Language beyond Flags: Teachers Misunderstanding of Translanguaging in Preschools

Autor/inn/en	Aleksic, Gabrijela; García, Ofelia
Titel	Language beyond Flags: Teachers Misunderstanding of Translanguaging in Preschools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 10, S.3835-3848 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aleksic, Gabrijela) ORCID (García, Ofelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2085029
Schlagwörter	Video Technology; Preschool Teachers; Preschool Children; Code Switching (Language); Multilingualism; Language Usage; Second Language Learning; Teaching Methods; Educational Policy; Faculty Development; Indo European Languages; Self Concept; Native Language; Lesson Plans; Racial Attitudes; Language Attitudes; Metalinguistics; Discourse Analysis; Linguistic Theory; Foreign Countries; Language Minorities; Portuguese; Serbocroatian; French; German; Second Languages; Teacher Attitudes; Teacher Student Relationship; Luxembourg + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Indoeuropäisch; Selbstkonzept; Lesson planning; Unterrichtsplanung; Rassenfrage; Sprachverhalten; Metalanguage; Metasprache; Diskursanalyse; Linguistische Theorie; Ausland; Sprachminderheit; Portugiesischunterricht; Serbokroatisch; Französisch; Deutscher; Second language; Zweitsprache; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers' limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a professional development project in which the teachers in this preschool participated. During a lesson, the teachers insisted that these young children had a home language associated with a national affiliation depicted by a flag, despite the children themselves telling them repeatedly that their home language practices were complex and included Luxembourgish, which was part of their identity. The teachers' actions and discourse reveal raciolinguistic ideologies and misappropriation of the term translanguaging to simply implement what could be better described as a multilingual awareness activity. On the surface, the teachers have shifted from monolingual instruction to one that recognizes the children's multilingualism. Yet, teachers continue to associate the notion of language with flags and political states, instead of taking up an inside-view of the bilingual speaker, the kernel of translanguaging theory. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01