Students' use of their plurilingual resources in Australian schools

Fielding, Ruth

doi:10.1080/09500782.2015.1114631

Cited by 21 publications

(14 citation statements)

References 27 publications

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“…This is clearly the case where students do not have the opportunity to formally learn or even to use their first language for learning. The implementation of a translanguaging framework also impacts on monolingual students and teachers whose cultural and linguistic awareness can be broadened in contexts where language is central to learning (Fielding, 2016; García & Li, 2014; García-Mateus & Palmer, 2017; Hamman, 2018). Furthermore, teachers’ own perceptions may be challenged or confirmed by the benefits that students experience (Holdway & Hitchcock, 2018).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…This shift can become the basis of a new way to establish connections between the home and school (Pacheco & Miller, 2016) through the authentic development of bilingual identities (García-Mateus & Palmer, 2017). Translanguaging can thus enhance well-being as it confirms the equal value of all linguistic resources and gives agency to individuals to choose when and where to deploy their skills (Alamillo, Yun, & Bennett, 2016; Fielding, 2016; Rosiers, Van Lancker & Delarue, 2018).…”

Section: Review Of the Literaturementioning

confidence: 99%

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Using the translanguaging space to facilitate poetic representation of language and identity

Dutton

Rushton

2020

Language Teaching Research

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Australian students come from a wide range of linguistic and cultural backgrounds with each context providing unique challenges. Tensions however exist between the intentions to address diversity and the competing influence of a high-stakes context that prioritizes monolingual classroom practices and diminishes teachers’ use of engaging pedagogy. Viewed through the lens of socio-spatial theory, these tensions highlight how the ideal of education for diversity is re-shaped by the everyday practices in schools and systems. This can result in monolingual ‘firstspace’ practices that do little to develop the knowledge of language and culture that is central to students’ engagement with learning. This article reports ethnographic research in which secondary subject English teachers challenged routinized monolingual practices and re-imagined their classroom practices. The use of translanguaging and the reading and writing of poetry – translanguaging poetry pedagogy – created ‘space’ to support a dynamic process in which students could use all their linguistic resources to produce identity texts. The use of translanguaging and identity texts disrupts a transmission pedagogy that positions the student as a blank slate. Teachers reported how translanguaging poetry pedagogy moved from a ‘thirdspace’ practice to a ‘what we do’ or ‘firstspace’ practice as they came to see that using students’ full language repertoire is a way to return the power of language to their students. The resultant translanguaging space and the symbolic propensity of poetry helped students to develop powerful personal representations and reinforces the need for pedagogies that acknowledge students’ diverse backgrounds, and honor the languages and identity of all students.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Using the translanguaging space to facilitate poetic representation of language and identity

Dutton

Rushton

2020

Language Teaching Research

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“…Classrooms are learning communities in which teachers and learners interact with each other on a daily basis in a social and interactive space. Classroom interaction pedagogy (CIP) is a theoretical phenomenon and a pedagogical approach that provides English First Additional Language (EFAL) practice opportunities and contributes to learners' language development towards communicative competence (Fielding, 2016;Van Laere, Rosiers, Van Avermaet, Slembrouck & Van Braak, 2017). Zhang and Wang (2012: 111) and Savignon (2018: 1) affirm that communicative competence is the ability to convey and interpret messages and to negotiate meaning in a target language wherever social interaction occurs.…”

Section: Introductionmentioning

confidence: 99%

Classroom interaction pedagogy in teaching English First Additional Language to enhance learners' communicative competence

Maja

2019

PLING

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Verbal communicative competence in English First Additional Language (EFAL) is particularly important in the intermediate phase (grades 4-6) of South African public primary schools. This article is part of the researcher's doctoral study conducted in Ekurhuleni North District, in the Gauteng Province of South Africa. The purpose of this study was to investigate how teachers in the intermediate phase implemented a classroom interaction pedagogy (CIP) in teaching EFAL to enhance learners' communicative competence. The study was constructivist in nature, informed by teacher efficacy and social interaction theories. A qualitative exploratory case study design was used. Five intermediate phase EFAL teachers from two public primary schools were purposely selected to participate in the study. Document analysis, observations and semi-structured interviews were utilised to collect the data. Data collected were categorised and themes were identified. It was found that teachers relied heavily on the use of charts and pictures, and appeared to ignore or be unfamiliar with some of the kinds of interactive activities and other classroom resources that can enhance communicative competence in EFAL. The study concluded that teachers need development in CIP interactive activities. For this reason, in-service training is recommended. Further recommendations suggest that, in order to maintain the use of EFAL in the classrooms, teachers should act as role models and use the target language at the learners' level by employing gestures and scaffolding their speaking skills.

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“…G. Prasad (2015), for instance, presents the analysis of the process of creating plurilingual multimodal books with students and teachers across five different schools and presented very positive results of inclusive plurilingual pedagogy. A similar successful account of this kind of pedagogy is presented by R. Fielding (2016) whose research results proved that children in Australian schools enjoyed the learning process more by using their plurilingulal experience and teachers expanded their own linguistic repertoires. The researcher maintains the view that teachers must reconceptualize language learning to acknowledge the language resources of children with plurilingual experiences.…”

Section: The Novelty Of the Researchmentioning

confidence: 90%

The Place of Values in Plurilingual Education: A University Teachers’ Viewpoint

Targamadzė¹,

Kriaučiūnienė²

2018

IJME

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Contemporary university education is based on the development of students' competences that is generally being understood as the unity of knowledge, skills and value attitudes. While knowledge and skills can be easily measured and evaluated in the teaching / learning process, value attitudes seem to fall in the category of more intangible things, the development of which could not be very easily tested and assessed. Therefore, value attitudes may not always be in the focus of attention of university teachers, although they seem to be responsible for nurturing value attitudes of students. The development of value attitudes in the process of plurilingual education is especially necessary as values can be the core or foundation that helps learners realize the necessity of learning languages, foster their motivation and expand their understanding and acceptance of diversity issues. Thus, the aim of this research was to find out the university teachers' views on the development of students' value attitudes in plurilingual education. The aim was specified by several research questions: why values should be integrated in the teaching of their subjects, what values could be developed within the framework of teaching their subjects at universities, and what teaching / learning methods should be applied. The research was qualitative, there were 10 teachers from different universities of Lithuania interviewed and it was carried out in 2017. The results of the current research were compared with the research into university teachers' viewpoints on the development of value attitudes conducted in 2013, when university teachers from Ukraine, Georgia, and Latvia were interviewed. The conclusion is made that university teachers are aware of the necessity of the development of values in plurilingual education, although they seem to lack the Know-How. University teachers have to create favourable learning environment, choose appropriate teaching / learning materials and apply suitable teaching / learning methods.

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Students' use of their plurilingual resources in Australian schools

Cited by 21 publications

References 27 publications

Using the translanguaging space to facilitate poetic representation of language and identity

Using the translanguaging space to facilitate poetic representation of language and identity

Classroom interaction pedagogy in teaching English First Additional Language to enhance learners' communicative competence

The Place of Values in Plurilingual Education: A University Teachers’ Viewpoint

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