Paradoxes of access to equity: multilingual primary school classroom practices

IF 2.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Catarina Schmidt, Lisa Molin
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引用次数: 0

Abstract

This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020–2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers’ logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6–12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students’ multilingual and cultural experiences. Identified paradoxes concern students’ experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students’ homes were highlighted.
公平获取的悖论:多语种小学课堂实践
本文以跨语言教学法为研究对象进行干预研究。该研究是在2020-2022年与瑞典社会经济弱势地区一所学校的校长和教师合作进行的。根据教师的日志,目的是调查在6-12岁学生的多语言课堂实践中,如何理解翻译的理论概念并将其转化为教学和学习。分析的数据表明,沟通和互动的机会是通过语言群体的组织、比较和翻译的方法以及使用多模态和数字强化来设计的。教师们表达了他们的立场,即为学生提供机会,让他们通过各种语言进行互动和交流各种学科内容。在教师如何选择描述和分类学生的多语言和文化体验方面,教学思维的转变是显而易见的。已确定的悖论涉及学生使用所有语言进行学习的经历,在课堂实践中整合几种语言的可能性,以及各种语言在社会中的地位。强调了学校和学生家庭之间可能的合作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.70
自引率
0.00%
发文量
34
期刊介绍: Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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