Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences

Pacheco, Mark B.; Kang, Hyun–Sook; Hurd, Ellis

doi:10.1080/15235882.2019.1596179

Cited by 24 publications

(5 citation statements)

References 63 publications

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“…While stating a preference for using one language at a time instead of language “mixing” in French, he ironically leveraged his full semiotic repertoire to make meaning using the English word “fluent.” These practices demonstrated how translanguaging can accompany other multimodal elements in asynchronous video communication, as has been found for synchronous L2 video communication (Canals, 2021). However, while Canals characterized “translanguaging” and “multimodality” as distinct, we assert that the two practices are inseparable within an individual’s semiotic repertoire (Brown and Allmond, 2021; Wei, 2018), as multilingual learners “constantly translanguage and use their full linguistic repertoires to make meaning in the world” (Pacheco et al, 2019: 2).…”

Section: Resultsmentioning

confidence: 91%

Embodying intercultural communicative competence in French L2 video reflections: Illustrating skills, knowledge, and attitudes

Gorham,

Amgott

2023

Multimodality & Society

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Research has long touted and recently confirmed the importance of intercultural communicative competence (ICC) — the ability to appropriately communicate with those from diverse sociocultural and linguistic backgrounds — in second language (L2) teaching and learning. Additionally, while multimodal course materials have contributed to learners’ ICC, the link between students’ embodied modes (gestures, facial expressions, body movements) and ICC remains under-explored. Building on ICC and the social semiotic theory of multimodality, this study blends multimodal transcription and conversation analysis to examine how 73 university undergraduate learners of L2 French used embodied modes in 188 asynchronous video reflections and how these modes accompanied demonstrations of ICC skills, knowledge, and attitudes. Findings indicate that gestures and facial expressions indicated students’ demonstrations of the ICC skills of observing, analyzing/interpreting, evaluating, relating, listening, questioning, researching, and problematizing. Further, embodied modes demonstrated students’ retrieval and communication of cultural and sociolinguistic knowledge. This study has implications for online language learning and enhancing ICC through virtual multimodal assignments.

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Section: Resultsmentioning

confidence: 91%

Embodying intercultural communicative competence in French L2 video reflections: Illustrating skills, knowledge, and attitudes

Gorham,

Amgott

2023

Multimodality & Society

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“…As mentioned earlier, linguistic purism goes hand in hand with standardization discourse (Woolard, 1998) emphasizing the use of a distinct language and purifying it from any element that might deviate from the established norms. Students' conflicting language ideologies regarding the use of language mixing are similar to those of a participant in Pacheco et al (2019) study who conceived language mixing as a valuable resource for class participation; yet, she was uncertain about how to achieve the academic goal of using correct English. The students' metaphors captured their ideological tension about language mixing.…”

Section: Below Are Some Examplesmentioning

confidence: 88%

Language ideologies in metaphors: Exploring L2 Saudi students’ conceptualization of language mixing as a language practice

Alharbi

2024

5019

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This qualitative study aimed to examine the embedded language ideologies within L2 Saudi students’ metaphorical texts to discover their ideological perspectives about language mixing. Using language ideology as a lens of analysis, this study examined 74 metaphorical texts written by undergraduate students to determine their language ideologies. The results revealed that the students held multiple and contradictory language ideologies about language mixing. Students’ language ideologies were found to be an orientation along a language ideological continuum with one end representing the ideology of language mixing as a resource and the other reflecting the ideology of language mixing as a challenge. Some students’ language ideologies may fall somewhere in the middle of this continuum since they expressed conflicting language ideologies, perceiving language mixing as both a valuable resource and a potential challenge. Using language ideologies as a lens to evaluate students' metaphorical texts allowed the different language ideas hidden within the three basic language ideologies to be revealed. In addition, the study found that the students employed different metaphors to conceptualize language mixing, covering a wide range of areas such as food, drinks, objects, places and activities. The findings suggested that Saudi students’ metaphors and language ideologies are intertwined and mutually influence each other. This study recommends that teachers use conceptual metaphors as a reflective tool to unveil L2 students’ perspectives on academic activities and calls for further research on conceptual metaphors and language ideologies in L2 contexts.

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“…This decision was reinforced in other pedagogical approaches such as audiolingualism or the communicative approach (Cenoz and Gorter 2015;Duarte 2019;Larsen-Freeman 2000;Ramirez and Ross 2019;Zavala 2019). 3 Meanwhile, several local and international authorities in education have suggested that harnessing students' linguistic repertoire for instructional purposes has positive benefits in terms of improving academic performance in science (Barakos and Selleck 2019;Duarte 2019;Goossens 2019;Jang and Brutt-Griffler 2019;Kiramba and Smith 2019;Nehring 2019;Ollerhead 2019;Pacheco et al 2019;Paquet and Levasseur 2019;Preece 2019).…”

Section: Linguistic Landscapes and Challenges In Educationmentioning

confidence: 99%

“…Some modern scholars view translanguaging as a theory that postulates that rather than possessing multiple autonomous language systems, as has been traditionally thought (Pacheco et al 2019), all users of language conveniently select and use relevant linguistic features from a single communicative repertoire in the meaning-making process (Iversen 2020;Vogel and García 2017). Through translanguaging, multilingual science students use their idiolect, that is, their individual full linguistic repertoire, without regard for socially and politically defined language labels or boundaries (Cook and Li 2016;Hamman 2018;Nehring 2019).…”

Section: Science Education: Oscillation Between Everyday and Scientif...mentioning

confidence: 99%

Translanguaging as bona fide practice in a multilingual South African science classroom

Charamba

2023

Int Rev Educ

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The call for improving students’ academic achievement in science education has increased in urgency in recent years. It has also increased in complexity in the face of the growing cultural and linguistic diversity of present-day classrooms following inter- and intra-state migration. Although translanguaging pedagogy, where languages of input and output are deliberately interchanged, remains a relatively young field of research, it has grown substantially in the past decade. The study presented in this article sought to explore the role language plays in the academic performance of multilingual students at a primary school in South Africa. Adopting an ethnographic research design, the author collected qualitative data through lesson observations video-recorded in a fifth-grade science class, supplemented with several interviews with the teacher. Data analysis involved a combination of both inductive and deductive methods, and the results affirm that translanguaging pedagogy is indispensable for effective learning in multilingual classrooms. The author’s findings confirm insights from previous research that the ability and encouragement to use multiple languages in science class allows multilingual students to engage in a practice of generating and creating scientific explanations in their own voice, resulting in better academic performance.

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Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences

Cited by 24 publications

References 63 publications

Embodying intercultural communicative competence in French L2 video reflections: Illustrating skills, knowledge, and attitudes

Embodying intercultural communicative competence in French L2 video reflections: Illustrating skills, knowledge, and attitudes

Language ideologies in metaphors: Exploring L2 Saudi students’ conceptualization of language mixing as a language practice

Translanguaging as bona fide practice in a multilingual South African science classroom

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