Examining a Northern Sámi-Norwegian Dual Language Picturebook in English Language Education through a Critical Translingual-Transcultural Lens

Autor/in	Ibrahim, Nayr Correia
Titel	Examining a Northern Sámi-Norwegian Dual Language Picturebook in English Language Education through a Critical Translingual-Transcultural Lens
Quelle	In: Intercultural Communication Education, 5 (2022) 3, S.105-124 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ibrahim, Nayr Correia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Picture Books; Norwegian; Finno Ugric Languages; Indigenous Populations; Bilingual Instructional Materials; Teaching Methods; Second Language Learning; Native Language; Multilingualism; Elementary School Students; Second Language Instruction; English (Second Language); Self Concept; Cultural Pluralism; Diversity; Social Justice; Cultural Context; Foreign Countries; Childrens Literature; Language Attitudes; Norway + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Norwegisch; Sinti und Roma; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Kulturpluralismus; Soziale Gerechtigkeit; Ausland; 'Children''s literature'; Kinderliteratur; Sprachverhalten; Norwegen
Abstract	The present article explores the affordances of a dual language Northern Sámi-Norwegian picturebook in addressing multilingualism and interculturality in the primary English language classroom. Both notions of interculturality and multilingualism have received increased attention as fundamental components in English language teaching (ELT), yet they have been mostly addressed as separate concepts. Furthermore, because interculturality has traditionally been theorised as communicating across geographical/national borders, local diversities, such as indigenous cultures and languages, have often been overlooked or misrepresented in the language classroom. Similarly, linguistic diversity has mostly been viewed through the monolingual lens. As classrooms around the world have become increasingly diverse, both culturally and linguistically, it is important for teachers to engage with these multiple languages and identities, not as separate entities in faraway lands, but also through an exploration of local indigenous diversities. The dual language picturebook provides a textual-visual space to engage teachers and learners with the multilingual turn in tandem with the transcultural perspective. The chosen picturebook, "Ábiid plástihkat -- Plasten i havet" (2020), by Rita Sørly (author) and Malgorzata Piotrowska (illustrator) opens up the interpretative possibilities of multimodal texts as socially-just, diversity-focused, visually-complex and language-conscious semiotic objects. Embedded in a specific cultural context, the English classroom in northern Norway, this paper positions the dual language picturebook as a potential resource for exploring indigenous languages and cultures in Grades 1-7 and for attending to global-local diversities through a critical translingual-transcultural lens. (As Provided).
Anmerkungen	Castledown Publishers. 447 Broadway, 2nd Floor Suite 393, New York, NY 10013. Tel: 646-520-0676; e-mail: journals@castledown.com; Web site: https://www.castledown.com/journals/ice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01