Translanguaging – researchers and practitioners in dialogue最新文献

¡Luego, luego! ¡长时间,然后!

Translanguaging – researchers and practitioners in dialogue Pub Date : 2018-11-13 DOI: 10.1075/TTMC.00020.LIN

Holly Link

引用次数: 2

Translanguaging – researchers and practitioners in dialogue 翻译语言——对话中的研究者和实践者

Translanguaging – researchers and practitioners in dialogue Pub Date : 2018-11-13 DOI: 10.1075/ttmc.00016.int

引用次数: 1

Translanguaging revisited Translanguaging重新审视

Translanguaging – researchers and practitioners in dialogue Pub Date : 2018-11-13 DOI: 10.1075/TTMC.00018.ROS

Kirsten Rosiers

{"title":"Translanguaging revisited","authors":"Kirsten Rosiers","doi":"10.1075/TTMC.00018.ROS","DOIUrl":"https://doi.org/10.1075/TTMC.00018.ROS","url":null,"abstract":"\u0000 This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the\u0000 participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the\u0000 pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into\u0000 practice by permitting pupils to interact, thereby co-constructing knowledge and valorizing their own and others’ translanguaging.\u0000 The article also shows how translanguaging practices are influenced by changes in evolving constellations and dynamics of a group,\u0000 by content, and by socio-situational, cognitive and linguistic factors. At the same time, the article highlights challenges for\u0000 translanguaging research, policy and pedagogy. With respect to further studies in this area, reflection is recommended on the\u0000 definition of translanguaging and the integration of speakers’ attitudes in research. In terms of policy, the article considers as\u0000 to how best to reconcile a multilingual reality with a monolingual educational ideology and reflects on the relationship between\u0000 macro level interventions and micro-interactional practices. For pedagogy, four challenges are highlighted: the degree of\u0000 acceptance of translanguaging practices in schools, the commitment to developing the school language for academic tasks, the need to\u0000 pay attention to the unequal treatment of languages, and the implementation of an innovative approach with a focus on teachers and\u0000 the creation of a powerful learning environment.","PeriodicalId":398985,"journal":{"name":"Translanguaging – researchers and practitioners in dialogue","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129582254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Multi-modal visually-oriented translanguaging among Deaf signers 聋人手语多模态视觉导向的跨语言研究

Translanguaging – researchers and practitioners in dialogue Pub Date : 2018-11-13 DOI: 10.1075/TTMC.00019.ALL

Karin Allard, Deborah Chen Pichler

{"title":"Multi-modal visually-oriented translanguaging among Deaf signers","authors":"Karin Allard, Deborah Chen Pichler","doi":"10.1075/TTMC.00019.ALL","DOIUrl":"https://doi.org/10.1075/TTMC.00019.ALL","url":null,"abstract":"\u0000 Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been\u0000 tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to\u0000 exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign\u0000 language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching\u0000 philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive\u0000 stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language.\u0000 This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual\u0000 meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have\u0000 for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices\u0000 and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in\u0000 Deaf education without engendering the problems that caused TC to fail.","PeriodicalId":398985,"journal":{"name":"Translanguaging – researchers and practitioners in dialogue","volume":"517 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123100554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9