Enhancing L2 Learning in a Class of Unaccompanied Minor Refugee Students through Translanguaging Pedagogy

Autor/inn/en	Mammou, Paraskevi; Maligkoudi, Christina; Gogonas, Nikos
Titel	Enhancing L2 Learning in a Class of Unaccompanied Minor Refugee Students through Translanguaging Pedagogy
Quelle	In: International Multilingual Research Journal, 17 (2023) 2, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maligkoudi, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2151762
Schlagwörter	Code Switching (Language); Translation; Bilingualism; Second Language Learning; Greek; Refugees; Nonformal Education; Cultural Pluralism; Teaching Methods; Adolescents; Males; Foreign Countries; Greece; Afghanistan; Pakistan; Bangladesh + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Grieche; Griechisch; Flüchtling; Non-formal education; Non formal education; Nichtformale Bildung; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Ausland; Griechenland; Bangladesch
Abstract	This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of translanguaging pedagogy can facilitate language learning and encourage unaccompanied minor refugees to participate in the teaching process. The main methodological tools that were implemented were action research, class observation, field notes and interviews with students. The findings show that translanguaging pedagogy can promote learning effortlessly by doing, as students stated in their interviews that they were actively engaged in teamwork through real-life language interactions empowering their multilingual and multicultural identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01