Pedagogical Translanguaging in Community/Heritage Arabic Language Learning

Autor/inn/en	Abourehab, Yousra; Azaz, Mahmoud
Titel	Pedagogical Translanguaging in Community/Heritage Arabic Language Learning
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 5, S.398-411 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1826496
Schlagwörter	Teaching Methods; Code Switching (Language); Heritage Education; Second Language Learning; Second Language Instruction; Native Language Instruction; Arabic; Language Variation; Teacher Student Relationship; Peer Relationship; Standard Spoken Usage; English (Second Language); Vocabulary; Grammar; Student Attitudes; Self Concept; Language Attitudes; Dialects; Language Usage; Language Maintenance; Muslims; Community Schools; Islam; Audio Equipment; Religious Education; Adolescents + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Arabisch; Sprachenvielfalt; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Gesprochene Sprache; Umgangssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatz; Grammatik; Schülerverhalten; Selbstkonzept; Sprachverhalten; Dialect; Dialekt; Sprachgebrauch; Sprachpflege; Muslim; Muslimin; Community school; ; Gemeindeschule; Gemeinschaftsschule; Audio-CD; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This article examines the potential of pedagogical translanguaging in a community/heritage language context. With focus on Arabic as a multidialectal and multiglossic language, the paper primarily examines the function of translanguaging practices in teacher-learner and learner-learner interaction to construct and negotiate linguistic knowledge in the standard variety of the language. The results show that the learners' linguistic repertoires (multiple varieties of Arabic and English) are actively and dynamically employed in the exchanges to negotiate linguistic knowledge (lexical and grammatical) in a setting that venerates the standard variety as a medium of instruction with a monolingual policy. Also, the results show how these multidialectal practices are sometimes utilised to acknowledge and give voice to the heritage learners' dialectal identities. It is argued that community/heritage language learning contexts are ideal translanguaging spaces in which heritage language learners find ample opportunities for identity negotiation and knowledge construction. These opportunities are augmented in a classroom atmosphere that gives legitimacy to their dialects and challenges the monolingual ideology. Pedagogical implications are discussed for Arabic heritage and mainstream second language programmes with heritage learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01