teach.

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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

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Section: Language Learning and Teachingmentioning

confidence: 96%

Language learning and teaching in South African primary schools

Wildsmith-Cromarty

Balfour

2019

Lang. Teach.

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“…Seltzer and García (2019) depicted newly developed pedagogies; the report issued by the CUNY-NYSIEB project, which included principals and teachers from 67 educational institutions in New York, gives promising examples of three intermediate school teachers, one of whom worked with multilingual students speaking Arabic, English, and Polish. Guzula, McKinney, and Tyler (2016) depicted the Arab World English Journal www.awej.org ISSN: 2229-9327 464 ways how school teachers and students collected linguistic, paralinguistic, and extra-linguistic sources to construct meaning in both literacy and mathematics.…”

Section: Neoteric Studies On Translanguagingmentioning

confidence: 99%

A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

Abdulaal¹

2020

AWEJ

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This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

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“…The STLC# draws on hybridity as a resource, and facilitators model dynamic bilingualism (Garcia, 2009), draw on the situated practice aspect of the multiliteracies framework to legitimize the children's linguistic resources and to encourage languaging for learning (Guzula, McKinney & Tyler, 2016). They also draw on children's translation and interpreting skills as forms of translanguaging that position the children as competent multilinguals.…”

Section: Changing Deficit Stereotypes Of Multilingual Learnersmentioning

confidence: 99%

“…Noni's response positions her competently, drawing on her linguistic repertoire for participation and for making a very important conceptual point about affordances that the game provides for languaging, participation, and inclusivity (Guzula, McKinney& Tyler, 2016). It has been argued by multiliteracies scholars that there are limitations implicit in the exclusive use of language as sole means of communication (New London Group, 2000;Stein, 2004;Newfield, 2011;Kress, 2007).…”

Section: Children As Competent Bilinguals With Embodied Communicativementioning

confidence: 99%

Moving beyond artificial linguistic binaries in the education of African Language speaking children: A case for simultaneous biliteracy development

Guzula¹

2018

PiE

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Language policy debates in South Africa concern only Black African language speaking children rather than White English and Afrikaans speaking children. These debates construct Black African children as learners with deficits and fail to acknowledge their language resources. At the same time, policy makers fail to critique the unjust system to which they are subjected and of which they are victims. In this paper, I present a brief case study of children belonging to the Stars of Today Literacy Club to show the possibilities and ways in which these children are positioned as competent multilinguals and, in so doing, can resist the prevailing deficit view. The paper has three key aims: 1) to bring to light the racist ideology behind the current implementation of language policy, showing the specific ways in which, it constructs African language speaking children as inherently different from English and Afrikaans speaking children, evidenced by the fact that English and Afrikaans language speakers' medium is not even debated: eventually, English becomes the preferred language of instruction from Grade 4 onwards. 2) To describe how inequality is thus created and entrenched through undifferentiated language in education policies, curriculum, textbooks, and assessments, all of which are based on the unexamined idea of the child being a middle-class English-speaking child. 3) to demonstrate how bilingual children can be positioned as capable, rather than deficient, through hybrid language and literacy practices.

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Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces

Cited by 59 publications

References 45 publications

Language learning and teaching in South African primary schools

Language learning and teaching in South African primary schools

A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

Moving beyond artificial linguistic binaries in the education of African Language speaking children: A case for simultaneous biliteracy development

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