We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Pedagogical translanguaging".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Pedagogical translanguaging":
1
Cenoz, Jasone, e Durk Gorter. "Pedagogical translanguaging: An introduction". System 92 (agosto de 2020): 102269. http://dx.doi.org/10.1016/j.system.2020.102269.
Sahib, Rahmawansyah. "Translanguaging as a Pedagogical Strategy in EFL Classroom". ELT-Lectura 6, n.º 2 (21 de agosto de 2019): 139–46. http://dx.doi.org/10.31849/elt-lectura.v6i2.3032.
This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore the teacher’s reason for using translanguaging in EFL Classroom, and to explore the benefits of teacher’s translanguaging on students in EFL Classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on the teacher’s reason for using translanguaging in EFL Classroom, and the benefits of teacher’s translanguaging on students. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, there were four teacher’s reason used translanguaging in EFL Classroom. Furthermore, there were six benefits of teacher’s translanguaging on students in EFL Classroom
3
Cenoz, Jasone, e Durk Gorter. "Teaching English through pedagogical translanguaging". World Englishes 39, n.º 2 (9 de março de 2020): 300–311. http://dx.doi.org/10.1111/weng.12462.
Cenoz, Jasone, e Alaitz Santos. "Implementing pedagogical translanguaging in trilingual schools". System 92 (agosto de 2020): 102273. http://dx.doi.org/10.1016/j.system.2020.102273.
Zhou, Xiaozhou (Emily), e Steve Mann. "Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes". Studies in Second Language Learning and Teaching 11, n.º 2 (24 de junho de 2021): 265–89. http://dx.doi.org/10.14746/ssllt.2021.11.2.5.
Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.
6
Sahib, Rahmawansyah Bin. "THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY". LET: Linguistics, Literature and English Teaching Journal 9, n.º 2 (30 de dezembro de 2019): 22. http://dx.doi.org/10.18592/let.v9i2.3124.
This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.
7
Rasman, Rasman. "TO TRANSLANGUAGE OR NOT TO TRANSLANGUAGE? THE MULTILINGUAL PRACTICE IN AN INDONESIAN EFL CLASSROOM". Indonesian Journal of Applied Linguistics 7, n.º 3 (31 de janeiro de 2018): 687. http://dx.doi.org/10.17509/ijal.v7i3.9819.
Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecological approach to explain the dialectical relationship between local interaction and the wider socio-political context. The findings show that translanguaging could help learners to develop their multilingual competencies (including the English language). However, the different socio-politically constructed status of English, Indonesian, and Javanese is still prevalent among students and thus, it inhibits them from maximizing their full repertoire when learning English. Further pedagogical implications related to the translanguaging practice for teachers are also suggested in this article.
8
Byrnes, Heidi. "Navigating pedagogical translanguaging: Commentary on the special issue". System 92 (agosto de 2020): 102278. http://dx.doi.org/10.1016/j.system.2020.102278.
Rosiers, Kirsten. "Translanguaging revisited". Translanguaging – researchers and practitioners in dialogue 4, n.º 3 (13 de novembro de 2018): 361–83. http://dx.doi.org/10.1075/ttmc.00018.ros.
Abstract This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into practice by permitting pupils to interact, thereby co-constructing knowledge and valorizing their own and others’ translanguaging. The article also shows how translanguaging practices are influenced by changes in evolving constellations and dynamics of a group, by content, and by socio-situational, cognitive and linguistic factors. At the same time, the article highlights challenges for translanguaging research, policy and pedagogy. With respect to further studies in this area, reflection is recommended on the definition of translanguaging and the integration of speakers’ attitudes in research. In terms of policy, the article considers as to how best to reconcile a multilingual reality with a monolingual educational ideology and reflects on the relationship between macro level interventions and micro-interactional practices. For pedagogy, four challenges are highlighted: the degree of acceptance of translanguaging practices in schools, the commitment to developing the school language for academic tasks, the need to pay attention to the unequal treatment of languages, and the implementation of an innovative approach with a focus on teachers and the creation of a powerful learning environment.
10
Vyshnevska, Kira, Olga Bratanych, Sergii Skydan, Olena Hushko e Zulfizar Karimova. "Translanguaging as an Aspect of ESP Acquisition in Non-Linguistic Universities". SHS Web of Conferences 100 (2021): 02012. http://dx.doi.org/10.1051/shsconf/202110002012.
This article seeks to develop Translanguaging as a theory and an efficient ESP classroom practice. We consider Translanguaging at linguistic and linguodidactic (spontaneous, or preplanned) levels. Our findings may be of certain practical value for ESP teachers, hesitant about acceptance of Translanguaging for building rapport with students, creating a positive learning environment and aiding their acquisition of target language. We contextualize Translanguaging in the ESP classroom realities of the State University of Economics and Technology (Ukraine), National University of Tashkent, Bukhara State University (Uzbekistan) and Samara State Technical University (the Russian Federation). The study was based upon the online survey of teachers’ attitude towards Translanguaging and their practice of translanguaging in ESP classrooms. In order to obtain reliable information and to explore the topic rigorously we applied a combined-method design, integrating quantitative and qualitative approaches. The paper provides empirical results on the role of translanguaging in ESP classrooms, the expediency of using the translanguaging strategy in ESP classes and its "legitimization" in the methodology of teaching, the extent of using Translanguaging by university teachers and students, evaluations of Translanguaging shortcomings and benefits. Studies have shown that translanguaging is both an efficient learning tool and a useful teaching method if pedagogical activities are designed thoroughly.
Teses / dissertações sobre o assunto "Pedagogical translanguaging":
1
Ledwaba, Makgabo Rebecca. "Translanguaging as a pedagogical strategy to improve the reading comprehension of Grade 4 learners in a Limpopo primary school". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78340.
The low reading proficiency of Grade 4 learners is a major concern. The use of English (an
additional language for the majority of learners in South Africa) as the language of learning
and teaching (LoLT) may have contributed to the poor comprehension skills of these learners.
The purpose of this research was to evaluate the use of translanguaging as a pedagogical
strategy to improve the reading comprehension of Grade 4 learners in a primary school in
Limpopo Province.
A mixed methods design was used for the study, which was conducted in five phases. In phase
1, 70 learners in a control group and an intervention group wrote a pre-test to determine their
reading proficiency level, as well as to establish the homogeneity of the two groups (research
question 1). In phase 2, an intervention based on a translanguaging reading instruction
programme was conducted with the intervention group. In phase 3, the learners from both
groups wrote a post-test at the end of the intervention, and the intervention group completed a
questionnaire on the integrated use of Sepedi and English. In addition, six Grade 4 teachers
from the school completed open- and closed-ended questionnaires. In phase 4, t-test analysis
of learners’ pre- and post-test results was used to determine the differences within and between
the two groups. Quantitative analysis of the learners’ questionnaire responses and the teachers’
closed-ended questionnaire responses, together with qualitative analysis of the teachers’ openended questionnaire responses, were used to answer research questions 3 and 4. In phase 5, the
results of the qualitative and quantitative analyses were integrated and evaluated to determine
the effectiveness of the intervention. While the pre-test results showed that the learners’ reading
proficiency level was below 50% for both groups, the results of the post-tests (independent and
paired t-tests with effect sizes) showed that the intervention group had improved significantly
more than the control group. The findings revealed that there was a statistically significant
difference between the two groups. The questionnaire responses also showed benefits of the
translanguaging approach, as indicated by the learners and the teachers. Based on the findings,
recommendations were made for the adoption of a translanguaging teaching approach in
schools. The dissertation concluded by showing the significance of the study, which lies in its
finding that translanguaging can be used successfully as a pedagogical strategy to improve the
reading comprehension of Grade 4 learners using Sepedi and English texts.
Keywords: translanguaging, reading comprehension, reading proficiency level, Grade 4
learners’ pedagogy Dissertation (MA)--University of Pretoria, 2020. Afrikaans MA Unrestricted
2
Ringsby, Jonna. "Pedagogical translanguaging in lower primary school : A study of how language resources can be used in English teaching". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36423.
This essay presents research on the usage of pedagogical translanguaging in the teaching of English in lower primary schools in Sweden (grades F-3). The focus of the study is to research if and how pedagogical translanguaging is used in English teaching. The data was collected using a qualitative method. Through classroom observations, findings showed that the use of pedagogical translanguaging was recurrent in all six observations. The most common method of pedagogical translanguaging was the use of the first language to enhance pupils’ understanding and code-switching. This paper might help teachers that are struggling to uphold the old paradigm of target language only in foreign language learning but also opens up for a multilingual approach in other subjects.
3
Saadou, Hanna Rebecka. "Lärares attityder till flerspråkighet". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42445.
Denna studie syftar till att få en uppfattning om F-3 lärares attityder till flerspråkighet i skolan. Studien är baserad på intervjuer med lärare. Materialet har bearbetats med en fenomenografisk analysmetod. Analysen visade att det förekom fyra olika kategorier av attityder till flerspråkighet. Resultatet påvisade en variation av attityder. Inget entydigt resultat påträffades. Attityderna till flerspråkighet visade sig vara positiva på så sätt att lärarna bejakar eleverna tillhörighet och ser flerspråkighet som ett pedagogiskt verktyg. Attityderna visade sig även vara negativa på så sätt att flerspråkighet uppfattades som ett hinder för språkutvecklingen.
4
Hallqvist, Jessica. "Speaking English i engelskundervisningen? : En studie om lärares språkanvändning i undervisning av engelska i årskurs 1–3". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35854.
Det förekommer en debatt om lärares språkanvändning och språkval i engelskundervisningendär det exempelvis finns skilda åsikter gällande språkens omfattning. Den rådande debatten harutvecklat ett intresse för att undersöka området. Studien fordrar ett lärarperspektiv som syftartill att undersöka lärares egen språkanvändning samt uppfattningar kring språkanvändning iengelskundervisning i årskurs 1–3. Detta undersöktes genom metodtriangulering i form av trehalvstrukturerade intervjuer tillsammans med en enkätundersökning med 35 informanter.Informanterna i undersökningarna är legitimerade engelsklärare. Resultatet har diskuteratsutifrån sociokulturellt perspektiv och translanguaging tillsammans med bakgrund och tidigareforskning. Resultatet påvisar att lärarnas uppfattningar kring språkanvändning varierar.Resultatet indikerar dock att lärare anser att engelska språket bör ta mest plats iengelskundervisning och engelska rapporteras också vara det språk som används i störstutsträckning. Undersökningen fann även att svenska är ett språk som tar stor plats iengelskundervisningen. Samtidigt som resultatet påvisar att lärarna har ett positivt synsätt tilltranslanguaging rapporteras övriga språk än engelska och svenska sällan tillämpas. En orsakbeskrivs vara att studiens informanter delade språkkunskaper med elevgruppen. Slutligenpåvisar resultatet att de flesta lärarna följer egna riktlinjer kring språkanvändning utifrånerfarenhet och lärarna önskar inte heller
5
Nkembo, Catarina. "Teachers’ experience of using L1 in the F-3 classroom: An action research project". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29983.
In Sweden and in many places around the world there is a great discussion about using L1 or not in teaching. The fact that 43% of the pupils having a parent speaking another language do not qualify for upper secondary studies in Sweden is worrying. The aim of the thesis was to collect a classroom teacher's experiences and how the teacher perceived the pupils' participation and the perspectives of the mother tongue teacher over three lessons. The research was carried out in a multilingual grade 3, consisting of 19 pupils. The focus was the experience of the classroom teacher and mother tongue teachers. The result was positive for pupils in many ways but the organisation of how to use L1 is an issue to solve. The data collection was carried out through observations from three lessons and interviews with teacher and mother tongue teachers. Recommendations for further studies include to get a better point of view concerning the organisation round mother tongue tuition and how the pupils develop their knowledge.
Educational work/ English
Pedagogiskt arbete/ Engelska
6
Norberg, Mikaela. "Valet av språk inom engelskundervisningen i årskurs 4–6 : Lärare och elevers åsikter om vilket språk som bör användas". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27755.
Diskussionen kring språkvalet i engelskundervisningen är aktuell, eftersom det är något som många lärare reflekterar kring. Syfte med detta examensarbete är att undersöka vad lärare och elever har för åsikter kring huruvida det engelska, respektive det svenska språket bör användas i engelskundervisningen. I studien genomfördes fyra halv-strukturerade intervjuer med lärare som arbetar med engelskundervisning och en enkätundersökning bland elever i årskurs 4 –6 (10- 12 år). Resultatet jämförs mot tidigare forskning, samt två teoretiska perspektiv the input hypothesis och translanguaging. Resultaten från undersökningarna visar att det finns skillnader mellan de individuella lärarna i hur de ser på och arbetar med de båda språken i engelskundervisningen. En lärare i studien anger att hon använder engelska genomgående, medan en annan lärare beskriver att hon översätter det mesta hon säger på engelska till svenska. Majoriteten bland eleverna uppgav att deras lärare använder engelska hela engelsklektionerna och att de inte vill att läraren ska använda mer svenska i engelskundervisningen. Det fanns många gemensamma faktorer men också skillnader mellan lärarna i studien som kunde jämföras mot tidigare forskning och teoretiska perspektiv. Som fortsatt forskning föreslås att lärarintervjuer och elevintervjuer används tillsammans för att tillägna en mer djupgående och bredare bild av valet av språk i engelskundervisningen. Det vore även intressant att vidare undersöka lärares bekantskap med translanguaging.
Engelska
7
Sjölund, Sofia. "Flerspråkighet i undervisningen : En studie om hur elever i årskurs 5 använder sina språk som ett redskap för förståelse". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67045.
The aim of the study is to investigate how multilingualism can be expressed in a classroom. With the aid of a qualitative approach applying the sociocultural perspective and with translanguaging as a theoretical framework, a fifth-grade class has been observed during three lessons in Swedish and mathematics. The class teacher was also asked to answer questions by email about how the pupils’ multilingualism was manifested in the classroom. The result shows that the teacher promotes the pupils’ opportunities for developing knowledge, language and identity by letting them translate words and summaries of texts from Swedish into their mother tongue. The pupils are helped by being allowed to use their multilingualism since they can help each other with words they do not understand and can carry on conversations with each other with no linguistic obstacles. By working in language groups, the pupils are allowed to converse with each other by switching between their languages and thereby creating further conditions for accomplishing the tasks with which they are presented.
8
Hjelm, Rebecka, e Jakob Arkegård. "''Här pratas alla språk, är här alla språk lika viktiga'' : Strategier för inkludering av flerspråkiga elever i svenskundervisnigen". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91228.
Syftet med den här studien är att synliggöra goda exempel på hur flerspråkiga elever integreras i svenskundervisningen och analysera hur grundskolelärare i årskurserna 1–6 gynnar dessa elevers kunskaps- och identitetsutveckling i svenskämnet. För att kunna samla in relevant data om olika strategier och metoder för att gynna flerspråkiga elever har vi genomfört fyra semistrukturerade intervjuer med fyra grundskollärare som alla har undervisat i svenska som andraspråk. Metoden består av kategorisering av intervjusvaren utifrån begreppen multimodala verktyg, studietekniker och transspråkande liksom begreppet modersmål och dess vikt för att förstå svenska som andraspråk. Studiens teoretiska ram grundar sig i det sociokulturella perspektivet och vikten av stöttning i undervisningen. För att analysera våra intervjuer och den insamlade empirin har vi utgått från ett hermeneutiskt perspektiv för att skapa en djupare förståelse för intervjusvaren. Genom att analysera de fyra lärarnas svar kan vi konstatera att alla lärarna har strategier som de anser vara fungerande för att stötta den flerspråkiga eleven. Alla fyra lärarna arbetar mycket med olika multimodala verktyg. Tre av de fyra lärarna anser att modersmålet har en stor vikt för utveckling av elevens inlärning. Två av dem arbetar mycket med transspråkande i klassrummet. Utifrån resultatet har vi dragit slutsatsen att alla dessa strategier hänger ihop och främjar språkutvecklingen, som är en viktig del av människans utveckling utifrån ett sociokulturellt perspektiv. Dessa olika metoder hjälper eleven att utvecklas såväl kunskapsmässigt som identitetsstärkande.
9
Edlund, Rebekka. "Engelska för nyanlända somalisk- och arabisktalande elever : Hur upplever somalisk- och arabisktalande flyktingelever inlärningen av engelska på en högstadieskola i Sverige? En kvalitativ studie med fokus på underkända elever". Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37754.
Swedish schools start teaching English in second grade. Also, many children in Sweden practicea lot of English in their spare time, for example by watching films, or by playing computergames. During the last few years, Sweden has accepted many refugees from countries whereEnglish doesn’t play such a dominant role. By talking to refugee high-school students and theirparents, and asking them about their attitudes towards English as a language and as a subjecttaught in school, this study aims to make it easier for English teachers in Sweden to understandthe perspective of foreign-born students. The study is based on interviews and surveys withSomali- and Arabic-speaking students and parents, conducted in collaboration with Somali- andArabic-speaking translators. This group of students has a completely different starting point thanSwedish students, since they start learning English as a foreign language at the same time as theystart learning Swedish, and have a home language that is from a different language group. Themethod of research used has been focus group interviews with students, individual, structuredinterviews with parents, as well as surveys with students. Results show that students and parentswho participated think it’s important to learn English, that they don’t think it’s a particularlydifficult language, but that they need more time to practice, in school, and in their spare time.
Engelska
10
Petersson, Anna-Lena, e Pernilla Kristensson. "Transspråkande förhållningssätt i undervisning : en studie utifrån lärares perspektiv". Thesis, Högskolan Kristianstad, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21946.
Studiens syfte är att bidra med kunskap om några grundskollärares och en specialpedagogs upplevelser av och syn på språk- och kunskapsutvecklande arbetssätt med särskilt fokus på transspråkande förhållningssätt. Studiens syfte är också att bidra med kunskap om speciallärarens roll i arbetet med att främja transspråkande i undervisningen för elever i behov av språkligt stöd. De teoretiska ramarna för studien utgörs av sociokulturella perspektiv och interkulturellt pedagogiskt perspektiv. Studiens ansats är kvalitativ och studiens data samlades in genom semistrukturerade intervjuer. Utifrån lärarnas beskrivningar synliggörs såväl fördelar som utmaningar med transspråkande förhållningssätt i undervisningen. Den enskilt mest framträdande framgångsfaktorn för att transspråkande undervisning kan ske är enligt studiens resultat lärarens förhållningssätt och positiva inställning till alla språk. Resultatet visar vidare att transspråkande förhållningssätt i undervisning kan vara ett sätt att förebygga diskriminering och främlingsfientlighet. Studiens specialpedagogiska relevans synliggörs genom att studien visar att specialläraren kan vara en resurs i att utforma stöttande undervisning för flerspråkiga elever samt i att utbilda och informera lärare kring transspråkande. The purpose of the study is to contribute with knowledge of some teachers' and a special educator's experiences of and views on language and knowledge development working methods with a special focus on translanguaging approaches. The purpose of the study is also to contribute with knowledge about the role of the special needs teacher in the work of promoting translanguaging in teaching for students in need of language support. The theoretical framework for the study consists of socio-cultural perspectives and intercultural pedagogical perspectives. The study approach is qualitative and the study data were collected through semi-structured interviews. Based on the teachers' descriptions, both advantages and challenges with translanguage approaches in teaching are made visible. According to the results of the study, the single most prominent success factor for translanguaging teaching to take place is the teacher's positive attitude towards all languages. The results also show that translanguaging approaches in teaching can be a way to prevent discrimination and xenophobia. The study's special pedagogical relevance is made visible by the fact that the study shows that the special needs teacher can be a resource in designing supportive teaching for multilingual students and in educating and informing teachers about translanguaging.
Livros sobre o assunto "Pedagogical translanguaging":
1
Juvonen, Päivi, e Marie Källkvist, eds. Pedagogical Translanguaging. Multilingual Matters, 2021. http://dx.doi.org/10.21832/juvone7376.
This book presents cutting-edge qualitative case-study research across a range of educational contexts, as well as theory-oriented chapters by distinguished multilingual education scholars, which take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world.
2
Swanwick, Ruth. Dialogic Teaching and Translanguaging in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0004.
This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.
3
Beaven, Tita, e Fernando Rosell-Aguilar, eds. Innovative language pedagogy report. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.9782490057863.
The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets.
Capítulos de livros sobre o assunto "Pedagogical translanguaging":
1
Cenoz, Jasone, e Durk Gorter. "Translanguaging as a Pedagogical Tool in Multilingual Education". In Language Awareness and Multilingualism, 309–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_20.
Cenoz, Jasone, e Durk Gorter. "Translanguaging as a Pedagogical Tool in Multilingual Education". In Language Awareness and Multilingualism, 1–14. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_20-1.
Scibetta, Andrea, e Valentina Carbonara. "Translanguaging as a pedagogical resource in Italian primary schools". In Translinguistics, 115–29. London; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429449918-10.
Ganuza, Natalia, e Christina Hedman. "13. Ideology Versus Practice: Is There a Space for Pedagogical Translanguaging in Mother Tongue Instruction?" In New Perspectives on Translanguaging and Education, editado por BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer e Åsa Wedin, 208–25. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097821-014.
Ikeda, Makoto. "Pedagogical translanguaging in primary school math CLIL lessons in Japan". In Soft CLIL and English Language Teaching, 86–102. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429032332-5-6.
Tsokalidou, Roula, e Eleni Skourtou. "Translanguaging as a Culturally Sustaining Pedagogical Approach: Bi/Multilingual Educators’ Perspectives". In Inklusion und Bildung in Migrationsgesellschaften, 219–35. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28128-1_13.
Morales, Julio, Jamie L. Schissel e Mario López-Gopar. "Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico". In Educational Linguistics, 161–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47031-9_8.
Phyak, Prem. "Translanguaging as a Pedagogical Resource in English Language Teaching: A Response to Unplanned Language Education Policies in Nepal". In International Perspectives on Teaching English in Difficult Circumstances, 49–70. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-53104-9_3.
Slembrouck, Stef, e Kirsten Rosiers. "Translanguaging: A Matter of Sociolinguistics, Pedagogics and Interaction?" In The Multilingual Edge of Education, 165–87. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54856-6_8.
Vogel, Sara, Kate Seltzer, Kathryn Carpenter, Ann E. Ebe, Christina Celic e Kahdeidra Martin. "Developing Translanguaging Pedagogical Material". In Translanguaging and Transformative Teaching for Emergent Bilingual Students, 95–114. Routledge, 2020. http://dx.doi.org/10.4324/9781003003670-10.
Trabalhos de conferências sobre o assunto "Pedagogical translanguaging":
1
Ruiz-Perez, Sergio, e Gema Lopez-Hevia. "¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13003.
In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). Discussions of specific pedagogical applications of translingualism have remained limited and have been regarded as speculative (Gervers, 2018; Matsuda, 2014). It is still unclear how such pedagogies would address the diverse needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class that permitted flexible use of translanguaging. Results from surveys and interviews suggest that students can better focus on the message they want to convey without linguistic pressure. Additionally, pairing students for collaborative writing enhances their overall drafting development.
