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Plurilingual Pedagogies at the Post-Secondary Level: Possibilities for Intentional Engagement with Students' Diverse Linguistic Repertoires
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- Author(s): Van Viegen, Saskia (ORCID
Van Viegen, Saskia (ORCID 0000-0002-3748-1990 ); Zappa-Hollman, Sandra (ORCIDZappa-Hollman, Sandra (ORCID 0000-0002-9042-3722 )- Language:
English- Source:
Language, Culture and Curriculum. 2020 33(2):172-187.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Descriptive - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 16
- Education Level: Higher Education
Postsecondary Education - Subject Terms: Teaching Methods; Multilingualism; Language of Instruction; English; English (Second Language); Foreign Countries; Linguistic Theory; Code Switching (Language); Language Variation; Semiotics; Language Usage; Language Minorities; Second Languages; Immigrants; Bilingualism; Comparative Analysis; Universities; Educational Experience; Second Language Learning; English for Academic Purposes; College Faculty; Teacher Attitudes; Student Attitudes; Foreign Students; Engineering Education; Global Approach; Intercultural Communication; Masters Programs; Graduate Students; Undergraduate Students
- Subject Terms:
- Accession Number: 10.1080/07908318.2019.1686512
- ISSN: 0790-8318
- Abstract: This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise 'translanguaging spaces' [Li, W. (2018). Translanguaging as a practical theory of language. "Applied Linguistics," 39(1), 9-30. doi:10.1093/applin/amx039], wherein educators and students mobilise a range of semiotic resources for teaching and learning purposes. From a monolingual paradigm, such practice is often seen as interference or deficit; however, from a multilingual paradigm, this practice is seen as legitimate and unrestricted, with students free to use their linguistic resources as they wish to their own benefit. To conceptualise and analyse engagement with multilingual practice, we draw on Cenoz and Gorter's [(2017). Minority languages and sustainable translanguaging: Threat or opportunity? "Journal of Multilingual and Multicultural Development," 38(10), 901-912. doi:10.1080/01434632.2017.1284855] distinction between 'spontaneous' and 'intentional' translanguaging. To assist faculty to observe, act and reflect on implementation of plurilingual pedagogies, we propose a three-dimensional matrix comprising axes of (1) faculty- and student-initiated; (2) planned and spontaneous engagements with plurilingualism; and (3) plurilingualism as either a scaffold or a resource for curriculum, pedagogy and assessment.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1254357
- Availability:
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