Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

Csillik, Éva; Golubeva, Irina

doi:10.4018/978-1-7998-2503-6.ch002

Cited by 8 publications

(3 citation statements)

References 25 publications

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“…Hence, intercultural awareness was raised to a higher level through these innovative practices. These findings are consistent with those of Csillik and Golubeva (2019), who applied translanguaging practices at a preschool in the USA and observed that the young learners gained cross-cultural knowledge and developed intercultural awareness through playful activities and emerging students' linguistic repertoires.…”

Section: Discussion Of the 3 Rd Research Questionsupporting

confidence: 90%

To CLIL on Translanguaging or not to CLIL? Exploring Students’ Experiences towards Translanguaging CLIL in an EFL Class

Charalampoglou,

Karras

2023

IJELLR

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The increased diversity that characterizes today's society necessitates the need for new ways of accommodating cultural differences. Translanguaging and CLIL have contribute enhancing proficiency, communicative competence, and intercultural communication. This study was conducted in a third-grade primary school class in Drama, North-eastern Greece that consisted of 13 students: 8 Greek students and 5 with Albanian backgrounds born in Greece. Interviews, pre-and post-tests, and observations were combined to investigate students’ experiences in a translanguaging CLIL lesson. The findings reveal that students' experiences in a translanguaging CLIL lesson helped to develop intercultural awareness and enhance language competence in English. The study concludes that further teacher training is required, monolingual policies need to be revised and an intercultural approach to learning needs to be implemented.

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Section: Discussion Of the 3 Rd Research Questionsupporting

confidence: 90%

To CLIL on Translanguaging or not to CLIL? Exploring Students’ Experiences towards Translanguaging CLIL in an EFL Class

Charalampoglou,

Karras

2023

IJELLR

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“…Besides its contribution to increased academic success, pedagogical translanguaging has proven helpful in supporting learners' emotional wellbeing as it mitigates the negative emotions (e.g., anxiety, fear, frustration, and apprehension) often associated with monolingual instruction (Back et al, 2020). On a more socio-cultural level, translanguaging has also been shown to be valuable in raising learners' critical understanding of language and culture and consequently nurturing positive attitudes and tolerance towards linguistic and cultural diversity among them (Csillik & Golubeva, 2020).…”

Section: Potential Of Translanguaging In Tesolmentioning

confidence: 99%

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

Almayez

2022

Asian. J. Second. Foreign. Lang. Educ.

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Abstract‘Translanguaging’ has recently become a buzzword in TESOL scholarship, serving as both a theoretical concept to decribe the ways in which langauge learners fluidly use their whole linguistic repertoires to communicate and convey meaning as well as a pedagogical tool to leverage those repertoires as valuable learning resources. Over the past two decades, numerous empirical studies have been conducted in many corners of the world to investigate pedagogical translingual practices inside language learning classrooms. Yet, little is known about this phenomenon within the context of KSA, wherein TESOL policies ban the use of students’ native langauge(s) and render them as an impediment to language learning. This study addresses this lacuna as it firstly explores English language teachers’ attitudes towards pedagogical translanguaging, and secondly examines the extent to which those attitudes are reflected into their reoprted pedagogical practices. 101 mono-, bi-, and multilingual English language teachers at a Saudi unveristiy voluntarily participated in this study. By drawing on survey data, the findings showcase a considerable discrepancy between teachers’ stated attitudes and reported pedagogical practices. The findings also illuminate the constraints that hindered the participants’ adoption of pedagogical translanguaging in their teaching. The study finally concludes with pedagogical and policy implications.

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“…In the Greek educational setting, there has been a shift from focusing solely on teaching Greek to indigenous/immigrant/refugee children, to a This study has also yielded significant insights regarding the role of translanguaging in enhancing intercultural communication. It has become evident that an environment encouraging translanguaging and the use of the entire linguistic range of each child significantly boosts their intercultural sensitivity and awareness of others (Ou et al, 2023;Csillik & Golubeva, 2020;Wells, 2018). The observation notes and the children's responses revealed a heightened motivation to engage with and learn about different cultures and languages.…”

Section: Figure 10 Translanguaging and Emotions 1/2mentioning

confidence: 99%

Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

Papadopoulos,

Jansen

2024

WJER

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This study, situated within the domain of language education, delves into the intricate dynamics of translanguaging practices and their profound influence on learning and teaching procedures in a linguistically and culturally enriched early childhood education environment. Focused on the context of Greece, the research aims to uncover the nuanced ways in which translanguaging shapes the language communication and interaction of four-year-old children, considering both native Greek speakers and their peers from migrant or refugee backgrounds. The study cohort consists of 50 children aged four, comprising both native Greek and migrant-background children attending early childhood education. Employing a comprehensive research approach, the study includes in-depth, semi-structured interview sessions with young children and specific observational protocols designed to capture authentic interactions and communications. These methods are employed to trace the development of intercultural awareness and sensitivity within an environment conducive to translanguaging. The findings highlight that the incorporation of translanguaging practices in early education settings not only refines communication and intercultural skills among young children but also significantly influences cultural awareness. Moreover, translanguaging fosters active engagement in learning activities and provides educators with valuable insights and support in implementing innovative language teaching techniques. This research contributes to the advancement of language education practices, particularly within linguistically and culturally diverse early childhood education contexts, emphasizing the transformative impact of translanguaging on crucial aspects of language learning and teaching.

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Translanguaging Practices in Early Childhood Classrooms From an Intercultural Perspective

Cited by 8 publications

References 25 publications

To CLIL on Translanguaging or not to CLIL? Exploring Students’ Experiences towards Translanguaging CLIL in an EFL Class

To CLIL on Translanguaging or not to CLIL? Exploring Students’ Experiences towards Translanguaging CLIL in an EFL Class

Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices

Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

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