Search results for "Languaging"
showing 10 items of 32 documents
Exploring translanguaging in CLIL
2016
After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question. peerReviewed
Introduction to the special issue: On the transgressive nature of translanguaging pedagogies
2018
As translanguaging gains traction in language education, its political and ideological implications are becoming central considerations to researchers and practitioners. In this introductory article to the special issue, “Translingual and Multilingual Pedagogies” for the EuroAmerican Journal of Applied Linguistics and Languages, we provide a conceptual point of departure on the notion of translanguaging by revisiting Li Wei’s (2011) threefold description of its prefix trans- (i.e., transcending, transformative, transdisciplinary), which we expand by adding a new definitional element, transgressive, to reflect our understanding of translanguaging as politically charged and disruptive by virt…
Stop the Deficit: Preparing Pre-service Teachers to Work with Bilingual Students in the United States
2018
This chapter explores the education of bilingual students from an American teacher education perspective. Bilingual students in the United States are often diminished to their student status of “English Language Learner” (ELL). Not only does this ELL designation assume a onesize-fits-all approach to education for and understanding of bilingual children, but the label itself implores a deficit perspective which neither captures nor values bilingual children in the United States. Driven by the goal to model and introduce assets-based pedagogies to our pre-service English as Second Language (ESL) teachers, the main question guiding our work was, as teacher educators, how can we challenge pre-s…
Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English
2015
Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 20…
Recensione a E. Di Giovanni, F. Raffi (eds.), “Languaging Diversity” vol. 3., Language(s) and Power, Cambridge Scholars Publishing, Newcastle upon Ty…
2018
This piece is a review of Di Giovanni and Raffii's book, which is a collection exploring the complex relationship between language and power from various critical perspectives and by means of different methodologies. The authors draw on the existing scholarship and research, including the most recent, to show how language and power are interconnected, demonstrating how language mirrors asymmetri- cal political, social and cultural arrangements.
Languaging across cultures
2013
As a theoretical notion, 'languaging' denotes a fluid system of communication that is constructed and performed by individuals during 'collaborative dialogue'. In language learning, the term 'languaging' has been defined as: “the process of making meaning and shaping knowledge and experience through language” (Swain 2006: 98). Swain continues, likening languaging to reformulating, where the intent is not to change meaning but the form to improve learning (maybe writing down the thoughts, or talking about and explaining what has been writen) so that the meaning is clear or acceptable to another reader or listener. Liddicoat and Scarino (2013: 61), in their discussion of intercultural teachin…
Yhteistyön mahdollisuudet – lukiokoulutukseen valmistava koulutus kielellistyvässä maailmassa
2018
Tassa tutkimuksessa selvitetaan sita, millaisia kasityksia rehtoreilla, opettajilla ja opiskelijoilla on vuorovaikutuksen mahdollistavasta toiminnasta eli yhteistyosta Lukiokoulutukseen valmistavan koulutuksen (LUVA) ja muun lukiotoiminnan valilla. Edellisen lisaksi tarkastellaan sita, ilmeneeko LUVA-koulutuksessa aineiston perusteella kielenoppimista tukevaa eri kielten limittaista kayttoa (engl. translanguaging ). Tutkimuksen teoreettinen tausta pohjautuu kielenoppimisen kayttopohjaiseen ajatteluun eli siihen, etta oppimisessa tarkeimpana nahdaan kielenkaytto ja vuorovaikutus. Taman artikkelin keskeinen teoreettinen kasite on translanguaging , joka nahdaan vastakohtana yksikielisyyden …
Learning English Through Social Interaction: The Case ofBig Brother 2006,Finland
2013
In line with recent Conversation Analytic work on language learning as situated practice, this article investigates how interactants can create language learning opportunities for themselves and others in and through social interaction. The study shows how the participants of BigBrother Finland, a reality TV show, whose main communication is in Finnish, take up resources provided by English and use them for learning in their interaction. This interaction is characterized by an orientation to both the local context and the television audience, a mixture of activity types and translanguaging. It focuses on one of the participants who explicitly evaluates his own proficiency in English as limi…
The Marginalisation of Finely Tuned Semiotic Practices and Misunderstandings in Relation to (Signed) Languages and Deafness
2014
AbstractWhen people draw on the available modal resources (e.g. gestures) in specific contexts over time, those resources come to display regularities. The more a community uses and regulates those resources, the more fully and finely articulated their regularities and patterns become. Modes, organised by regular means of representation, are constantly transformed by users, depending on what the community needs. This paper discusses the way semiotic resources and practices, i.e. social actions with a history, used by sign language signers in visually oriented communities, as well as the research in such domains, have been marginalised. The paper reflects some of the main reasons for such ma…
Verbal, linguistique et langagier. Enunciazione e antropologia del gesto mentale.
2018
The paper aims to explain the metalinguistic value of three distinct but related concepts of the Theory of Predicative and Enunciative Operations (henceforth, TOPE). This research program, conceived by the french linguist Antoine Culioli, introduced a fundamental theoretical distinction between the concepts of “verbal” “linguistique” et “langagier”. The first concept refer to the complementary processes of phonation and audition that characterize every interlocutory exchange. The second one refer to the rules that characterize the formal system of a specific natural language. The third and last concept refer to the language operations viewed as processes of construction of meaning. With par…