Translanguaging as Transmediation: Embodied Critical Literacy Engagements in a French-English Bilingual Classroom

Autor/in	Lau, Sunny Man Chu
Titel	Translanguaging as Transmediation: Embodied Critical Literacy Engagements in a French-English Bilingual Classroom
Quelle	In: Australian Journal of Applied Linguistics, 3 (2020) 1, S.42-59 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Code Switching (Language); Action Research; College School Cooperation; English; Language Arts; French; Second Language Learning; Second Language Instruction; Elementary School Teachers; Critical Thinking; Criticism; Foreign Countries; Bilingualism; Semiotics; Participatory Research; Teaching Methods; Language Usage; Linguistic Theory; Teacher Collaboration; Refugees; Immigration; Student Attitudes; Multisensory Learning; Empathy; Aesthetics; Learning Experience; Language Teachers; English Teachers; Canada + Suchen Sie Ihr Suchwort? Projektforschung; English language; Englisch; Sprachkultur; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kritisches Denken; Kritik; Ausland; Bilingualismus; Semiotik; Forschungstätigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Linguistische Theorie; Lehrerkooperation; Flüchtling; Schülerverhalten; Sensorische Stimulation; Empathie; Ästhetik; Lernerfahrung; Language teacher; Sprachunterricht; English language lessons; Englischunterricht; Kanada
Abstract	Translanguaging theory highlights linguistic and semiotic resources as an integrated communicative repertoire for knowledge construction (Li, 2018). Language is learned and used in conjunction with other modalities through processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984) where meaning is made and remade across modes. Through this translanguaging lens, dynamic integration of languages with expressive arts helps mobilize embodied resources, whether cognitive, sensory, or affective, for alternate avenues of knowing and awareness, an aspect much neglected in traditional critical literacy approaches focusing heavily on rational ideological critique (Janks, 2002). A trans-systemic approach also facilities second language learners' full agentive participation as their multilingual and multisensory resources are valorized for complex learning often considered beyond their abilities. This article describes a university-school participatory action research study in a Quebec elementary classroom, where the English Language Arts and French Second Language teachers, through coordinated translanguaging pedagogy (Gort & Sembiante, 2015), facilitated critical bilingual learning while providing respective language models. The children were engaged in a yearlong inquiry into the issue of refugees, through discussing stories of migration and interviewing with refugee background students in both languages while engaging in visual arts for deepened understanding and embodied reflections. Students responded positively to the coordinated bilingual engagements and multisensory approaches to critical literacy, which afforded an aesthetic experience that fostered reflexivity and civic empathy (Mirra, 2018). The study points to the affordances of translanguaging in critical education, underscoring how embodied multilingual engagements allow students to be "affected" and to "affect" (Ahmed, 2010) others. (As Provided).
Anmerkungen	Castledown Publishers. 16 Church Street, Cremome, Melbourne, Victoria, 3121, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown-publishers.com.au; Web site: https://www.castledownpublishers.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01