Translanguaging in Higher Education: Using Several Languages for the Analysis of Academic Content in the Teaching and Learning Process

Autor/in	Caruso, Elisa
Titel	Translanguaging in Higher Education: Using Several Languages for the Analysis of Academic Content in the Teaching and Learning Process
Quelle	In: Language Learning in Higher Education, 8 (2018) 1, S.65-90 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2018-0004
Schlagwörter	Higher Education; Code Switching (Language); Second Language Learning; English (Second Language); Case Studies; Universities; Educational Practices; Language Usage; Academic Discourse; Language of Instruction; College Faculty; Language Planning; Educational Policy; Course Descriptions; Foreign Students; Undergraduate Students; Multilingualism; Classroom Communication; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; University; Universität; Bildungspraxis; Sprachgebrauch; Discourse; Diskurs; Teaching language; Unterrichtssprache; Fakultät; Sprachwechsel; Politics of education; Bildungspolitik; Kursstrukturplan; Mehrsprachigkeit; Multilingualismus; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article reports on research that questions the existence and use of translingual practices in higher education. On the one hand, the increase of mobility in Tertiary Education leads to the presence of various individual repertoires in the classroom and, on the other hand, the use of scientific texts, usually published in English, is more and more common. These two factors impose a language choice on professors. In some cases, they may choose to use a single lingua franca, most often English, or in other cases, they may choose to undermine the English language's hegemonic role by using what García refers to as translanguaging. This study sets out to analyse a case study in a Language and communication policies course at the University of Algarve, in Portugal. The course attendees were half local students and half Erasmus students. The professor of this course let students use their various linguistic repertoires, by using several languages during the lessons, in order to achieve a collective comprehension of the content, which in most cases was in English. In this manner, they reached what (García, Ofelia & Li Wei. 2014. "Translanguaging: Language, Bilingualism and Education." "Houndmills". Basingstoke: Palgrave Macmillan) define as the "co-construction of knowledge" in a "co-learning classroom environment." Furthermore, the professor asked the students to take a structured multilingual final exam, in three languages, in order to stimulate and develop their multilingual competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01