Towards a plurilingual development paradigm: from spontaneous to informed use of translation in additional language learning

Davies, Maria González

doi:10.1080/1750399x.2014.908555

Cited by 32 publications

(11 citation statements)

References 27 publications

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“…The turn of this century saw a shift in the overall attitude toward plurilingual AL teaching and learning, bringing about a reassessment of the dominant monolingual approaches (Scheffler, ). The plurilingual paradigm continues to gain momentum and voices are increasingly heard in favour of the use of the students’ first language (L1) in informed ways (see among others Byram, ; Cenoz & Gorter, ; Cummins, ), through different manifestations, from translanguaging (García, ), to pedagogically based code‐switching (Corcoll, ), and translation (González Davies, ; Källkvist, ).…”

Section: Plurilingual Students In Monolingual Environmentsmentioning

confidence: 99%

“…By playing to the PS/MC phenomenon we deny students a valuable, naturally accessible learning resource. From this perspective, one possible way to build students’ plurilingual competence in the AL classroom is to implement practices “that are generally ignored at school but are common among plurilinguals” (Cenoz & Gorter, , p. 597), like code‐switching and translanguaging, or by drawing on approaches such as TOLC (González Davies, ).…”

Section: Plurilingual Students In Monolingual Environmentsmentioning

confidence: 99%

“…TOLC considers that translation can foster general linguistic competence along with cultural‐pragmatic, morpho‐syntactic and lexico‐semantic aspects of language, thus leading to the acquisition of “specific linguistic, encyclopaedic and transferential skills, and specific intra and interpersonal skills” (González Davies, , p. 13) that may be developed to make for effective AL learning. Furthermore, TOLC emphasizes the need to develop intercultural and mediation skills.…”

Section: Translation In Other Learning Contexts (Tolc)mentioning

confidence: 99%

“…In fact, many practices deemed “traditional” by advocates of communicative approaches are not necessarily alternatives but, rather, complementary. So, for translation‐based classroom activities to contribute positively to the AL classroom, they should make use of authentic material in a collaborative context fostering all four language skills (González Davies, , ; Sugranyes & González Davies, ). Finally, translation should be considered both as a process and a product, and so its practice should focus both on form and meaning to develop effective plurilingual competence.…”

Section: Translation In Other Learning Contexts (Tolc)mentioning

confidence: 99%

“…This article argues for incorporating translation into the additional language (AL) classroom by drawing on the approach translation in other learning contexts (TOLC) (González Davies, ). Here we present translation‐based classroom practices carried out ecologically (i.e., integrated in the AL syllabus) in secondary education, taking examples from an ongoing research project…”

mentioning

confidence: 99%

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Tackling the Plurilingual Student/Monolingual Classroom Phenomenon

Wilson

Davies

2016

TESOL Q

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Section: Plurilingual Students In Monolingual Environmentsmentioning

confidence: 99%

Section: Plurilingual Students In Monolingual Environmentsmentioning

confidence: 99%

Section: Translation In Other Learning Contexts (Tolc)mentioning

confidence: 99%

Section: Translation In Other Learning Contexts (Tolc)mentioning

confidence: 99%

mentioning

confidence: 99%

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Tackling the Plurilingual Student/Monolingual Classroom Phenomenon

Wilson

Davies

2016

TESOL Q

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Translation and Language Teaching

Bader

2024

The TESOL Encyclopedia of English Language Teaching

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Translation has played a controversial role in language teaching for many decades. However, recent calls for reassessment of translation as a potentially valuable pedagogical resource have generated considerable interest among scholars and practitioners. This entry reviews some of the reasons for the initial rejection of translation in language pedagogy before outlining the key considerations that sparked its recent revival. Subsequently, a range of practical applications of translation in the language classroom are discussed, emerging from novel conceptualizations of translation that are currently being explored. Translation is now not only seen as compatible with a focus on developing communicative competence but, for many, translation is viewed as one of the skills that communicatively competent users need to master.

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“Making It Your Own by Adapting It to What’s Important to You”: Plurilingual Critical Literacies to Promote L2 Japanese Users’ Sense of Ownership of Japanese

Iwasaki

Kumagai

2019

Educational Linguistics

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The increasing mobility and visible multilingualism of society today make ownership of any named language a matter of contention. Yet the dichotomy between native speaker and non-native speaker remains ubiquitous across different language learning contexts. L2 Japanese learners in particular may find themselves positioned as subordinate to native speakers because of the myth of Japan being a homogenous nation of one race and one language. To help L2 Japanese students counter such positioning, we implemented "plurilingual critical literacies"-a plurilingual approach informed by critical literacy-in a Japanese language course at a U.S. college. Critical literacy aims to cultivate students' awareness that power relationships are implicated in language use, and plurilingual pedagogy valorizes students' multilingual resources. We argue that this combined approach can potentially help students gain a sense of ownership of language, which is a crucial component of language learning.Eleven high intermediate-level Japanese students of mixed cultural background participated. They read and discussed authentic texts by transcultural or "culturally mobile" writers (Dagnino 2015), examining how the transcultural writers expressed resistance to the status quo and made meaning creatively, as mediators between two languages/cultures. Students mobilized their linguistic and cultural resources in their discussions and textual analysis. We found that reading, analyzing, and discussing texts by transcultural writers motivated students to counter ideologies of native versus non-native speaker, and to own Japanese in the ways that best suit their transcultural identities.

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Towards a plurilingual development paradigm: from spontaneous to informed use of translation in additional language learning

Abstract: Abstract. This paper explores the role played by translation in Additional Language

Cited by 32 publications

References 27 publications

Tackling the Plurilingual Student/Monolingual Classroom Phenomenon

Tackling the Plurilingual Student/Monolingual Classroom Phenomenon

Translation and Language Teaching

“Making It Your Own by Adapting It to What’s Important to You”: Plurilingual Critical Literacies to Promote L2 Japanese Users’ Sense of Ownership of Japanese

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