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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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The semiotics of translanguaging: An example and its application to critical language pedagogy
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Abstract:
This paper concerns the topics of translanguaging and multilingual education as they stand in relation to critical pedagogy, and the main thrust of the argument is as follows. In multilingual classrooms, either language classes wherein monolinguals are progressing towards multilingualism or in general classes wherein the student population is already multilingual, a formal and systematized approach to education that employs semiotics as a foundation and model, which does not currently exist in language education and research, is shown to be a viable and fecund starting position for language educators particularly throughout this paper. The approach I am designing and exemplifying herein will also allow educators to apply sine qua non aspects and components of the critical pedagogy field to empower themselves and their students, enact a more democratic language policy and practices in the classroom and associated activities, and act as an ingress route into more deeply understanding how translanguaging works, how the students are using, and misusing, specific aspects of their languages. This will then allow those students to deploy their socio-cultural, heritage, political, personal, and other experience and knowledge to further both their language learning and developments as individuals and critically-aware members of their society. In order to do this, I must first describe translanguaging as it is approached now, and this will reveal to us the shortcomings of those approaches, namely, treating all material as though it all fits into one group with the same linguistics and cultural background despite the fact that semiotics fundamentally operates in a far more nuanced and detailed way. After reviewing a portion of the current literature, I cover the details and crucial difference between the two semiotic systems--the foundation in Charles Sanders Peirce's as semeiotic system, which was bolstered by the phenomenology of his fellow American Pragmatists at the time including William James, and the extrapolation in Umberto Eco's semiotics that focuses more closely on the language aspects that I am focusing on as well, for whichI am employing to make my case. After explaining the relevant aspects of these semiotic systems, I diagram this process to illustrate a portion of what is occurring in multilingual, multicultural translanguaging events that makes a multilingual language policy so crucial to the classrooms in which these events occur. As this is a proof of concept paper, I am employing utterances that I have made as an English as a First Language learner of Japanese and Mandarin have made myself, and this allows us to see that, although these utterances are not data directly collected in the wild, they do serve my purposes in this paper, which is merely to show how a more detailed and specific employment of semiotics as a methodology for analysis can be productive in ways that current users of the term are missing out on. This acts as the gateway for us to connect my theoretical semiotic translanguaging discussion to critical pedagogy, which is essential to this discussion since those who are multilingual often exist in a power hierarchy that is not beneficial to them and a socio-cultural situation that disempowers them by pushing for uniformity and conformity rather than cherishing linguistic and cultural diversity. This proof of concept paper can then act as a prototype for how other researchers involved in semiotics to any extent can develop a more detailed and systematized approach to the semiotic resources with which they are engaged and act as a call to action for changes in both language and classroom policies. It can also act as the framework for language educators, or educators of any kind whose student body is multilingual, to understand their student's language use on a deeper functional level thereby facilitating a more meaningful and effective approach to educator-student communicative relationships.
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Keyword:
Eco; multilingualism; pedagogy; Peirce; semeiotics; semiotics; translanguaging
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URL: http://hdl.handle.net/10125/75606
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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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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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La enseñanza de español como lengua heredada (ELH) : el caso del español en Estados Unidos
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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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Portolés Falomir, Laura. - : Institut Interuniversitari de Filologia Valenciana (IIFV), 2020. : Publicacions de l’Abadia de Montserrat (PAM), 2020
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ...
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse
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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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Ofelia García: A Visionary Thinker
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In: Journal of Multilingual Education Research (2019)
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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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Is there still a place for culture in a multilingual FL education?
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Translanguaging and Multilingual Picturebooks : Gloria Anzaldúa’s Friends from the Other Side / Amigos Del Otro Lado
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Análisis del repertorio lingüístico en Educación Infantil: translanguaging
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