Publication

Including multiple languages in secondary education: A translanguaging approach

Günther -van der Meij, M., Duarte, J. & Nap, L., Mar-2020, In : European Journal of Applied Liguistics. 8, 1, p. 73-105 33 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Günther -van der Meij, M., Duarte, J., & Nap, L. (2020). Including multiple languages in secondary education: A translanguaging approach. European Journal of Applied Liguistics, 8(1), 73-105. https://doi.org/10.1515/eujal-2019-0027

Author

Günther -van der Meij, Mirjam ; Duarte, Joana ; Nap, Laura. / Including multiple languages in secondary education : A translanguaging approach. In: European Journal of Applied Liguistics. 2020 ; Vol. 8, No. 1. pp. 73-105.

Harvard

Günther -van der Meij, M, Duarte, J & Nap, L 2020, 'Including multiple languages in secondary education: A translanguaging approach', European Journal of Applied Liguistics, vol. 8, no. 1, pp. 73-105. https://doi.org/10.1515/eujal-2019-0027

Standard

Including multiple languages in secondary education : A translanguaging approach. / Günther -van der Meij, Mirjam; Duarte, Joana; Nap, Laura.

In: European Journal of Applied Liguistics, Vol. 8, No. 1, 03.2020, p. 73-105.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Günther -van der Meij M, Duarte J, Nap L. Including multiple languages in secondary education: A translanguaging approach. European Journal of Applied Liguistics. 2020 Mar;8(1):73-105. https://doi.org/10.1515/eujal-2019-0027


BibTeX

@article{3fcfb6ff9eb5436ba289878b32d4ff0a,
title = "Including multiple languages in secondary education: A translanguaging approach",
abstract = "This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008).Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus ona. less separation between the three instruction languages (Frisian, Dutch and English);b. creating bridges between foreign languages in secondary education (German and French);c. valorising and including migrant languages in mainstream education.The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices.The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (Garcia & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today's multilingual and multicultural classrooms.",
keywords = "multilingualism, multilingual education, translanguaging, holistic approach, secondary education, MULTILINGUALISM",
author = "{G{\"u}nther -van der Meij}, Mirjam and Joana Duarte and Laura Nap",
year = "2020",
month = "3",
doi = "10.1515/eujal-2019-0027",
language = "English",
volume = "8",
pages = "73--105",
journal = "European Journal of Applied Liguistics",
issn = "2192-9521",
publisher = "Walter de Gruyter GmbH",
number = "1",

}

RIS

TY - JOUR

T1 - Including multiple languages in secondary education

T2 - A translanguaging approach

AU - Günther -van der Meij, Mirjam

AU - Duarte, Joana

AU - Nap, Laura

PY - 2020/3

Y1 - 2020/3

N2 - This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008).Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus ona. less separation between the three instruction languages (Frisian, Dutch and English);b. creating bridges between foreign languages in secondary education (German and French);c. valorising and including migrant languages in mainstream education.The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices.The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (Garcia & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today's multilingual and multicultural classrooms.

AB - This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008).Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus ona. less separation between the three instruction languages (Frisian, Dutch and English);b. creating bridges between foreign languages in secondary education (German and French);c. valorising and including migrant languages in mainstream education.The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices.The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (Garcia & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today's multilingual and multicultural classrooms.

KW - multilingualism

KW - multilingual education

KW - translanguaging

KW - holistic approach

KW - secondary education

KW - MULTILINGUALISM

U2 - 10.1515/eujal-2019-0027

DO - 10.1515/eujal-2019-0027

M3 - Article

VL - 8

SP - 73

EP - 105

JO - European Journal of Applied Liguistics

JF - European Journal of Applied Liguistics

SN - 2192-9521

IS - 1

ER -

ID: 117154981