Translanguaging for and as Learning with Youth from Refugee Backgrounds

Autor/in	Van Viegen, Saskia
Titel	Translanguaging for and as Learning with Youth from Refugee Backgrounds
Quelle	In: Australian Journal of Applied Linguistics, 3 (2020) 1, S.60-76 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Refugees; Code Switching (Language); Foreign Countries; Native Language; Second Language Learning; Language Usage; Teaching Methods; Educational Needs; Teacher Attitudes; Case Studies; Literacy; Linguistic Theory; Classroom Communication; Scaffolding (Teaching Technique); Immigration; Disadvantaged; Teacher Student Relationship; Grade 10; High School Students; English (Second Language); Second Language Instruction; Vocabulary Development; Multilingualism; Canada + Suchen Sie Ihr Suchwort? Flüchtling; Ausland; Zweitsprachenerwerb; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Educational need; Bildungsbedarf; Lehrerverhalten; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Linguistische Theorie; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Wortschatzarbeit; Mehrsprachigkeit; Multilingualismus; Kanada
Abstract	Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students' language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students' linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through a translanguaging theory of language, the article discusses how teachers and students engaged "translanguaging instinct" and created "translanguaging spaces" (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacher- and student-initiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01