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Translanguaging and English as a Lingua Franca in the Plurilingual Classroom , livre ebook

Channel View Publications - Anna Mendoza

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136 pages

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Explores translanguaging with speakers of less commonly taught languages in mainstream US schools

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

Acknowledgments

Figures and Tables

Excerpts

Transcription Conventions

Jeff MacSwan: Foreword

Chapter 1. Introduction

Chapter 2. Theoretical Constructs and Multilingual Practices in K–12 Education

Chapter 3. Research Context, Methods and Data Collection and Analysis

Chapter 4. ‘Sheltered’ English 9: Multilingual Majorities, Minorities, Singletons, Newcomers and Old-Timers

Chapter 5. ESL 9/10: Connecting Translanguaging and Critical Language Awareness

Chapter 6. Identity Trajectories of Individual Students: Multidialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy

Chapter 7. Discussion and Pedagogical Implications

Chapter 8. Conclusion

Appendices

References

Sujets

Disciplines

Language Arts

Teaching

EDUCATION

Linguistics

Multilingualism

Professional

K?12 (education)

Postgraduate education

General officer

General

Research

Postgraduate

Informations

Publié par	Channel View Publications
Date de parution	09 mars 2023
Nombre de lectures	0
EAN13	9781800413450
Langue	English
Poids de l'ouvrage	3 Mo

Informations légales : prix de location à la page 0,1750€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Translanguaging and English as a Lingua Franca in the Plurilingual Classroom

BILINGUAL EDUCATION & BILINGUALISM

Series Editors: Nancy H. Hornberger(University of Pennsylvania, USA)andWayne E. Wright(Purdue University, USA)

Bilingual Education and Bilingualism is an international, multidisciplinary series publishing research on the philosophy, politics, policy, provision and practice of language planning, Indigenous and minority language education, multilingualism, multiculturalism, biliteracy, bilingualism and bilingual education. The series aims to mirror current debates and discussions. New proposals for single-authored, multiple-authored, or edited books in the series are warmly welcomed, in any of the following categories or others authors may propose: overview or introductory texts; course readers or general reference texts; focus books on particular multilingual education program types; school-based case studies; national case studies; collected cases with a clear programmatic or conceptual theme; and professional education manuals.

All books in this series are externally peer-reviewed.

Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

Translanguaging and English as a Lingua Franca in the Plurilingual Classroom

DOIhttps://doi.org/10.21832/MENDOZ3436 Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. Names: Mendoza, Anna, author. Title: Translanguaging and English as a Lingua Franca in the Plurilingual Classroom /Anna Mendoza. Description: Bristol; Jackson: Multilingual Matters, [2023] | Series: Bilingual Education & Bilingualism: 137 | Includes bibliographical references and index. | Summary: “This book explores the use of multilingual practices such as translanguaging, code-switching and stylization by speakers of less commonly taught languages. It investigates how students use these languages alongside English as a lingua franca to participate in classroom tasks and social interactions in secondary classrooms in Hawai’i”— Provided by publisher. Identifiers: LCCN 2022046191 (print) | LCCN 2022046192 (ebook) | ISBN 9781800413429 (paperback) | ISBN 9781800413436 (hardback) | ISBN 9781800413450 (epub) | ISBN 9781800413443 (pdf) Subjects: LCSH: Translanguaging (Linguistics) | English language—Study and teaching (Secondary)—Hawaii—Honolulu. | English language--Study and teaching (Secondary)— Social aspects. | Multilingual education—Hawaii—Honolulu. Classification: LCC P115.35 .M46 2023 (print) | LCC P115.35 (ebook) | DDC 404/.2071— dc23/eng/20221220 LC record available athttps://lccn.loc.gov/2022046191 LC ebook record available athttps://lccn.loc.gov/2022046192

British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library.

ISBN-13: 978-1-80041-343-6 (hbk) ISBN-13: 978-1-80041-342-9 (pbk)

MnltiliNgnal Matters UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. USA: Ingram, Jackson, TN, USA.

Website:www.multilingual-matters.com Twitter: Multi_Ling_Mat Facebook:https://www.facebook.com/multilingualmatters Blog:www.channelviewpublications.wordpress.com

The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.

Typeset by Deanta Global Publishing Services, Chennai, India.

To my parents, Elizabeth and Gil Mendoza

Contents

Acknowledgments Figures and Tables Excerpts Transcription Conventions Foreword Jeff MacSwan

Introduction 1.1 Aims of the Book 1.2 Background of the Study 1.3 Chapter Outline

Theoretical Constructs and Multilingual Practices in K–12 Education 2.1 Plurilingualism and Translanguaging 2.2 Translanguaging in the Classroom 2.3 Code-Switching 2.4 Stylization 2.5 English as a Lingua Franca 2.6 Positionality 2.7 Summary

Research Context, Methods and Data Collection and Analysis 3.1 The Historical Context 3.2 The School Context 3.3 Linguistic Ethnography 3.4 Data Collection 3.6 Researcher Positionality: Sociohistorical 3.7 Researcher Positionality: At the Research Site

‘Sheltered’ English 9: Multilingual Majorities, Mi norities, Singletons, Newcomers and Old-Timers 4.1 English 9 Class Activities 4.2 The English 9 Teacher 4.3 The English 9 Students 4.4 The Translanguaging of the Linguistic Newcomer Majority 4.5 The Translanguaging of Linguistic Minorities/Si ngletons and English-Dominant Old-Timers 4.6 Summary

ESL 9/10: Connecting Translanguaging and Critical Language Awareness 5.1 ESL 9/10 Class Activities 5.2 The ESL 9/10 Teacher 5.3 The ESL 9/10 Students 5.4 ‘Laissez Faire Translanguaging’ 5.5 ‘Doing Ridiculous’ 5.6 Code-Switching as Metalinguistic Commentary 5.7 Summary

Identity Trajectories of Individual Students: Mult idialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy

6.1 Identity Trajectories in Classrooms 6.2 Jhon 6.3 Skusta 6.4 Summary

Discussion and Pedagogical Implications 7.1 The Plurilingual, English as a Lingua Franca Cl assroom as a Distinct Translanguaging Context 7.2 Use Joinfostering to Facilitate Collaborative T alk 7.3 Engage in Lingua Franca Teaching and Learning P ractices 7.4 Cultivate Critical Language Awareness 7.5 Empowering Teachers to Implement the Strategies

Conclusion 8.1 Summary of the Study 8.2 Theoretical Contributions 8.3 Study Limitations 8.4 Directions for Future Research

Appendix 1: Language Questionnaire Appendix 2: Interview Questions Appendix 3: Data Handout

References Index

Acknowledgments

First, I am grateful to the teachers and students who participated in my study. It is an institutional and societal privilege to be a linguistic ethnographer documenting the daily interactions and challenges of the plurilingual English as a lingua franca classroom, and I learned many things from my participants, for example, how fostering learners’ genuine self-efficacy and building a cohesive, mutually supportive classroom community are the bedrock of all good teaching. I learned that we all share responsibility for how we position one another linguistically, culturally, academically and socially, and that teachers are crucial actors in shaping this responsibility. The pedagogical and extracurricular dedication of teachers at the school where this research took place, and the initiatives they shared at national conferences, show how Hawai’i and the US need to value what excellent public school teachers do for society under the most challenging circumstances. Second, I wish to express my gratitude and love to my PhD supervisor, Christina Higgins. The education scholar Dan C. Lortie coined the term ‘apprenticeship of observation’ to describe how people tend to teach anything in the same ways that they themselves were taught that thing. I am sometimes at a loss for words to describe what exactly it is you taught me about scholarship – perhaps the term Hawaiians use,kuleana, to describe our social responsibility in context, with regard to the places we inhabit and the lives that exist there, comes close. Not to see these as merely furthering our goals, but to realize we have to make ourselves useful, to care and to learn alongside others. Sociolinguistically speaking, we also have a responsibility with regard to how we draw on institutional and societal discourses, frame identities and position ourselves in daily interactions, taking into account that what we say and do to achieve positive identity positionings and work toward our goals impacts the lived experiences of others. I would also like to thank other scholars who helped me understand the context of Hawai’i and the sociolinguistic forces that shape education: Betsy Gilliland, Graham Crookes, Georganne Nordstrom, Sarah Allen and Kent Sakoda. I am grateful to my Ilokano translator, Mario Doropan, who made this study possible. I recognize friends and colleagues who contributed to the atmosphere ofkuleana, responsibility to one another and to the communities and networks we are part of, that characterizes the Department of Second Language Studies and affiliated departments at the University of Hawai’i at Mānoa. Even if they did not comment on drafts of this book, they shaped the writer’s worldview: Jayson Parba, Jiamin Ruan, Jiaxin Ruan, Huy Phung, Ha Nguyen, Yuka Matsutani, Yuhan Lin and others. In a different way, the book’s ideas were also shaped by my parents and in-laws in Canada – Gil and Elizabeth Mendoza, Donna and David Olsen – who are not applied linguists but point to the quiet love that characterizes everyday life, suggesting that scholarship must exist in a symbiotic relationship with the day-to-day issues with which people are faced. My love reaches out to my brother Miguel ‘Miggy’ Mendoza for always helping me to become a better person. And even though I need to work on showing it, my deepest gratitude goes to my husband, Kent Olsen, who can be credited for many of the influences already described and much more.

Figures and Tables

Figures Figure 3.1Sociolinguistic timeline of Hawai’i (from the author’s lecture slides) Figure 3.2ELL program benchmarks (courtesy of ESL Department Head ‘Kaori’) Figure 3.3Use of linguistic ethnography in the study Figure 3.4Working with NVivo 12 Figure 3.5Trinidad (2005) (courtesy of theHonolulu Star-Advertiser) Figure 4.1English 9 class dynamics Figure 5.1ESL 9/10 class dynamics Figure 7.1Joinfostering (Faltis, 2001) Figure 7.2Bridging pedagogy: The rainbow diagram (Lin, 2016). Reproduced with permission from Angel M.Y. Lin

Tables Table 3.1Language use events discussed in individual interviews Table 3.2Thematic analysis of classroom data Table 4.1Sampling of lessons in English 9 Table 4.2Students in English 9 Table 4.3English 9 students’ responses to the language questionnaire Table 5.1Sampling of lessons in ESL 9/10 Table 5.2Students in ESL 9/10 Table 5.3ESL 9/10 students’ responses to the language questionnaire Table 5.4Filipino versus English talk