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Journal articles on the topic 'Plurilingual children'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Pearce, Daniel Roy, Mayo Oyama, Danièle Moore, Yuki Kitano, and Emiko Fujita. "Plurilingual STEAM and School Lunches for Learning?" International Journal of Bias, Identity and Diversities in Education 6, no. 2 (2021): 33–57. http://dx.doi.org/10.4018/ijbide.2021070103.

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In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various internation

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2

Lujić, Rea, and Silvija Hanžić Deda. "Plurilingual Primary School Students and Their Language Use." Sustainable Multilingualism 12, no. 1 (2018): 114–29. http://dx.doi.org/10.2478/sm-2018-0005.

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Summary This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two

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Prasad, Gail. "Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study." Language and Literacy 15, no. 3 (2013): 4. http://dx.doi.org/10.20360/g2901n.

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Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. In this article, I reflect on issues and insights that arose while working with grade 5 students as ethnographers of their own language and literacies practices over the course of a six-month transformative multiliteracies classroom intervention in a French school in Toronto, Ontario, Canada. I describe this initial exploratory case study as a way of provoking discussion on ways we may re-envision plurilingual multiliteracies re

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Simoes Lourêiro, Kevin, and Sascha Neumann. "Young children as actors of institutional language policies and practices in day care centres." European Journal of Applied Linguistics 8, no. 2 (2020): 157–80. http://dx.doi.org/10.1515/eujal-2020-0008.

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AbstractAs children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic fie

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Lohe, Viviane, and Daniela Elsner. "Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 4 (2014): 29–45. http://dx.doi.org/10.4018/ijcallt.2014100103.

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This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.

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Dooly, Melinda, Dolors Masats, and Maria Mont. "Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness." Journal of Technology and Science Education 11, no. 2 (2021): 260. http://dx.doi.org/10.3926/jotse.1224.

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To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler,2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and

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7

Le Pichon, Emmanuelle, Henriette De Swart, Jacob A. S. Vorstman, and Huub Van Den Bergh. "Emergence of patterns of strategic competence in young plurilingual children involved in French international schools." International Journal of Bilingual Education and Bilingualism 16, no. 1 (2013): 42–63. http://dx.doi.org/10.1080/13670050.2012.679251.

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8

Sims, Margaret, Elizabeth M. Ellis, and Vicki Knox. "Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings." Early Childhood Education Journal 45, no. 6 (2016): 777–87. http://dx.doi.org/10.1007/s10643-016-0826-6.

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9

Portante, Dominique. "Enacted Agency as the Strategic Making of Selves in Plurilingual Literacy Events: Framing Agency and Children as Contributors to Their Own and Others' Learning." European Educational Research Journal 10, no. 4 (2011): 516–32. http://dx.doi.org/10.2304/eerj.2011.10.4.516.

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‘This article is about the understanding of how children, using different conceptions of literacy as means to construct their social reality and their social roles in culturally and linguistically diverse classrooms, are enabled to enact agency in terms of their strategic making and remaking of selves. The research approach is informed by a sociocultural conception of literacy and draws on a conception of agency as multisourced, distributed and mediated through human interaction, mediational means and discourses. The author uses a microethnographic approach combining ethnomethodology and conve

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10

Rokita-Jaśkow, Joanna. "Parental visions of their children’s future as a motivator for an early start in a foreign language." Studies in Second Language Learning and Teaching 5, no. 3 (2015): 455–72. http://dx.doi.org/10.14746/ssllt.2015.5.3.6.

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This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children’s achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessfu

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11

Young, Andrea S. "Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff." European Journal of Applied Linguistics 2, no. 1 (2014): 27–52. http://dx.doi.org/10.1515/eujal-2014-0004.

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AbstractIn 2009 Strasbourg Council issued a call for tenders for an in-service training course aimed at nursery school assistants working in the city to enable them to better “communicate with non-French speaking children”. A small team of teachers and researchers from the University of Strasbourg responded to this call, firmly believing in the pivotal role played by nursery assistants in children’s language development given their close daily contact with children and their families. In this article we firstly situate Strasbourg pre-schools within the local and national context, referring to

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12

Prasad, Gail. "Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners? Re-envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario." Canadian Modern Language Review 68, no. 2 (2012): 190–215. http://dx.doi.org/10.3138/cmlr.68.2.190.

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13

Carapeto-Conceição, Robson. "Begegnungsschule und Fremdsprache: Der pädagogisch-institutionelle Diskurs in Bezug auf die mehrsprachige und plurikulturelle Kompetenzförderung in einer deutschen Auslandsschule." Verbum 9 (December 20, 2018): 41–50. http://dx.doi.org/10.15388/verb.2018.5.

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[full article, abstract in German; abstract in English] Im Kapitel 8 des Gemeinsamen europäischen Referenzrahmens für Sprachen (GER) wird die sogenannte mehrsprachige und plurikulturelle Kompetenz als weiteres Ziel des Sprachenlernens erläutert. Dementsprechend wird die allgemeine Sprachkompetenz „nicht als Schichtung oder als ein Nebeneinander von getrennten Kompetenzen verstanden, sondern vielmehr als eine komplexe oder sogar gemischte Kompetenz“ (Trim et al. 2001, p. 163) betrachtet. Insgesamt werden 140 Auslandsschulen mit Ressourcen des deutschen Auswärtigen Amtes in 71 Ländern gefö

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14

Dressler, Roswita. "Exploring Linguistic Identity in Young Multilingual Learners." TESL Canada Journal 32, no. 1 (2015): 42. http://dx.doi.org/10.18806/tesl.v32i1.1198.

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This article explores the linguistic identity of young multilingual learners through the use of a Language Portrait Silhouette. Examples from a research study of children aged 6–8 years in a German bilingual program in Canada provide teachers with an understanding that linguistic identity comprises expertise, affiliation, and inheritance. This article also provides additional concrete examples of how teachers can openly reference linguistic identity with students and help children to see stronger connections between home and school learning. The validation and understanding of linguistic ident

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15

Berchoud, Marie. "De la transgression dans les apprentissages : usages et limites." Voix Plurielles 12, no. 1 (2015): 240–51. http://dx.doi.org/10.26522/vp.v12i1.1188.

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Transgresser, c’est franchir une limite, une norme, sociale, scolaire, familiale, soit une pluralité de normes et parfois des conflits, par exemple entre nature et culture(s), école et famille. Alors, transgresser, est-ce un moment de l’apprentissage, ou une mise en question, ou encore une condition de celui-ci ? La transgression est l’acte d’un sujet parlant, apprenant : je transgresse pour apprendre, expérimenter, comprendre… soit un projet ; ou je transgresse pour me protéger, me conformer à mon milieu, soit un refus. L’exemple des enfants plurilingues montre comment la transgression d’une

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16

Nasir, Amin, and Mohammad Abdul Basit. "Ta'lîm al-Mufradât al-'Arabiyyah 'alâ Tharîqati al-Istidzkâr Mnemonic lil al-Kalimât al-Miftâhiyyah." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (2021): 40–60. http://dx.doi.org/10.19105/alb.v2i1.3944.

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This study discusses the mnemonic method of remembering key words for middle school children. The background of this study is that many students at school find it difficult and less responsive to vocabulary mastery in students. Use this mnemonic method for keywords we apply in the eighth semester in middle school. To determine the effect of using the mnemonic method effectively for success, we apply the eighth semester students in high school. This research is a quasi-experimental research. The use of the mnemonic method for keywords in the eighth semester of middle school. Based on the post-t

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17

Melo-Pfeifer, Sílvia. "Drawing the plurilingual self: how children portray their plurilingual resources." International Review of Applied Linguistics in Language Teaching 55, no. 1 (2017). http://dx.doi.org/10.1515/iral-2017-0006.

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AbstractSocial representations have a deep impact on how societal multilingualism, individual plurilingualism, and plurisemiotic resources are described, reported, and accepted. Traditionally, two perceptions of the relationship between languages in plurilingual minds have been prevalent: the juxtaposed and the interdependent representation. A third perspective has recently emerged, reporting more dynamic and plurisemiotic communicative practices. We will analyze the most frequent patterns children use to represent their linguistic resources through visual narratives and how these representati

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18

Griva, Eleni, and Panagiota Chouvarda. "Developing Plurilingual Children: Parents’ Beliefs and Attitudes towards English Language Learning and Multilingual Learning." World Journal of English Language 2, no. 3 (2012). http://dx.doi.org/10.5430/wjel.v2n3p1.

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19

Siry, Christina. "Dialogic Pedagogies and Multimodal Methodologies: Working Towards Inclusive Science Education and Research." Asia-Pacific Science Education, December 29, 2020, 1–18. http://dx.doi.org/10.1163/23641177-bja10017.

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Abstract This contribution to the APSE special issue, “Equity and Diversity in Science Education: Implications for the Asia-Pacific Region,” presents research on plurilingual students’ interactions in science drawn from several studies in the multilingual context of Luxembourg. The goal of the manuscript is to present dialogic pedagogies and multimodal methodologies as central to working towards equitable practices in science education, in particular when working with culturally and linguistically diverse students. Through a layering of claims from prior case studies, the manuscript makes thre

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20

"Bilngual education/bilingualism." Language Teaching 37, no. 2 (2004): 136–38. http://dx.doi.org/10.1017/s026144480426222x.

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04–239Bradshaw, Julie (Monash University, Australia; Email: julie.bradshaw@arts.monash.edu.au) and Truckenbrodt, Andrea. Divergent orientations to Greek and its teaching in an Australian Greek school. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 6 (2003), 439–57.04–240Francis, Norbert (Northern Arizona University, USA; Email: Norbert.Francis@nau.edu). Nonlinear processing as a comprehension strategy: a proposed typology for the study of bilingual children's self-corrections of oral reading miscues. Language Awareness (Clevedon, UK), 13, 1 (2004), 17–33.04–24

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