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Enhancing participation through translanguaging


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Enhancing participation through translanguaging

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Enhancing participation through translanguaging

  1. 1. Humanistinen tiedekunta Nordic literacy conference Hanasaari, 4.4.2019 Irina Piippo ENHANCING PARTICIPATION THROUGH TRANSLANGUAGING: HOME LANGUAGES AS A RESOURCE IN BASIC LITERACY TRAINING 4.4.2019Irina Piippo 1
  2. 2. Humanistinen tiedekunta • What is translanguaging? • Translanguaging, why? • The scope of translanguaging, examples • How to harness translanguaging as a pedagogical resource? 4.4.2019Irina Piippo 2 IN THIS PRESENTATION… Multilingualism Bilingualism Translanguaging Plurilingualism Metrolingualism
  3. 3. Humanistinen tiedekunta 1) A theoretical perspective to language, and especially multilingualism 2) A pedagogical approach to learning and teaching in multilingual classrooms 4.4.2019Irina Piippo 3 WHAT IS TRANSLANGUAGING?
  4. 4. Humanistinen tiedekunta • In practices of bilingual classrooms in Wales • Originally trawsieithu – a term coined by Cen Williams (see Williams 1994) • Adopted to English medium literature in 2001 edition of Colin Baker’s Foundations of bilingual education and bilingualism Translanguaging – transpråkande – limittäiskieleily 4.4.2019Irina Piippo 4 WHERE DOES THE TERM ORIGINATE?
  5. 5. Humanistinen tiedekunta TRANSLANGUAGING AS A THEORETICAL OUTLOOK ON LANGUAGE 4.4.2019Irina Piippo 5
  6. 6. Humanistinen tiedekunta 4.4.2019Irina Piippo 6 WHAT IS LANGUAGE? Language as action Language as a code Source: Saussure (1972) [1916]
  7. 7. Humanistinen tiedekunta Monolingual view to bilingualism 4.4.2019Irina Piippo 7 WHAT IS BI-/MULTILINGUALISM? Dynamic bilingualism: Languages as a unified bank of resources
  8. 8. Humanistinen tiedekunta 4.4.2019Irina Piippo 8 WHAT ARE LANGUAGE SKILLS? Linguistic competence as whole languages ‘perfect knowledge of language x’ Language skills as bits or fragments of language, as partial repertoires
  9. 9. Humanistinen tiedekunta 4.4.2019Irina Piippo 9 WHY DOES THEORY MATTER? • Our view of language is like a pair of glasses or a worldview that guides how we see language, and how we teach language • Everyone has a theory of language
  10. 10. Humanistinen tiedekunta TRANSLANGUAGING AS PRACTICES THAT GO BEYOND LANGUAGES 4.4.2019Irina Piippo 10
  11. 11. Humanistinen tiedekunta • Ofelia García describes translanguaging as ‘turning off the language-switch function on the iPhone’ (Garcia & Li Wei 2014: 22-23) • In multilingual classrooms: utilizing all interactional resources • Participants’ languages, gestures, facial expressions, pictures, writing, drawing, objects (e.g. food packages, furniture in the classroom)… 4.4.2019Irina Piippo 11 WHAT IS TRANSLANGUAGING IN PRACTICE?
  12. 12. Humanistinen tiedekunta 1) A way to make minority languages visible 2) A way to support students’ multilingualism Ofelia Garcia (2009) notes that all pedagogical decisions should be based on social justice and social practice (learning by doing) 4.4.2019Irina Piippo 12 WHY TRANSLANGUAGE IN THE CLASSROOM?
  13. 13. Humanistinen tiedekunta 1) Supports deeper and more varied understanding of the studied theme 2) Supports the development of the weaker language 3) Facilitates connections between home and school 4) Brings together language users of different levels (Source: Baker 2011: 289-290) 4.4.2019Irina Piippo 13 ADVANTAGES OF TRANSLANGUAGING
  14. 14. Humanistinen tiedekunta HOW TO HARNESS TRANSLANGUAGING AS A PEDAGOGICAL RESOURCE IN THE CLASSROOM? 4.4.2019Irina Piippo 14
  15. 15. Humanistinen tiedekunta • Translanguaging is a normal mode of operation for plurilinguals  students often translanguage to learn even if translanguaging to teach is not part of the classroom practices Translanguaging to teach requires sensitivity to the ways in which students translanguage to learn (For the distinction, see García & Li Wei 2014) 4.4.2019Irina Piippo 15 TRANSLANGUAGING FOR LEARNING AND TEACHING
  16. 16. Humanistinen tiedekunta • In the basic literacy classrooms the students translanguage to learn in order to: • Make sense either of the ongoing interaction or a written assignment • Participate in the classroom activities, or aid a fellow student to do so • Be able to revise the study material 4.4.2019Irina Piippo 16 TRANSLANGUAGING FOR LEARNING
  17. 17. Humanistinen tiedekunta • Can take either the form of spontaneous translanguaging to teach or be part of a pre-planned lesson plan • Spontaneous translanguaging to teach includes e.g. student translations and using sites such as Google translate • Example of a more complex lesson plan: reading the story ’the liars house’ 4.4.2019Irina Piippo 17 TRANSLANGUAGING FOR TEACHING
  18. 18. Humanistinen tiedekunta • How to balance between several home languages, how to take everyone into consideration equally? • How to utilize linguistic resources that the teacher does not have access to? • How to balance between the classroom language and students’ home languages? 4.4.2019Irina Piippo 18 CHALLENGES SPECIFIC TO MULTILINGUAL CLASSROOMS
  19. 19. Humanistinen tiedekunta • Translanguaging for teaching is a way to support students in their language socialization • Utilizing home languages as a pedagogical resource is a part of a broader array of translingual practices • Translanguaging for teaching often means co-learning and partly giving up one’s authority role • Translanguaging pedagogies are always tied to a specific group and its linguistic resources 4.4.2019Irina Piippo 19 TO CONCLUDE
  20. 20. Humanistinen tiedekunta Bibliography Baker Colin (2011) Foundations of bilingual education and bilingualism. 5. edition. Bristol: Multilingual Matters. Canagarajah, Suresh (2013) Translingual practice: Global Englishes and cosmopolitan relations. London: Routledge. García, Ofelia (2009) Education, multilingualism and translanguaging in the 21st century. - Mohanty, Ajit, Minati Panda, Robert Phillipson & Tove Skutnabb-Kangas. (eds.) Multilingual education for social justice: Globalising the local, s. 128-145. New Delhi: Orient Blackswan. García, Ofelia & Li, Wei (2014) Translanguaging: language, bilingualism and education. Houndmills, Basingstoke: Palgrave Macmillan 2014. Li, Wei (2018) Translanguaging as a practical theory of language. Applied Linguistics 39 (1) 9–30. Paulsrud, BethAnne, Rosén, Jenny, Straszer, Boglárka & Wedin, Åsa (2017) (eds.) New perspectives on translanguaging and education. Bristol: Multilingual Matters. Saussure, Ferdinand de (1972) [1916] Course in general linguistics. Edited and annotated by Charles Bally and Albert Sechehaye in collaboration with Albert Riedlinger. Translated by Roy Harris. La Salle, IL: Open Court. Williams, Ces (1994) ‘Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog, [An evaluation of teaching and learning methods in the context of bilingual secondary education],’ Unpublished PhD thesis, University of Wales, Bangor. 4.4.2019Irina Piippo 20