Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom
Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom
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DOI：
10.1080/09500782.2018.1516780
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发表时间：
2019-03-04
影响因子：
1.9
通讯作者：
Ollerhead, Sue
中科院分区：
文献类型：
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作者：
Ollerhead, Sue
尽管在澳大利亚中学就读的移民学生越来越多，官方承认他们复杂的支持和学习需求，但很少有政策关注教师需要进行的教学改革，以适应这些需求。对移民学生带给澳大利亚课堂的语言资源和文化知识的深度和多样性，以及这些资源如何丰富所有学生的课堂学习体验，也缺乏了解。本文采用了一个定性的、以民族志为导向的案例研究项目的数据，在该项目中，教师和研究人员合作制定了自下而上的语言政策，其中包括使用跨语言(Garcia，2009)来加强来自移民背景的多语言学生之间的交流和课堂学习。其目的是从学生的全部语言能力中汲取他们可观察到的语言实践，并利用他们现有的文化和语言知识基金来支持他们的学术语言发展，并在课堂上培养他们的语言和个人身份。
Despite the growing numbers of migrant students enrolling in Australian secondary schools, and an official acknowledgment of their complex support and learning needs, there has been little policy focus on the pedagogical changes that need to be made by teachers to accommodate these needs. There is also little understanding of the depth and diversity of linguistic resources and cultural funds of knowledge that migrant students bring to Australian classrooms, and the ways in which these might enrich classroom learning experiences for all students. This paper draws upon data from a qualitative, ethnographically oriented case study research project in which teachers and researchers collaborated to enact bottom up language policy that involved the use of translanguaging (Garcia, 2009) to enhance communication and classroom learning amongst multilingual students from migrant backgrounds. The aim was to draw upon students' observable languaging practices from their full repertoire of languages, and to tap into their existing cultural and linguistic funds of knowledge to support their academic language development and foster their linguistic and personal identities in the classroom.