BibTex RIS Kaynak Göster

Fostering Multilingual Spaces in Second and Foreign Language Classes: Practical Suggestions

Yıl 2013, Cilt: 3 Sayı: 2, 65 - 71, 14.07.2016

Öz

In this globalized world, second and foreign language classrooms are becoming increasingly linguistically and culturally diverse. Despite the numerous benefits of including learners’ L1(s) in language teaching, common approaches to language teaching (e.g., CLT) are based on the idea that languages need to be kept separate in order to be learned. This article begins with an overview of the benefits of using the L1 in second and foreign language learning, including encouraging cross-linguistic transfer of skills and motivating and engaging learners. It then provides practical teaching suggestions for fostering multilingual spaces that teachers can use with groups of students who do or do not share the same L1.

Kaynakça

  • Bourne, J. (2001). Discourses and identities in a multilingual primary classroom. Oxford Review of Education, 27(1), 103- 114.
  • Breton-Carbonneau, G. (2011). "Bienvenue au Quebec!" The integration of newly arrived immigrant students in Quebec classes d'accueil. Unpublished Master’s thesis, Concordia University, Montreal, Quebec.
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28(1), 29-39.
  • Byrd, D. R. (2011). Putting the writing process into action in the L2 classroom: Pre-writing techniques that work. The Journal of Language Teaching and Learning, 1(1), 64-77.
  • Canagarajah, S. (2004). The plurilingual tradition and the English language in South Asia. AILA Review, 22, 5-22.
  • Candelier, M. (2003). L'éveil aux langues à l'école primaire. Evlang: Bilan d'une innovation européenne. Bruxelles: De Boeck & Larcier.
  • Carless, D. (2007). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331-338.
  • Chow, P., & Cummins, J. (2003). Valuing multilingual and multicultural approaches to learning. In S. R. Schecter & J. Cummins (Eds.), Multilingual education in practice: Using diversity as a resource (pp. 32-55). Portsmouth, NH: Heinemann.
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402–423.
  • Coste, D., & Simon, D.-L. (2009). The plurilingual social actor. Language, citizenship and education. International Journal of Multilingualism, 6(2), 168–185. doi:10.1080/14790710902846723
  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination and Assessment Center California State University.
  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-241.
  • Dagenais, D., Armand, F., Walsh, N., & Maraillet, E. (2007). L’éveil aux langues et la co-construction de connaissances sur la diversité linguistique. Canadian Journal of Applied Linguistics, 10(2), 197-219.
  • Erkaya, O. R. (2011). Advantages of using translated stories from students‟ native language to teach EFL. The Journal of Language Teaching and Learning,1(2), 57-66.
  • Feuerverger, G. (1994). A multicultural literacy intervention for minority language students. Language and Education, 8(3), 123-146.
  • García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan.
  • García, O. (2011). The translanguaging of Latino kindergartners. In J. Rothman and K. Potowski (Eds.), Bilingual youth: Spanish in English speaking societies (pp. 33-55). Amsterdam: John Benjamins.
  • Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto elementary school. Canadian Journal of Education, 33(2), 407-431.
  • Gregory, E. (2008). Learning to read in a new language. Los Angeles: Sage.
  • Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.
  • Hélot, C. (2011, March). Translating vs. translanguaging: The ideology of bi- and multilingualism in children’s literature. Paper presented in Colloquium on Translanguaging as Pedagogy: Between Ideology and Possibility at the American Association of Applied Linguistics Conference, Chicago, IL.
  • Hélot, C., & Young, A. (2006). Imagining multilingual education in France: A language and cultural awareness project at primary level. In O. Garcia, T. Skutnabb-Kangas, & M. E. Torres-Guzman (Eds.), Imagining multilingual schools: Languages in education and glocalization (pp. 69-90). Clevedon: Multilingual Matters.
  • Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens a biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 37–41.
  • Lamarre, P., Paquette, J., Kahn, E., & Ambrosi, S. (2002). Multilingual Montreal: Listening in on the language practices of young Montrealers. Canadian Ethnic Studies, 24(3), 47-75.
  • Lucas, T. & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28, 537–562.
  • Martin, P. (2005). “Safe” language practices in two rural schools in Malaysia: Tensions between policy and practice. In A. M. Lin & P. W. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 74– 97). Clevedon, UK:Mul- tilingual Matters.
  • Meiring, L. & Norman, N. (2002). Back on target: Repositioning the status of target language in MFL teaching. Language Teaching Journal, 26(1), 27-35.
  • Orellana, M. F., Reynolds, J. Dorner, L., & Meza, M. (2003). In other words: Translating or “para-phrasing” as a family literacy practice in immigrant households. Reading Research Quarterly, 38, 12–34. Otsuji, E. & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240-254.
  • Perregaux, C., de Goumoens, C., Jeannot, D., & de Pietro, J-F. (Eds.). (2003). Education et ouverture aux langues à l'école (Vol. 1 et 2). Neuchâtel: CIIP.
  • Sampson, A. (2012). Learner code-switching versus English only. ELT Journal, 66(3), 293-303.
  • Sarkar, M. (2005). “À l’école on parle français”: Second language acquisition and the creation of community in a multiethnic Montreal kindergarten. In R. Hoosain & F. Salili (Eds.), Language in Multicultural Society (pp. 311- 342). Greenwich, CT: Information Age Publishing.
  • Sneddon, R. (2008). Magda and Albana: Learning to read with dual language books. Language and Education, 22(2), 137-154.
  • Svalberg, A. M.-L. (2007). Language awareness and language learning. Language Teaching, 40(04), 287-308.
  • Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but… Canadian Modern Language Review, 57, 531–540.
  • Üstünel, E. & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302-325
Yıl 2013, Cilt: 3 Sayı: 2, 65 - 71, 14.07.2016

Öz

Kaynakça

  • Bourne, J. (2001). Discourses and identities in a multilingual primary classroom. Oxford Review of Education, 27(1), 103- 114.
  • Breton-Carbonneau, G. (2011). "Bienvenue au Quebec!" The integration of newly arrived immigrant students in Quebec classes d'accueil. Unpublished Master’s thesis, Concordia University, Montreal, Quebec.
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28(1), 29-39.
  • Byrd, D. R. (2011). Putting the writing process into action in the L2 classroom: Pre-writing techniques that work. The Journal of Language Teaching and Learning, 1(1), 64-77.
  • Canagarajah, S. (2004). The plurilingual tradition and the English language in South Asia. AILA Review, 22, 5-22.
  • Candelier, M. (2003). L'éveil aux langues à l'école primaire. Evlang: Bilan d'une innovation européenne. Bruxelles: De Boeck & Larcier.
  • Carless, D. (2007). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331-338.
  • Chow, P., & Cummins, J. (2003). Valuing multilingual and multicultural approaches to learning. In S. R. Schecter & J. Cummins (Eds.), Multilingual education in practice: Using diversity as a resource (pp. 32-55). Portsmouth, NH: Heinemann.
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402–423.
  • Coste, D., & Simon, D.-L. (2009). The plurilingual social actor. Language, citizenship and education. International Journal of Multilingualism, 6(2), 168–185. doi:10.1080/14790710902846723
  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination and Assessment Center California State University.
  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-241.
  • Dagenais, D., Armand, F., Walsh, N., & Maraillet, E. (2007). L’éveil aux langues et la co-construction de connaissances sur la diversité linguistique. Canadian Journal of Applied Linguistics, 10(2), 197-219.
  • Erkaya, O. R. (2011). Advantages of using translated stories from students‟ native language to teach EFL. The Journal of Language Teaching and Learning,1(2), 57-66.
  • Feuerverger, G. (1994). A multicultural literacy intervention for minority language students. Language and Education, 8(3), 123-146.
  • García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan.
  • García, O. (2011). The translanguaging of Latino kindergartners. In J. Rothman and K. Potowski (Eds.), Bilingual youth: Spanish in English speaking societies (pp. 33-55). Amsterdam: John Benjamins.
  • Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto elementary school. Canadian Journal of Education, 33(2), 407-431.
  • Gregory, E. (2008). Learning to read in a new language. Los Angeles: Sage.
  • Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.
  • Hélot, C. (2011, March). Translating vs. translanguaging: The ideology of bi- and multilingualism in children’s literature. Paper presented in Colloquium on Translanguaging as Pedagogy: Between Ideology and Possibility at the American Association of Applied Linguistics Conference, Chicago, IL.
  • Hélot, C., & Young, A. (2006). Imagining multilingual education in France: A language and cultural awareness project at primary level. In O. Garcia, T. Skutnabb-Kangas, & M. E. Torres-Guzman (Eds.), Imagining multilingual schools: Languages in education and glocalization (pp. 69-90). Clevedon: Multilingual Matters.
  • Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens a biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 37–41.
  • Lamarre, P., Paquette, J., Kahn, E., & Ambrosi, S. (2002). Multilingual Montreal: Listening in on the language practices of young Montrealers. Canadian Ethnic Studies, 24(3), 47-75.
  • Lucas, T. & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28, 537–562.
  • Martin, P. (2005). “Safe” language practices in two rural schools in Malaysia: Tensions between policy and practice. In A. M. Lin & P. W. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 74– 97). Clevedon, UK:Mul- tilingual Matters.
  • Meiring, L. & Norman, N. (2002). Back on target: Repositioning the status of target language in MFL teaching. Language Teaching Journal, 26(1), 27-35.
  • Orellana, M. F., Reynolds, J. Dorner, L., & Meza, M. (2003). In other words: Translating or “para-phrasing” as a family literacy practice in immigrant households. Reading Research Quarterly, 38, 12–34. Otsuji, E. & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240-254.
  • Perregaux, C., de Goumoens, C., Jeannot, D., & de Pietro, J-F. (Eds.). (2003). Education et ouverture aux langues à l'école (Vol. 1 et 2). Neuchâtel: CIIP.
  • Sampson, A. (2012). Learner code-switching versus English only. ELT Journal, 66(3), 293-303.
  • Sarkar, M. (2005). “À l’école on parle français”: Second language acquisition and the creation of community in a multiethnic Montreal kindergarten. In R. Hoosain & F. Salili (Eds.), Language in Multicultural Society (pp. 311- 342). Greenwich, CT: Information Age Publishing.
  • Sneddon, R. (2008). Magda and Albana: Learning to read with dual language books. Language and Education, 22(2), 137-154.
  • Svalberg, A. M.-L. (2007). Language awareness and language learning. Language Teaching, 40(04), 287-308.
  • Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but… Canadian Modern Language Review, 57, 531–540.
  • Üstünel, E. & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302-325
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA46CM44AG
Bölüm Makaleler
Yazarlar

Alison Crump Bu kişi benim

Yayımlanma Tarihi 14 Temmuz 2016
Yayımlandığı Sayı Yıl 2013 Cilt: 3 Sayı: 2

Kaynak Göster

APA Crump, A. (2016). Fostering Multilingual Spaces in Second and Foreign Language Classes: Practical Suggestions. The Journal of Language Learning and Teaching, 3(2), 65-71.