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Working with Translanguaging in Swedish classrooms
Linnaeus University, Faculty of Social Sciences, Department of pedagogy. (CSF)ORCID iD: 0000-0002-5882-4112
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2015 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this study is to reveal teachers’ strategies for making use of multilingual pupils’ linguistic repertoire and allowing multilingual competence to be a resource in the classroom. 

The term translanguaging was coined by Williams (1996), who studied strategic interaction in order to apply pupils’ multiple linguistic resources in the classroom. His studies showed that simultaneous multilinguistic practice not only led to improvement of pupils’ languages but also enhanced subject knowledge. Creese & Blackledge (2010), Garcia (2012), and Cummins & Persad (2014) also show that development of identity and knowledge is promoted when educating takes advantage of pupils’ previous linguistic experiences. However, according to Cummins (2007), teachers in L2 instruction apply linguistic strategies based on the view that use of L1 and L2 in the classroom does not further the development of the target language.

This study proceeds from an action research (Denscombe 2009) sub-project within a multi-year research project, Interaction for the Development of Language and Identity in Multilingual Classrooms. The sub-project has special focus on linguistic resources and strategies, and spotlights in this study two teachers in elementary school who have started to work strategically to utilize 12 years old pupils’ linguistic resources. Our study analyses the concrete ways in which the teachers apply varied linguistic strategies according to Garcia (2012) when teaching. The material consists of 25 pupils’ written texts that are analyzed as per textual analysis. The material also consists of recorded conversations, observations of lessons and semi structural interviews which are analyzed with qualitative methods.

The result shows that when teachers take advantage of the pupils’ linguistic repertoires by encouraging them to work together and apply all their linguistic knowledge when doing tasks the pupils create knowledge about concepts and forms of expression in both L1 and L2. The result also shows that pupils get a better understanding of L2-texts and improved writing as well as more confidence in their own capability. When the pupils’ diverse languages are regarded as a natural part of education also parents get involved which contributes to positive development of pupils’ identity by empowering of both pupils and parents.

Place, publisher, year, edition, pages
Odense: Syddansk Universitet, 2015.
Keywords [en]
translanguaging, teacher strategies, multilinguistic resources, developing of identity and knowledge
National Category
Specific Languages
Research subject
Humanities, Comparative Literature Education
Identifiers
URN: urn:nbn:se:lnu:diva-43745OAI: oai:DiVA.org:lnu-43745DiVA, id: diva2:817937
Conference
10th IAIMTE Conferemce 2015 Languages, Literatures & Literacies, 3-5 June, 2015, Odense
Available from: 2015-06-08 Created: 2015-06-08 Last updated: 2018-01-11Bibliographically approved

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Torpsten, Ann-ChristinSvensson, Gudrun

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf