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Mehrsprachigkeit und Translanguaging in Migrationsstudien: einige methodologische Überlegungen ; Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 23 Nr. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 No. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 Núm. 1 (2022) ; 1438-5627 (2022)
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Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 23 ; 1 (2022)
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"Doch nicht auf Russisch!" - Perspektiven von Kindern auf Sprachbildungsprozesse im Rahmen familialer Vorlesesituationen mit mehrsprachigen Bilderbüchern
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 420-434 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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| 6 |
The semiotics of translanguaging: An example and its application to critical language pedagogy
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| 7 |
Translanguaging space and translanguaging practices in multilingual Russian-speaking families
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In: Russian Journal of Linguistics, Vol 25, Iss 4, Pp 931-957 (2021) (2021)
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| 8 |
An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China
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In: Sustainability ; Volume 12 ; Issue 10 (2020)
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El multilingüisme a l’escola: tendències educatives i nous reptes ; Multilingualism at school: educational trends and new challenges
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In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 125-147 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 125-147 ; 2386-7159 ; 0214-8188 (2020)
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| 10 |
La enseñanza de español como lengua heredada (ELH) : el caso del español en Estados Unidos
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| 11 |
El multilingüisme a l'escola: tendències educatives i nous reptes ; Multilingualism at school: educational trends and new challenges
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Portolés Falomir, Laura. - : Institut Interuniversitari de Filologia Valenciana (IIFV), 2020. : Publicacions de l’Abadia de Montserrat (PAM), 2020
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| 12 |
Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ...
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| 13 |
Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse
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| 14 |
Minority Languages, National State Languages, and English in Europe: Multilingual Education in the Basque Country and Friesland
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In: Journal of Multilingual Education Research (2019)
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| 15 |
Ofelia García: A Visionary Thinker
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In: Journal of Multilingual Education Research (2019)
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| 16 |
Tourist Notices in the Spotlight of Linguistic Landscape and Translation Studies
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In: Russian journal of linguistics: Vestnik RUDN, Vol 23, Iss 3, Pp 681-697 (2019) (2019)
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Is there still a place for culture in a multilingual FL education? ...
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| 18 |
Is there still a place for culture in a multilingual FL education?
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Abstract:
In our days of exacerbated migrations, global mobility, and global modes of communication, culture is no longer the taken-for-granted unitary cultural narrative that holds nation-states together. It has become something that individuals carry in their heads as they leave home, migrate to another country, settle down in a third and raise children who will spend much of their days online and on the internet. The national culture that is generally associated with a national language is being problematized by the increasingly diverse populations of post-industrial societies. Under these conditions, foreign language educators have been compelled to rethink what their role is and how they are to conceive of "culture" in an era marked by various contradictions: increased diversity but also growing homogeneity, increased multilingualism but also growing monolingual mentalities, increased breakdown of national and linguistic boundaries but also increased control and assessment practices. This chapter briefly passes in review the current state of culture in FL education. It then examines the ideological subtext of such notions as mono- and multilingualism and the recommendations made recently by applied linguists to make second/foreign language education more multilingual. Finally, it discusses the notion of symbolic competence that has been proposed to supplement the notion of intercultural competence with an awareness of language as discourse and as symbolic power. ; En ces temps de mobilité et de mouvements migratoires à l'échelle mondiale, et avec la prolifération de modes de communication globalisés, la culture n'est plus ce narratif commun qui assurait la cohésion des états-nations. Elle est devenue un ensemble de traditions, de comportements et de modes de pensée que les individus emportent avec eux quand ils quittent leur patrie, émigrent dans un autre pays, prennent résidence dans un troisième et élèvent des enfants qui vont passer le meilleur de leur temps en ligne sur les réseaux sociaux. La culture nationale généralement associée à une langue nationale s'est transformée en la multiculture des sociétés à l'heure de la mondialisation. Dans ces conditions, comment concevoir le rôle des enseignants de langues et de cultures étrangères? Comment peuvent-ils gérer les paradoxes de l'époque actuelle: diversité accrue mais homogénéité croissante; multilinguisme mais aussi recrudescence des mentalités monolingues ; affaiblissement des barrières nationales et linguistiques mais aussi prolifération des pratiques de contrôle et d'évaluation. Ce chapitre passe d'abord en revue l'état de l'enseignement de la culture au sein de l'enseignement des langues. Il examine ensuite les idéologies qui sous-tendent les notions de mono- et de multilinguisme ainsi que les recommandations faites récemment par certains linguistes de rendre l'enseignement des langues étrangères et secondes plus "multilingues". Enfin il considère la notion de compétence symbolique proposée pour compléter la notion de compétence interculturelle par une prise de conscience du langage comme discours et comme pouvoir symbolique.
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Keyword:
400 Sprache; culture; ddc:400; enseignement de langues étrangères; FL education; multilingualism; multilingualisme; symbolic competence; symbolic compétence symblolique; transdisciplinarity; transdiscolinarité; translaguaging; translanguaging
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URN:
urn:nbn:de:kobv:11-110-18452/19780-5
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URL: http://edoc.hu-berlin.de/18452/19780
https://doi.org/10.18452/19039
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| 19 |
Translanguaging and Multilingual Picturebooks : Gloria Anzaldúa’s Friends from the Other Side / Amigos Del Otro Lado
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| 20 |
Análisis del repertorio lingüístico en Educación Infantil: translanguaging
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