Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship
TL;DR: The authors observed a broad range of multilingual practices across a variety of settings in schools, and at the boundaries of school and home, and identified two seemingly contradictory positions in relation to participants' bilingualism: an ideology which argues for language separation and one in which flexible bilingualism flourishes as a practice.
About: This article is published in Journal of Pragmatics.The article was published on 2011-04-01. It has received 253 citations till now. The article focuses on the topics: Sociology of language & Variety (linguistics).
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TL;DR: This article reviewed recent scholarship in language, identity, and education, focusing on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication.
Abstract: This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on “translanguaging,” examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.
301 citations
01 Jan 2014
TL;DR: This paper introduced the notion of heteroglossia as a means of expanding theoretical orientations to, and understandings of linguistic diversity, and proposed that Bakhtin's concept offers a lens through which to view the social, political, and historical implications of language in practice.
Abstract: This chapter introduces the notion of ‘heteroglossia’ as a means of expanding theoretical orientations to, and understandings of, linguistic diversity. The discussion responds to contemporary debates about multilingualism and proposes that Bakhtin’s concept of heteroglossia offers a lens through which to view the social, political, and historical implications of language in practice. The chapter refers to the rich theoretical and empirical contributions of the authors of the volume.
175 citations
TL;DR: In this paper, the authors describe the ways in which linguistic resources, everyday tasks and social space are intertwined in terms of metro-lingual multitasking and argue that a focus on resources, repertoires, space, place and activity helps us understand how multilingualism from below operates in complex urban places.
Abstract: Drawing on data from two restaurants in Sydney and Tokyo, this paper describes the ways in which linguistic resources, everyday tasks and social space are intertwined in terms of metrolingual multitasking. Rather than the demolinguistic enumeration of mappable multilingualism or the language-to-language or language-to-person focus of translingualism, metrolingualism focuses on everyday language practices and their relations to urban space. In order to capture the dynamism of the urban linguistic landscape, this paper explores this relationship between metrolingual multitasking – the ways in which linguistic resources, activities and urban space are bound together – and spatial repertoires – the linguistic resources available in a particular place – arguing that a focus on resources, repertoires, space, place and activity helps us understand how multilingualism from below operates in complex urban places.
122 citations
TL;DR: The authors argue for a translanguaging perspective to teaching, whereby language and language acquisition are framed as social meaning-making processes and standardized forms are questioned, such that students can be supported in their learning of new content and linguistic forms.
Abstract: Much attention is now given to academic language, particularly in content areas such as science, amid persistent achievement disparities between students classified as English Language Learners, and more recently, Long Term English Learners, and their English-proficient peers. This attention has fueled debate about the precise features of such language and the best ways to help students develop them. This work uses data from ethnographic observation and recordings of student interactions of a fifth grade cohort in a bilingual education program to show that by allowing students ample use of their full bilingual repertoires, extensive collaboration, and authentic experience and exposure to target language varieties, they are supported in their learning of new content and linguistic forms. The paper argues for a translanguaging perspective to teaching, whereby language and language acquisition are framed as social meaning-making processes and standardized forms are questioned, such that students can ...
94 citations
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Book•
01 Jan 1965
TL;DR: Rabelais drew these images from the living popular-festive tradition of his time, but he was also well versed in the antique scholarly tradition of the Saturnalia, with its own rituals of travesties, uncrownings, and thrashings as mentioned in this paper.
Abstract: Abuse with uncrowning, as truth about old authority, about the dying world, is an organic part of Rabelais’ system of images. It is combined with carnivalesque thrashings, with change of costume and travesty. Rabelais drew these images from the living popular-festive tradition of his time, but he was also well versed in the antique scholarly tradition of the Saturnalia, with its own rituals of travesties, uncrownings, and thrashings. Finally, the carnivalesque character appeared on private family occasions, christenings and memorial services, as well as on agricultural feasts, the harvest of grapes (vendage) and the slaughter of cattle, as described by Rabelais. In the time of Rabelais folk merriment had not as yet been concentrated in carnival season, in any of the towns of France. Shrove Tuesday (Mardi Gras) was but one of many occasions for folk merriment, although an important one.
3,871 citations
TL;DR: The authors argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other, and they take a language ecology perspective and seek to describe the interdependence of skills and knowledge across languages.
Abstract: This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages. [ABSTRACT FROM AUTHOR]
1,599 citations
Book•
15 Jul 2021
TL;DR: Bilingual education in the 21st century as discussed by the authors examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments.
Abstract: "Bilingual Education in the 21st Century" examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers.
· Provides an overview of bilingual education theories and practices throughout the world
· Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century
· Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices
· Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education
· Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out
1,543 citations