Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism

Peace-Hughes, Tracey

doi:10.1111/chso.12537

Cited by 3 publications

(2 citation statements)

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“…The collection contributes to theorising intersectional power dynamics between children, young people and adults. The theme is foregrounded in the discussion of children as language brokers and translators for parents/carers (Crafter & Iqbal, 2021; Phoenix & Faulstich Orellana, 2021; Romero‐Moreno & Vargas‐Urpí, 2021) but also arises in education debates around minority community languages (Cohen & Rønning, 2021; Horgan et al, 2021; Peace‐Hughes, 2021). Understandings of childhood and child agency are developed for bilingualism research by Smith‐Christmas (2021) on Family Language Policy and in the articles on Child Language Brokering (CLB).…”

Section: Overviewmentioning

confidence: 99%

“…Additionally, many of the authors share an interest in policy implications, entering into educational debates on how to support indigenous languages, the potential of place‐based and language‐awareness approaches (Cohen & Rønning, 2021), translanguaging (Peace‐Hughes, 2021), and on the impact of ineffective language policy on educational outcomes (Horgan et al, 2021; Kyereko & Faas, 2021).…”

Section: Overviewmentioning

confidence: 99%

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Children, childhoods and bilingualism: Exploring experiences, perspectives and policies

Peace-Hughes¹,

Cohen²,

Jamieson³

et al. 2022

Children & Society

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This special issue brings together scholars from a range of disciplines and contexts concerned with children, 1 childhood and bilingualism; that is the ability to communicate in two or more languages with any degree of proficiency, from minimal to advanced (Grosjean, 2010). Language is fundamental to human culture and personhood and a key part of identity at an individual, family and community level. However, language may also be used at a national level as a tool for building nationhood and empire in ways that create power hierarchies. State-sponsored language polices have often marginalised minority languages, whether these are long-established and termed indigenous to the area 2 or associated with more recent migration. Equally, bilingualism may be undermined in settings built on monolingualism. As seen in this special issue, national education policies in some countries now offer more support to minoritised indigenous languages but have been slower to recognise the linguistic resource offered by more recent migrant or ethnic language communities, whose languages are still too often treated as an impediment to educational achievement and social integration (Pavlenko & Blackledge, 2004).Research points to important advantages of bilingualism in child development and education. Cognitive science research shows the benefits of early bilingualism on language and cognition, including children's better understanding of language structure, an earlier appreciation of others' perspectives and enhanced attentional control and mental adaptability (Bialystok et al., 2009;Costa & Sebastian-Galles, 2014;Kroll & Bialystok, 2013). Language-awareness approaches in education highlight the value of linguistic diversity in developing metalinguistic skills and in preparing children for a globalised, multilingual and multicultural world (Hawkins, 1984;Hélot et al., 2018). Therefore, bilingualism, can be both individually and collectively advantageous.However, research to date has insufficiently attended to the experiences and perspectives of children themselves, which limits, in turn, the understanding of bilingualism (Peace-Hughes et al., 2021;Wilson, 2020). The perspective of childhood studies that highlights children's participation in the construction of their day-to-day lives and the world around them (James & Prout, 1997;Spyrou, 2018), offers one route to insightful and nuanced understandings. In this special issue, authors use different lenses and framings to examine the ways in which languages and childhoods articulate and are implicated in children's senses of self, ways of seeing and feeling, imagined solidarity, local-national-and-transnational belonging, agency and aspirations.The collection contributes to theorising intersectional power dynamics between children, young people and adults. The theme is foregrounded in the discussion of children as language brokers and translators for parents/carers

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Section: Overviewmentioning

confidence: 99%

Section: Overviewmentioning

confidence: 99%

Children, childhoods and bilingualism: Exploring experiences, perspectives and policies

Peace-Hughes¹,

Cohen²,

Jamieson³

et al. 2022

Children & Society

Self Cite

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Translanguaging in Linguistic Preservation

Pérez Fernández

2024

Translanguaging in Multicultural Societies

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Mapping Translanguaging Practices in The EFL Classroom: A Bibliometric Analysis 2015-2024

Mahayanti,

Suwastini,

Budiarta

et al. 2024

RGSA

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Purpose: This study examines the evolving field of translanguaging within English as a Foreign Language (EFL) education. Design/Methodology/Approach: A bibliometric analysis of research publication from 2015 to 2024, sourced from the dimension database, reveals key trends, influential authors, and the impact of technology on translanguaging practices in language learning. Findings: A flow in publications over this period highlights the growing interest ad recognition of translanguaging as a valuable pedagogical approach within EFL contexts. The research encompasses a diverse range of areas, including language, communication, culture, linguistics, education, curriculum, and pedagogy. This underscores the multifaceted nature of translanguaging and its relevance across multiple disciplines. Studies repeatedly demonstrate the positive benefits of translanguaging in EFL classrooms. These benefits include improved language acquisition, literacy development, student participation, and a more inclusive learning environment. The analysis identifies leading scholars whose work has significantly shaped the field and continues to guide the direction of translanguaging research. Furthermore, the study finds that integrating digital technologies into translanguaging practices further enhances language learning experiences. Research, Practical & Social implications: This study has important implications for educators, researchers, and policymakers engaged in EFL education. The evidence clearly supports the adoption of translanguaging approaches to maximize the learning potential of linguistically diverse students. Future research should explicitly examine the potential of translanguaging to develop creativity, critical thinking, and the influence of socio-political factors surrounding its implementation. The study’s findings highlight the need for educational policies that promote multilingualism and inclusivity in language classroom. Originality/Value: This study offers a novel contribution by systematically analyzing the development of translanguaging research within EFL education over a decade. Utilizing a comprehensive bibliometric approach, the study identifies key trends, influential authors, and the integration of digital technologies, highlighting the multifaceted benefits of translanguaging as an effective pedagogical approach that enhances language acquisition, literacy, and student participation, thus promoting a more inclusive and dynamic learning environment.

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Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism

Cited by 3 publications

References 55 publications

Children, childhoods and bilingualism: Exploring experiences, perspectives and policies

Children, childhoods and bilingualism: Exploring experiences, perspectives and policies

Translanguaging in Linguistic Preservation

Mapping Translanguaging Practices in The EFL Classroom: A Bibliometric Analysis 2015-2024

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