Translanguaging in Immersion: Cognitive Support or Social Prestige?

Autor/in	Lyster, Roy
Titel	Translanguaging in Immersion: Cognitive Support or Social Prestige?
Quelle	In: Canadian Modern Language Review, 75 (2019) 4, S.340-352 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Code Switching (Language); English; Native Language; Immersion Programs; Teaching Methods; Spanish; French; Language Usage; Bilingual Education Programs; Language Minorities; Relevance (Education); Course Content; Language of Instruction; Academic Language; Second Language Learning; Second Language Instruction; Educational Benefits; Foreign Countries; Social Status; Elementary Secondary Education; Canada; United States + Suchen Sie Ihr Suchwort? English language; Englisch; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Französisch; Sprachgebrauch; Sprachminderheit; Relevance; Relevanz; Kursprogramm; Teaching language; Unterrichtssprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungsertrag; Ausland; Sozialer Status; Kanada; USA
Abstract	Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from drawing on their entire linguistic repertoire. Whereas translanguaging pedagogy applies especially well to contexts where minority-language students are learning some or all of their school subjects through a majority language that is not their home language, this paper questions the relevance of translanguaging pedagogy across all contexts of bilingual education. Specifically, an argument is made against more use of English L1 in Canadian and US immersion programs featuring minority languages such as French or Spanish, given the high status of English that militates against the use of non-English languages. A research-based example of translanguaging pedagogy is presented to illustrate how it goes against current proposals for immersion pedagogy designed to systematically develop students' academic literacy in the minority language. Arguments are put forth for more sustained use of the minority language, drawing support from previous research on the benefits of separate spaces for instructional languages and from cognitive notions such as depth of processing and skill acquisition. Counterbalanced instruction integrating language and content along with strategies for scaffolding comprehension and production are presented as alternatives to translanguaging pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01