The Challenges and Promise of Classroom Translation for Multilingual Minority Students in Monolingual Settings

Autor/in	Linares, Emily
Titel	The Challenges and Promise of Classroom Translation for Multilingual Minority Students in Monolingual Settings
Quelle	In: L2 Journal, 14 (2022) 2, S.51-74 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
Schlagwörter	Translation; Teaching Methods; Second Language Learning; Second Language Instruction; Middle School Students; Foreign Countries; Multilingualism; Minority Group Students; Ethnography; Language Usage; Native Language; Ethnic Groups; Romance Languages; Language Variation; Cartoons; French; France + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Mehrsprachigkeit; Multilingualismus; Ethnografie; Sprachgebrauch; Ethnie; Romanische Sprache; Sprachenvielfalt; Zeichentrickfilm; Französisch; Frankreich
Abstract	Largely banished from language instruction following the adoption of communicative approaches, some researchers now encourage the use of translation as a valuable resource for the language classroom. While increasingly embraced in theory, there remains a need to better understand, through empirical research, the implementation of translation-based activities in language instruction (Carreres, 2014; Källkvist, 2013), as well as their impact. As this contribution argues, the implementation of translation presents unique challenges and opportunities for multilingual minority students who "operate between languages" (MLA, 2007, p. 237) in their daily lives but who are typically expected to behave monolingually in the classroom. This article contributes to empirical research on the implementation of a translation activity in one such setting. The data are drawn from a larger ethnographic project carried out in elementary and middle school classrooms in Perpignan, France. The focal classes were exclusively attended by Roma learners who self-identify as "Gitan" and as L1 speakers of Gitan, their local variety of Catalan. For the purposes of the present study, the analysis focuses on an activity that required Gitan learners in a middle school French language class to translate a Catalan comic into French. The case study was selected for its insights into some of the challenges and potential benefits of classroom translation for minority learners within but also beyond K-12 settings. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01