Garcia defines named languages as socially constructed categories like English or Spanish that refer to entities with real effects, especially negative ones on minority languages. She argues bilinguals have one unified linguistic system, not two separate ones. Translanguaging originated from Cen Williams who had students use Welsh and English interchangeably in learning. Cummins' interdependence hypothesis supported bilingual education by showing learning transfers between languages. Garcia's theory of translanguaging differs from code-switching in seeing bilinguals as having one linguistic system rather than two, and features belonging to their repertoire rather than named languages. Translanguaging builds a more equitable society by valuing all linguistic repertoires.
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
The Importance of Culture in Second and Foreign Language Learning.Bahram Kazemian
English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
The Importance of Culture in Second and Foreign Language Learning.Bahram Kazemian
English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.
Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism.
Nowadays, teaching languages has evolved more than ever. This has been the result of many
researches that aimed at simplifying the job of educators and the task of learning. Therefore, in this globalized
world there has been an urgent need to see how language can be taught without threatening the native culture.
In this respects scholars have haggled to find techniques that can help students develop their cultural
awareness. Besides being culturally aware it has been of a great importance to see how language and culture
can mingle in a smooth way so that students can be able to think locally (respect their native culture) but work
globally in a way thatenables them to see both the positive and negative aspects of cultural differences. They
construct their own standpoint by becoming tolerant towards the foreign culture and sovereign to their own.
Heritage Speakers material- Original contribution- Cristian MiguezCristian Miguez
I would like to make an original contribution as a future graduate of the Master's in Bilingual Education and ESOL. I find bilingualism intriguing and therefore try to work closely with heritage Spanish speakers. This original contribution presents an idea for instructional materials to use with HL students.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Basic phrases for greeting and assisting costumers
Tp 6 translanguaging as a pedagogical tool
1. Student: Castagneto, Luján - Rodrigo Díaz Alcázar Date: 27/09/2021
PRACTICEII, DIDACTICS OF ELT and PracticumPrimary School
level. AdjuntoRegular a/c Prof. EstelaN. Braun(2021).
PRACTICAL 6: TRANSLANGUAGING AS A PEDAGOGICAL TOOL.
Questionnaire
Explain Translanguaging with Multilingual Students, Garcia and Kleyn
(2016), Routledge, London. Chapter 1.
Deadline: Monday, September 27th.
It can be written in pairs.
a) How does Garcia define named languages and their relationship with the
linguistic system? How do they develop?
When Garcia talks about “named languages” she refers to socially, not
linguistic, constructed categories like, for example, “English”, “Spanish”,
among others. “Named languages” are coined terms that refer to socially
invented entities which have real and material effects, especially the
negative effects these terms have had on minority languages. She makes a
clear distinction between the “named language” a person speaks and the
individual’s own linguistic system, which is defined in terms of lexical and
structural features (words, sounds) that allow speakers to perform
communicative functions (speak, write, read, etc.) and it is shaped by each
individual’s social interaction throughout their lives. Mostly, it can be said
that people who speak the same named language have similar linguistic
systems but it can occur that two people who are said to speak the same
named language have very different linguistic systems resulting in
communicative misunderstandings.
b) What are the two views on bilingualism she develops?
Garcia goes against the common idea that bilinguals have two linguistic
systems which correspond, respectively, to different named languages; she
states that while bilinguals do have two named languages (the way society
sees it), they just have one single unified linguistic system. She invites the
audience to think of the educational movement that is “translanguaging” as
“going beyond” the 2,3, or more named languages of bilinguals, trilinguals
2. Student: Castagneto, Luján - Rodrigo Díaz Alcázar Date: 27/09/2021
and multilinguals, and to consider them as individuals with a single linguistic
system.
c) What were the origins of translanguaging?
Cen Williams, a Welsh educator, came up with the term “translanguaging”
while trying a different take on bilingualism in education. Williams wanted
students to make a greater use of Welsh and English, so they acquired
knowledge in one language and communicated the information in the other;
he provided opportunities for students to interchange the languages of the
input and the output, instead of always using just a specific language for a
certain situation.
d) Explain Cummins’ Interdependence Hypothesis and its impact on
bilingual education.
According to Cummins and his Interdependence Hypothesis, if a learner has
already learned a language, their mother tongue, they are also capable of
learning a second one, and this second one should come easier to them,
which enables them to transfer concepts from one language to the other. He
stated that there was an “Common Underlying Proficiency between the
languages of bilinguals that allowed for transfer to occur” (Garcia and Kleyn,
2016), without mattering the language in which academic content was
thought, there was an increase in the general knowledge of a student . His
theories supported bilingual education proving that what was learned in one
language didn’t have to be taught in another, and thanks to his influential
hypothesis, bilingual education greatly expanded during the 20th century. On
the downside, his earlier works were used to support double
monolingualism. Towards the second half of the 20th century, sequential and
simultaneous introduction of a second language were developed where the
two languages were always taught in separate circumstances (separate
times, place, different subjects and teachers). National languages were
learned at home, in isolation, and speakers had to transfer from one
language to the other.
At the end of the 20th century, Welsh educators encouraged students to use
English and Welsh interrelated, building in this way an integrated bilingual
Welsh identity.
e) Explain code-switching and its pedagogical validity following Gumperz
(1976) as explained by Garcia & Kleyn.
Following Gumperz (1976), code-switching is a way in which bilinguals use
two separate languages that belong to two different linguistic systems.
Gumperz (1982) defines code-switching as “the juxtaposition within the
same speech exchange of passages of speech belonging to two different
grammatical systems or subsystems''. Garcia & Kleyn explain that only in
situations in which students do not understand the lesson, code-switching
would be pedagogically valid.
3. Student: Castagneto, Luján - Rodrigo Díaz Alcázar Date: 27/09/2021
f) How is Garcia’s (2009, 2016) theory of translanguaging different from
code-switching? Quote it and explain it via the examples provided.
Garcia’s (2009, 2016) theory of translanguaging differs from code-switching
in that instead of taking into account just two named languages that
constitute two linguistic systems, translanguaging centres around a bilingual
individual who doesn’t have two linguistic systems but a complex and
dynamic one that he/she then separates into two named languages (defined
by social factors). Garcia (2009) says that translanguaging “is an approach
to bilingualism that is centered, not on languages as has often been the
case, but on the practices of bilinguals that are readily observable”. For
them, Garcia & Kleyn (2016), “translanguaging refers to the deployment of a
speaker’s full linguistic repertoire, which does not in any way correspond to
the socially and politically defined boundaries of named languages”. The
features belong to the bilingual individual who has just one linguistic system.
In a bilingual home, for someone who uses words such as friend, planta,
earth, comida, etc, those are simply their words, they do not belong to
Spanish nor English, they just belong to the bilingual’s linguistic system, they
are their words. Outside their home, bilinguals differentiate which word
belongs to their respective language, and they know that not everyone
shares the same linguistic repertoire, so they know which element to choose
in a certain situation.
g) Why is translanguaging important to build a more equitable society? How
do linguistic repertoires and socially named languages relate?
Translanguaging helps in taking down language hierarchies which are
socially constructed and that are responsible for the eradication of
languages spoken by minorities. Translanguaging encourages multilingual
practices and for educators to help bilingual students deepen their language
repertoire and achieve full understanding of content and develop their
language performances. Sometimes the language used in teaching only
considers correct certain lexical and structural features, leaving those used
by minorities, poor and non-white people, aside and making them powerless
and championing powerful speakers, which leads to social and educational
inequality. But translanguaging takes into account bilinguals’ full linguistic
repertoire while showing them when, with who, where, and why to use
certain features and not others allowing them to perform according to social
norms of named languages; building in this way a better and more just
world. Regarding named languages, in the translanguaging model, “they
have material and social reality, but not linguistic reality” (Otheguy, García &
Reid, 2015), which means that there are no features in words like “casa” that
make them Spanish and not English.
h) What is the importance of translanguaging as a pedagogical tool?
The importance of translanguaging as a pedagogical tool is that both
languages, no only just one, are accepted in all social and communicative
4. Student: Castagneto, Luján - Rodrigo Díaz Alcázar Date: 27/09/2021
situations. It is not that we can acquire an identity if we use one or another
language. There is a single identity made up of linguistic features that socially,
from an external perspective, are seen as Welsh or English. We cannot teach
unless both languages are used. William’s pedagogical strategy consists of
giving students practice in selecting features from their language repertoire to
perform a task in one or another language to deepen bilingual performances
and knowledge. It feeds and expands the child’s full language repertoire.
i) What elements should be part of a translanguaging design?
it requires 3 elements
● Constructing collaborative and cooperative structures
● Collecting varied multilingual and multimodal instructional
resources
● Using translanguaging pedagogical practices.
The design must have social interaction among classmates because the
children’s repertoire is not static but emerges through social interaction.
It must capitalize on collaboration among students that allows students to
appropriate new language features when they have opportunities to
interact with others who share a common language. Collaboration and
the use of the students’ full repertoire promotes the Biligual Zone of
Proximal Development. To design translanguaging instruction also is
necessary to bring the community into the school and invite them to
share their readings, stories, teachings, experiences, and funds of
knowledge.
j) How important is it in terms of assessment?
It is extremely important. Language in assesment, and especially in
summative assessment, usually responds to the definition of language as
handed down by state authorities. Translanguaging theory offers a way
os separating 2 ways of understanding language in assessment. On one
hand, there are lexical and structural features that schools helped
standarize and that make up what is then accepted ass English, Russian,
Spanish, etc. On the other hand, there are the bilingual speakers’ own
language features that go beyond the bounded designation of what is
considered one or the other language but that speakers can use to carry
out linguistic tasks. Translanguaging theory helps teachers to separate
“language-specific performances” in the named language - Spanish,
English - from “general linguistic performances” that is the students’
abilities to argue a point, express inferences, communicate thoughts, tell
a story, identify main ideas, etc.
We would be able to assess if a bilingual student uses lexicon and
linguistic structures of a specific-named language in socially and
academically appropriate ways. And we would be able to assess i f they
are able to perform linguistically to engage in academic and social tasks
regardless of the language features used, meaning, the general linguistic
performance.
5. Student: Castagneto, Luján - Rodrigo Díaz Alcázar Date: 27/09/2021
k) Why is it important to support translanguaging in multilingual
classrooms?
Translanguaging offers opportunities to transform these English-medium
programs into multilingual programs by including linguistic practices that
are associated with Languages Other Than English (LOTEs) Teachers
use translanguaging as scaffold towards English and bilingual teachers
have always been under attack for their use of a language other than
English in instructions. Translanguaging theory reflects the ways in which
they use language as victims of the symbolic violence that schools have
exerted on them. It is important to support the sense of language that
sees national languages as important and in need of development. Thus,
bilingual education programs usually have very strict boundaries
between the two languages, responding to the traditional understandings
of bilingualism. By putting the two named languages alongside each
other, students develop the capacity to analyze their own language
practices, to foster their metalinguistic awareness and it also help them
to become critical discourse analysts reflecting on which feature to use to
maximize communication among different communities of practice.
Translanguagin theory will always expand bilingual education to become
Multilingual education and beyond. In bilingual education classrooms that
choose translanguaging, the English and the LOTE spaces must include
all the language features of the students, regardless of how they are
named. Translanguaging has the potential to transform not only the
education landscape, but also our social landscape that is increasingly
becoming more inequitable.
l) Explain Flores (2014) quote.
“Let us not forget that translanguaging is a political act”
It means that as every political discourse, it has to encourage people to
support it. It has to share an ideology that coincides with what teachers
beliefs. Through its discourse, translanguaging can move masses that in
a near future will support it and spread its ideology.