Bi-/Multilingualism

Bi-/Multilingualism & Translanguaging

Dr. Darío Banegas- Mgtr. Gimena San Martín - Mgtr. Ana Cecilia Cad

Looking back on previous sessions

Agenda

Bilingualism

Analysis of empirical research studies

Bilingual education

Translanguaging

Analysis of a research study

Reflective entry 5

01

Bi-/Multilingualism

Are these Lx users bilingual?

Keep a record of your answers

A native speaker of Vietnamese who has been living in the US for 35 years, speaks English with his American family, friends, and colleagues, and has little or no opportunity to use Vietnamese.

A 4-year-old child who speaks English with his Canadian father and Japanese with his Japanese mother and lives in Canada.

An Italian university student who speaks Sicilian at home and with friends, but watches television and films in Standard Italian and uses the standard at the university.

A PhD student who can read Latin texts for her research but doesn’t actually speak Latin.

Taken from Gass et al. (2020)

You

What do you already know about Bi-/Multilingualism?

Read the statements and say whether you Agree (A) or Disagree (D).

+ INFO

Listen and check your ideas against the issues discussed by Francois Grosjean (12:08-18:36). Then in groups, discuss your answers to the previous activities

Definitions

• Early definitions of bilingualism were extremely restrictive and had a strong monolingual bias (Dewaele, 2015)

• Deciding the point at which the Lx user becomes bilingual is Arbirtrary (Encyclopeadia of Educational Pyschology, 2008)

The use of two or more languages in daily life (Borges & Lyddy, 2023; Grosjean, 2010; van Patten & Benati, 2015)

Definitions

• Bilinguals use their languages for different purposes, with different interlocutors, in different domains of life (Gass et al., 2013)
• Holistic & dynamic view (Cook & Bassetti, 2010; Grosjean, 2010)

Bilingualism as a continuum

Pedagogical implications

Harju-Autti et al. (2022)

+ INFO

Requena & Dracos (2020)

• What definition of "heritage language learners" do the authors adopt?
• What motivated the study?
• What do the findings indicate regarding bilingual production of Spanish morphosyntax? (pp.15-17)
• What implications can you draw for language education?

Let's have a break!

• Ask somebody at home: "Are you a bilingual?"

02

BILINGUAL EDUCATION

Listen to Dr. Wong's (2023) presentation on Bilingual Education (BE) (3:06 to 5:29). 1. How does the speaker conceive of the relationship between BE and SLA? 2. What contributions can BE make?

What research has shown: advantages & multicompetences

Social research

Psycholinguistic research

Psychological research

03

TRANSLANGUAGING

Dr. Wong (2023) introduces "translanguaging" in his definition of bilingualism. (2:10-3:06). 1. How does he define it? 2. How does he relate translanguaging to bi-/multilingualism?

Translanguaging from 2 epistemological perspectives

Bonacina-Pugh (2023); Bonacina-Pugh et al. (2021)

Work with the advance organizer. Complete the K and W columns. Then listen to Dr. Bonacina-Pugh's (2023) explanations of both approaches (9:52 to 17:15). At the end, complete the L column.

The fixed language approach to translanguaging

The fluid languaging approach to translanguaging

K-W-L chart

What you WANT to know

What you LEARNT

What you already KNOW

Why translanguaging in the classroom?

Leonet et al. (2021)

How do the authors define translanguaging?According to the discussion of the main findings, why translanguaging in the classroom? (pp.55-57)

Softening boundaries between languages and acknowledging the resources multilingual students bring to the classroom by using translanguaging pedagogies can have an important potential in all areas of language teaching including morphological awareness. (Leonet et al., 2022)

Context: - IPEM 270 -CO Lenguas -EOI: Estudios Interculturales en Lenguas -Acknowledgements: Prof. M.J. Audisio & Prof. Beatriz Luque

Info

Why translanguaging in the classroom? (consider the 3 articles discussed so far)

Bonacina-Pugh (2023); Bonacina-Pugh et al. (2021)

Reflective entry 5

Questions?

Thanks!

References

Bonacina-Pugh, F., Da Costa Cabral, I., & Huang, J. (2021). Translanguaging in education. Language Teaching, 54(4), 439-471. doi:10.1017/S0261444821000173 Borges, R., & Lyddy, F. (2023). Language affects endorsement of misconceptions about bilingualism, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2022.2164478. Dewaele, J.M. (2015). Bilingualism and multilingualism. In K. Tracy, C. Ilie, & T. Sandel, The International Encyclopedia of Language and Social Interaction (1st ed.). John Wiley & Sons, Inc. DOI: 10.1002/9781118611463/wbielsi108 Gass, S., Behney, S., & Plonsky, L. (2020). Second Language Acquisition: An Introductory Course (5th ed.). Routledge. Grosjean, F. (2010). Bilingual: Life and reality. Harvard University Press. Harju-Autti, R., Mäkinen, M., & Rättyä, K. (2022). ‘Things should be explained so that the students understand them’: adolescent immigrant students’ perspectives on learning the language of schooling in Finland. International Journal of Bilingual Education and Bilingualism, 25(8), 2949-2961, DOI: 10.1080/13670050.2021.1995696 Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: Translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41-59. DOI: 10.1080/09658416.2019.1688338 Requena, P. E., & Dracos, M. (2021). Spanish copula selection with adjectives in school-aged bilingual children. International Journal of Bilingualism, 25(3), 548–567. https://doi.org/10.1177/1367006920960796

- Cognitive advantages: divergent thinking, creative thinking and metalinguistic awareness. - positive effects in older age: a larger “cognitive reserve,” (e.g postponing the onset of symptoms of dementia)

1. What's the context of the study? What's the research aim? 2. What theoretical and empirical evidence is there of the authors' perspectives on bi-/multilingualism? 3. What are some relevant aspects for your own professional development?

- a positive correlation between bi/multilingualism and cultural empathy and open-mindedness, tolerance of ambiguity and communicative anxiety (Dewaele, 2013; Dewaele & Li, 2013; Dewaele & Stavans, 2014)

- It can potentially stimulate the acquisition of a range of competencies such as initiative taking, entrepreneurship, creative problem-solving and idea generation, and cultural awareness and expression (Kharkhurin, 2012)