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Heteroglossia as Practice and Pedagogy

INTRODUCTION

LET'S BREAK THE ICE!

To begin with...

Have you ever learnt a language through translanguaging?

Were you ever allowed to use your multilingual competence to acquire a new language or brush up on the ones you know?

FOCUS ON MULTILINGUALISM

"An approach for teaching and research in multilingual education that relates the way multilingual students use their communicative resources in spontaneous conversation to the way languages are learnt and taught at school."

(Cenoz, Gorter, 2014)

Focus on Multilingualism

What it does:

Analyse this gap

One language at a time

Real multilingualism

Explore the possibility to establish this bridge

Reactions to separate bilingualism

Flexible bilingualism

Translanguaging

  • Language as social resource
  • No clear boundaries

...

  • “The process by which bilingual students and teachers engage in complex discursive practices in order to make sense of, and communicate in, multilingual classrooms”

García and Sylvan (2011, p. 389)

FOCUS ON MULTILINGUALISM

Roots:

  • (+)3 languages in the curriculum
  • Multilingual education

...

Use of Hornberger’s idea of continua to look at languages and practices

Some examples...

Multilingual Speaker

Monolingual competence + Monolingual competence = Multilingual speaker

Impossible goal = sense of failure

(Cook 1992)

(Cook 2010)

The multilingual speaker

Propose the notion of Multicompetence

+

Bilinguals / Multilinguals have a unique linguistic profile (Grosjean 1985)

Multilinguals speakers' discursive practices more accurately

Itziar's Example

...

  • Itziar navigates between languages

  • Her linguistic competencies are difficult to determine

  • She is NOT less competent than a monolingual

...

Different linguistic profile +

a more complex multicompetence

What does "Focus on Multilingualism" propose?

...

Interaction

We can notice that the questions Itziar is asked in this reading are the same we had to answer at the beginning of the course. Would you go back and summarise in just one sentence the main conclusion you draw out of your answers and to share it with everyone?

...

CODE-SWITCHING

The Whole Linguistic Repertoire

The most distinctive behaviour of the multilingual speaker

Languages as connected growers:

  • Language learning -> Development of strategies to acquire others

  • Influence on new languages as well as on the ones learned before

Title

Cross-linguistic interaction has been studied particularly at the lexical level:

  • Multilingual speakers are not always aware of the resources they have and they may not use them because they are not activated

Some examples...

How do you count in French? (From Basque)

How do you communicate your age in English? (From German)

What is the word order of subordinate sentences in German? (From Basque)

What is the word order of Basque negative sentences? (From Spanish)

Prompt:

Interaction

Write the words that come to your mind.

Can you tell us how many languages there are on your list?

The social context

  • Multilingualism has 2 dimensions

  • Designated language between teachers and students at school

  • More complex reality

  • "Focus on Multilingualism" compares multilingual practices in different contexts

  • "Adolescent students develop their multilingual and multicultural identities both at school and out-of-school" (Pavlenko and Blackledge 2003; Creese and Blackledge 2010, 2011)

...

...

  • Developed their own creative multilingual practices

  • No clear boundaries

"A seamless bilingual medium, whereby the boundaries between languages or codes are at most only loosely maintained" (Musk 2010)

Look at one of your last WhatsApp conversations: how many languages have there been used? Do you mind sharing a message from the last 24 hours where more than one language is present?

Interaction

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Implications / Summary

Implications for Teaching and Research on

Multilingual Education

  • Multilingual students as multilingual speakers

  • Agency of multilingual students for benefit

  • “(...) need for teachers to draw on the considerable language resources that such students bring ” Block (2007, p. 80)

  • Bridge the gap between out-of-school multilingual and multimodal practices and formal school practices

Imagine this scenario:

You support translanguaging, so you make use of different languages when teaching a foreing tongue. However, students take advantage of the situation and always answer in the languages they are most proficient in. You observe that they are not developing their oral skills in the target language.

How would you design a controlled situation?

Situation

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