mul$lingual acquisi$on through a translanguaging...
TRANSCRIPT
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Mul$lingualacquisi$onthroughatranslanguaginglens
Mul%lingualismandDiversityLectures
U.OfHildesheimJune7,2017
OfeliaGarcí[email protected]
TheGraduateCenter,CityUniversityofNewYorkSINTER,UniversityofCologne
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Overview
1. Sociolinguis%cs/SLAandshiQs2. Translanguagingtheory3. TranslanguagingClassrooms–TwoUSteachers
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Tradi%onalSociolinguis%cs&languageeduca%on
Mid20thcentury:JoshuaA.Fishman,JohnGumperz,DellHymes,WilliamLabovetc.Language&speakerinsocietyasassemblage
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TheoryoflanguageLanguages(andcultures)asautonomousboundedconcepts,%edtona%on-states
• Normsofidealized“na%vespeaker,”withanL1
• “Problems”ofnewlyindependentna%onsinAsia&Africa
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Earlysociolinguis%cconstructsonbi/mul%lingualism
Diglossia(Fishman,1967;expandingFerguson)
Languagemaintenance/shi6
Twolanguages=twoseparateiden$$es
Languageðniciden$tylinkHerder(1772)
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Ideologiesaboutbilingualism:Monoglossic
BalancedBilingualismTwomonolingualsinone
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Ineduca%on:Bilingualism(W.Lambert,1974)
Subtrac$vebilingualism
L1+L2=L2
Addi$vebilingualism
L1+L2=L1+L
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Ineduca%on:PedagogicalprincipleSepara%onoflanguages
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Monoglossicbilingualideologies• 1language1territory• 1language1func%on
• 1language,1iden%ty
• 1language,1wheel
• 1language,presentIninstruc%on
• OtherL.Otherterritory• OtherL.Otherfunc%on
• OtherL.,Anotheriden%ty
• OtherL.,anotherwheel,balanced
• OtherL.,absent
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Monoglossicbilingualideologies
Basedonnaturaliza$onofnamedlanguages• Language=namedlanguageofna%on-state• Bilingualspeakersspeakseparatenamedlanguages
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Why?
Partofsystemsofcontrolinstalledinconcep%onsoflanguagesbycolonialexpansion&na$on-building(W.Mignolo,2000).Con%nuedincolonialityofpower(A.Quijano):Naturaliza%onofwesterndominantepistemologiesofsupposedly“post-colonial”era.
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EffectsofnaturalizingnamedlanguagePowerishidden,butpresent
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Sociopoli$caltransforma$onsin21stcentury
Aneoliberaleconomicregime(Harvey,2005)
– Deregula$onofmarkets• Priva%za%on&withdrawalofstatefromsocialprovisions• Transna%onalcircula%on(capital,commodi%es,laborandpeople)• Technology
– Displacements&deterritorializa$on• Migra%ons,displacements,diasporas
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AConsequenceofdisplacements&deterritorializa%on
• Confron$ngdifferentepistemologies:Makingthe“Colonialdifference”visible(A.Quijano)
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Fromtradi%onalsociolinguis%cstoCri%calpoststructuralistsociolinguis%cs
(García,Flores&Spon,2017)
MonoglossicbilingualideologiesàCri$calHeteroglossic(Bakh%n,1981)ideologies
Languageideologiesareproduced.TheyareNOTNATURAL.Theychangealongsideotherpoli$calandeconomicchanges.
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Disrup%ngbilingualismasdoublemonolingualism(Grosjean,1982)
• Plurilingualism(CoE,2000;;Beacco,Byrametal.2006;Cavalli,Costaetal.,2009;Gogolin,2012)
• Dynamicbilingualism(García,2009)
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Disrup%ngnamedlanguageasautonomousboundedconcepts
Languages&metalanguagesusedtodescribethemareinven$ons,butimportant(Makoni&Pennycook,2007)Sociolinguis%csofglobaliza$on,mobility&complexity(Blommaert,2010);Languageassocialprac$ce(Pennycook,2010);
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Complexfluidprac%cesofspeakers
Heteroglossia(Bakh$n,1929)
• Crossing(Rampton,1995)• Transidioma%cprac%ce(Jacquemet,2005)• Polyglossia/polylingualism(Jørgensen,2008;Møller,2008)
• Metrolingualism(Otsuji&Pennycook,2010)• Translingualprac%ces(Canagarajah,2013)• Translanguaging…..
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TranslanguagingCoined&developed“intheborderlands”
• WALES:C.Williams,1998;Baker,2001;Lewis,Jones&Baker,2012;
• COMPLEMENTARYSCHOOLS:Creese&Blackledge,2010;LiWei,2011
• LATINOS&LANGMINORITIZEDINUS:García,2009;Otheguy,García&Reid,2015
• Manyothers
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Adefini%on….
Translanguagingistheuseofthefulllinguis$crepertoire“withoutregardforwatchfuladherencetothesociallyandpoli$callydefinedboundariesofnamedlanguages”(Otheguy,García&Reid,2015,p.281).
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Gabo’swords,16monthsGrowingupinabilingualhome
• bye• no• más• árbol• car• truck• guagua• leche• agua• ba-ba• tete• duck
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Twoperspec%ves– Externalperspec$ve– Gabo“has”“English”wordsand“Spanish”words
– Internalperspec$ve– Gaboisdeveloping(throughsocialinterac%onwithabilingualfamily)aunitarylanguagesystemwithwhichhe“does”language(heislanguaging)tocommunicateandmakemeaning.
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Susana:Inanunmonitoredsitua%onaboutthemostimportantcelebra%onforher
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WhatareGaboandSusanadoing?• Notsimplyaddingorswitchingorgoingacross“English”to“Spanish”orvice-versa.
• Usingtheirownlanguagefeaturestomakemeaningandcommunicate.
• Construc$ngandEXPANDINGtheirowndynamicrepertoirebyincorpora%ngfeaturesthataresaidtobelongto“named”languages,butthattheyuseasTHEIROWN.
THEYARETRANSLANGUAGING!
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Translanguagingofbilinguals
Languageasunitarymeaning-makingsystemofspeakers.Alwayswiththem.“EventhoughSpanishrunsthroughmyheart,Englishrulesmyveins”
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Externalsocietalperspec$veTwonamedlanguages
Namedlanguagesasstandardizedconven%onsthatbelongtona$on-states&schoolsteachandtestVeryimportant…….
Internalperspec$veTranslanguagingLanguageasunitarymeaning-makingsystemofspeakers.Alwayswiththem.EntanglementofworldsandwordsMostimportant
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MULTILINGUALISM,PLURILINGUALISM&TRANSLANGUAGINGNamedlanguagesHierarchicalpowerNopowerhierarchiesrela%onshipsPowertospeakersMul%lingualismTranslanguaging
L1F1,F1.. L2
F2,F2.. L3F3,F3..
L1F1,F1,F1 L2
F2,F2. L3
F3,F3
Fn,Fn,Fn,Fn,Fn,Fn,Fn,Fn,Fn
Plurilingualism
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Thetranslanguagingcorriente
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Listenerconstructs(ornot)message
SpeakerdeploysfeaturesasmeaningfulhintsSelects
Speaker’sIdiolectshapesownlanguagerepertoire
C
Communica%verepertoire
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TranslanguagingActTransac%onbetweeninterlocutors
TranslanguagingSpace(LiWei,2011)Spaceofdeploymentoffeatures
Withoutadherencetonamedlanguages(Otheguy,García&Reid,2015)
OrNOT
TRANSLANGUAGING
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Whatisatranslanguagingclassroom?
Takesintoaccountstudents’unitarylinguis%csystemandgiveopportuni%estodeployfulllinguis)crepertoire,andnotonlythepar%cularnamedlanguage(s).Validatesbilingualcommunityprac$ces,aswellasthosesanc%onedinschool.
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CUNY-NYSIEB,2012–todaywww.cuny-nysieb.org
TheGraduateCenter,TheCityUniversityofNewYorkRISLUS(ResearchIns%tutefortheStudyofLanguagesinUrbanSociety
&thePh.D.PrograminUrbanEduca%on
FundedbyTheNewYorkStateEduca$onDepartmentPrincipalInves$gators:RicardoOtheguy,OfeliaGarcía,KateMenkenProjectDirector:Maite(MaríaTeresa)Sánchez
AssociateInves%gators:L.Ascenzi-Moreno,B.Collins,A.Ebe,C.Espinosa,M.Kaya,E.Kearney,andK.Mahoney,V.PérezResearchAssistants:K.Carpenter,I.Espinet,L.GuzmánValerio,S.Hesson;L.Herrera;MariaPeña,andK.SeltzerFieldAssociates:C.Celic,andC.Solorza
ContributorsInthepast:N.Flores,T.Kleyn,L.Pappas,H.Woodley
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TranslanguagingPedagogy
www.cuny-nysieb.org
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TRANSLANGUAGINGPEDAGOGY
• WHY?• WHAT?• HOW?
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WHYTRANSLANGUAGINGINEDUCATION?INJUSTICESwhentranslanguagingnottakenintoaccount
1. Onlypartofmeaning-makingrepertoireofstudentsisbeingmobilizedtolearn.
2. Bilingualstudentsarebeingassessedwithlessthanhalfoftheirrepertoire.Asisplayingdrumwithonehand&assessingthem
againstthosewhoplaywithtwo
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Thewhat?3strandsofTranslanguagingPedagogy
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Stance:Beyondnamedlanguages
Tradi$onalpedagogy Translanguagingpedagogy
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StanceBeyondtradi%onalSLA,Acquisi%onofL2
Appropria%ngnewfeaturestoconstructaunitarybilingualOWNvoice
Tradi$onalPedagogy TranslanguagingPedagogy
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StanceBeyondscaffold
Forindividualandsociopoli%caltransforma%on
Tradi$onalPedagogy TranslanguagingPedagogy
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TranslanguagingJuntos/TogetherStance
• Bilingualstudentsdonothaveseparatenamedlanguages,theyhaveaunitarylanguagerepertoirewithfeaturesthatfunc%onjuntos.
• Bilingualstudentsdonothavetwoseparateiden%%%es,butonecomplexcompleteandjuntoiden%ty.
• Thereisno“secondlanguage”acquisi%on.Newfeaturesareacquiredjuntooldfeatures,andareappropriatedintospeaker’sOWNrepertoire.
• Pedagogicalprac%cesdonotsimplyusethestudents’L1forscaffold;theytransformthestudents’repertoire
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Design/ShiQs
AndyBrown
• Monolingualteacher
• 4thgradeEnglishmonolingualclassroom
• Studentswithheterogeneouslinguis%cbackgrounds
• Someclassifiedas“EnglishLanguageLearners”
GladysAponte
• Bilingualteacher(English/Spanish)
• 3rdgradebilingualEnglish/Spanishclassroom
• La%nxstudentsfallingalongallpointsofbilingualcon%nuum.
• Somestudentsclassifiedas
“EnglishLanguageLearners”
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WhatisAndyBrowndoing?Construc$ngatranslanguagingspace
– Linguis)clandscapeofclassroomreflectsmul%lingualismofchildren
– Allwaysofusinglanguageinclassroomsalongsideeachother
– Buildingmetalinguis)cawarenessandawarenessoflanguages
– Buildingunderstandingsofhowpeoplelanguage
– WorkingagainstthedominanceofEnglish– Studentsaslinguis$cexperts,nottexts..
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WhatisAndyBrowndoing?Leveragingstudents’translanguaging– Ac%ngasco-learner– Recognizing&buildingonstudents’linguis5cprac5ces– Deepeningdiscussionandmeaning-making
– Ques$oningdic5onaries&manuals(“means”/”medios”--“significa”)
– Recognizingchallengeoftransla)on– Recognizingtheheteroglossiaoflanguage– Recognizingdifferencesinscript&direc)onality
– Normalizinglinguis%cdiversityandtranslanguagingprac%ces– Equalizinghomeandschoollanguageprac%ces– Libera$ngmul%lingualvoices
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TranslanguagingClassroom
MovesbyGladysAponteinbilingualclassroomStudentsalongthebilingualcon%nuum
1. READ-ALOUDMOVES2. RESEMIOTIZATIONMOVES– WhattheteacherdidduringherCuéntameAlgo/TellmeSomethingspace
– WhatthemeaningofTRLNGisforthemove
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NovelbyJuliaAlvarez
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ReadAloud:Gladys– Readsanchortext(inEnglishand/orSpanish)bybilingualauthor,JuliaAlvarez,andusesherownen$relanguagerepertoire
– Allowsstudentstopar%cipateincollabora5vedialogueusingalltheirlanguagerepertoire.
– Thevideoclip:ReadsfromEnglishtext.Discusseswhyauthorhasselectedsomesignstorenderin“Spanish”….whyauthorhastranslanguagedanddevelopslist(“buenprovecho”)
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ReadAloud&whattranslanguagingenables
• ComprehensibleinputforallcannotbeachievedforeveryonewithoutTRNLNG
• Collabora$vedialoguewithallcannothappenwithoutTRNLNG
• TRLNGisaboutselec$ngappropriatesignstotellastory-communicate
• TRLNGenablesauthen$ccommunica$on/interac$on
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2.Resemio%za%onMovesWri%ngbiographies
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Resemio%za%onProjectWri%ngbiographies
• Studentssearchthewebforinforma%oninEnglishandSpanishtowritetheirbiographies.
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Reflec$onStudentauthorof
BiographyofCésarChávez
Researchingforinforma$on“[WhenIwasdoingresearch,IusedmaterialsbothinEnglishandSpanish.….Isearchedforthear5clesinSpanish..ThenIdidthesamethinginEnglish.Iendedupusingthematerialsinbothlanguages.….Isearchedinbothlanguagesinordertogetthebestonesavailable.]”
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• Inwri%ngbiographies,studentsselecttheirlanguageofchoice,butpaya|en%ontoselec%onofsigns.Ex:– CésarChávez’biographyisrenderedinEnglish,butstudentselects“huelga”“sísepuede”“lacausa”
– HelenKeller’sisinSpanish,butstudentselectssignsinEnglishtorenderthebiography
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Resemio%za%onmovesandwhattranslanguagingenables
• Translanguagingenablesconsciousnessofaudienceandlanguagechoice
• Translanguagingliberatesandincludesvoicesthathavebeenconstrainedorrepressedinschool
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Translanguagingdesign&shiQsTranslanguagingrings:Scaffold
TranslanguagingspaceTransforma$ve
Ofwhatisauthorizedinschools
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TRANSFORMATIONS
Decolonizingbilingualsubjec%vi%es(K.Seltzer’sstudy)
MyEnglishisgoodenoughyet…Myinglesavecessecambia,it’sokayyou’llgettheidea.Noesmuycomplicado.Understand?No…OK.Doesn’tmaKer!(Anna,“MyEnglish”)
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Decolonizingbilingualsubjec%vi%es:
C.España’sc
lassroom
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Translanguaging
Beyondcommodifica%onofmul%lingualismin“L1,L2,L3languages”foraneoliberaleconomy
Legi%ma%onofALLlanguageprac$cesforsocialjus%ceandtransforma%on.
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TranslanguagingDwellingintheborder
withthelinguis%callyminori%zed
• Toredresspowerdifferen%als&systemsofcontrolinstalledinconcep%onsoflanguages,&signsystemsbycolonialexpansion&na%on-building(W.Mignolo,2000).
• Notsimplebordercrossing,butdwellinginworld&wordentangledthroughandbycolonialityofpower(Quijano,2000)
• Goingbeyondnamedlanguages(LiWei,2011;Otheguy,García&Reid,2015)