Lexical transfer as a resource in pedagogical translanguaging

Fuster, Carles

doi:10.1080/14790718.2022.2048836

Cited by 11 publications

(10 citation statements)

References 59 publications

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“…Hkrati je treba spodbujati trajnostno večjezičnost (Bastardas Boada 2004) in večjezično pragmatično sporazumevalno zmožnost celotne populacije (Auer 1999). Stik z italijanščino kot večinskim jezikom ne sme biti več ovira (Ožbot 2009;Grgič 2019), ampak prednost (Fuster 2022), ki jo velja izkoristiti za opolnomočenje vseh govork in govorcev (Batibo 2005: 115-116).…”

Section: Zaključkiunclassified

Ne prvi, ne drugi, ne tuji, pa vendar naš, čeprav tuj: slovenski jezik v Italiji kot epistemološko vprašanje

2022

Na Stičišču Svetov: Slovenščina Kot Drugi in Tuji Jezik

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V prispevku obravnavam slovenščino v Italiji kot prvi, drugi in tuji jezik, percepcije govork in govorcev, vpliv ideoloških stališč na jezikovno politiko in problem (ne)pridobivanja novih govork in govorcev slovenskega jezika. Opredelitve, kakršne so po eni strani prvi, drugi in tuji jezik, po drugi pa primarni, dediščinski in sosedski jezik, odpirajo zanimiva epistemološka vprašanja, ki zadevajo širša področja didaktike jezika, jezikovne identitete in družbenih dinamik.sociolingvistika, slovenščina v Italiji, manjšinski jeziki, jezikovna ideologija, jezikovna identiteta This article discusses Slovenian in Italy as a first, second, and foreign language, as well as the perceptions of speakers, the influence of ideological presumptions about language policies, and inadequate attempts to attract and engage new speakers of Slovenian. Concepts such as first language, second language, and foreign language on the one hand, or primary language, heritage language, and language of a neighboring country on the other, raise engaging epistemological questions concerning the broader fields of language teaching, linguistic identity, and social dynamics.sociolinguistics, Slovenian in Italy, minority language, language ideology, language identity

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Section: Zaključkiunclassified

Ne prvi, ne drugi, ne tuji, pa vendar naš, čeprav tuj: slovenski jezik v Italiji kot epistemološko vprašanje

2022

Na Stičišču Svetov: Slovenščina Kot Drugi in Tuji Jezik

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“…They can switch from the learners' native language to English based on their requirements. Observations indicate that a child's basic literacy or numeracy concepts acquisition in one language will easily understand those concepts and knowledge in other languages acquired later on (11,(14)(15)(16).…”

Section: Language-in-education Policy In Indonesiamentioning

confidence: 99%

“…The teacher DOI 10.18502/kss.v7i19.12428 ICESRE interrupts the students' conversation and issues an order demanding that the student take the two grapes under the table. Code-switching is a powerful semantic strategy for combining two languages for social purposes (12,15,(18)(19)(20). Code-switching can be a powerful tool in smoothing the conversation and interaction, so the teacher codeswitches to Indonesian.…”

Section: Angguré Kanggo Bareng Bareng Yo Terus Mengko DI Maem Bareng ...mentioning

confidence: 99%

Code Switching and Its Implications for Teaching in the English Language in Math Lessons by Early Childhood Education Teachers

Ambarini

2022

KSS

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Interactions between students and between students and teachers are the key to successful learning. This study examines whether code-switching to using English for teaching Math in Semarang’s Early Childhood Education or PAUD programs can improve student interactions. This study investigated how early childhood education teachers implemented code-switching to English instructions for young learners. According to the findings of the study, early childhood educators utilized English, Indonesian, and Javanese interchangeably. The results indicated that the implications of code-switching in school are an approach to acquiring literacy because students can use different languages in a natural and meaningful manner while participating in classroom activities. The study shows that using code-switching in multilingual mathematics classrooms is a beneficial strategy to improve student interactions in classroom activities and is an effective method of transferring knowledge to students. The study further proves that code-switching implications do not result in a learning deficiency. Keywords: Code-switching, English for Young Learners, English for Math, Instruction

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“…To date, there have been very few publications discussing both spontaneous and pedagogical translanguaging in detail (but see Bonacina-Pugh et al, 2021;Fuster, 2022a;Comajoan-Colomé & Salaberry, forthcoming). Therefore, before presenting the analysis, we offer an overview of the two frameworks, discussing them as related to the sociolinguistic and educational contexts of the US and the BC.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging in Sweden: A Critical Review from an International Perspective

Fuster,

Bardel

2023

Preprint

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Lexical transfer as a resource in pedagogical translanguaging

Cited by 11 publications

References 59 publications

Ne prvi, ne drugi, ne tuji, pa vendar naš, čeprav tuj: slovenski jezik v Italiji kot epistemološko vprašanje

Ne prvi, ne drugi, ne tuji, pa vendar naš, čeprav tuj: slovenski jezik v Italiji kot epistemološko vprašanje

Code Switching and Its Implications for Teaching in the English Language in Math Lessons by Early Childhood Education Teachers

Translanguaging in Sweden: A Critical Review from an International Perspective

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