Abstract
The chapter will highlight the relationship between multilingual practices and opportunities to learn. It will first consider the importance of how we approach language use and then move to the multilingual practices framework. The framework will be discussed according to the three dimensions—multilingual stance, student engagement, and institutional structures and pedagogies—and their influence on learning opportunities. Spaces for multilingual practices in mainstream schools and how they afford learning for different student profiles will then be considered. Discussion of these spaces will include differentiation, innovation and language hierarchies, or inequities in the distribution of learning opportunities.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). Australian curriculum: English. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/english/
Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism (6th ed.). Bristol: Multilingual Matters.
Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin (C. Emerson & M. Holquist, Trans. & M. Holquist, Ed.). Austin, TX: University of Texas Press.
Ball, P. (2018). Innovations and challenges in CLIL materials design. Theory Into Practice, 57, 222–231.
Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education. Journal of Immersion and Content-Based Language Education, 5(1), 30–57.
Blair, A., Haneda, M., & Nebus Bose, F. (2018). Reimagining English-medium instructional settings as sites of multilingual and multimodal meaning making. TESOL Quarterly, 52(3), 516–538.
Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. London and Beverly Hills, CA: Sage Publications.
Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 1–15). Cambridge: Cambridge University Press.
Cummins, J., & Swain, M. (1986). Bilingualism in education: Aspects of theory, research and practice. Harlow: Longman.
de Jong, E. J. (2011). Foundations for multilingualism in education: From principles to practice. Philadelphia, PA: Caslon Publishing.
de Jong, E. J. (2018, Keynote). Taking a multilingual stance: Quality education for ELLs. Minneapolis, MN: Minnesota-TESOL.
de Jong, E. J., & Freeman, R. (2010). Bilingual approaches. In C. Leung & A. Creese (Eds.), English as an additional language. Approaches to teaching linguistic minority students (pp. 108–122). New York: Sage.
de Jong, E. J., Yilmaz, T., & Marichal, N. (2019). A multilingualism as a resource orientation in dual language education. Theory Into Practice. https://doi.org/10.1080/00405841.2019.1569375
Del Maschio, N., & Abutalebi, J. (2018). Neurobiology of bilingualism. In D. Miller, F. Bayram, J. Rothman, & L. Serratrice (Eds.), Bilingual cognition and language: The state of the science across its subfields (pp. 325–345). Amsterdam: John Benjamins Publishing.
Duverger, J. (2007). Didactiser l’alternance des langues en cours de DNL. Tréma, 28, 81–88.
Ee, J. (2018). Exploring Korean dual language immersion programs in the Unites States: Parents’ reasons for enrolling their children. International Journal of Bilingual Education and Bilingualism, 21(6), 690–709. https://doi.org/10.1080/13670050.2016.1208144
Eisenchlas, S., Schalley, A., & Guillemin, D. (2013). The importance of literacy in the home language: The view from Australia. SAGE Open, 3(4), 1–14. https://doi.org/10.1007/2158244013507270
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.
Fitzsimmons-Doolan, S. (2018). Language ideology change over time: Lessons for language policy in the U.S. state of Arizona and beyond. TESOL Quarterly, 52(1), 34–61.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
French, M. (2016). Students’ multilingual resources and policy-in-action: An Australian case study. Language and Education, 30, 298–316. https://doi.org/10.1080/09500782.2015.1114628
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.
Greeno, J. G., & Gresalfi, M. S. (2015). Opportunities to learn in practice and identity. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. Jones (Eds.), Assessment, equity and opportunity to learn. Cambridge: Cambridge University Press.
Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The power of beliefs: Lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267–284.
Jakonen, T., Szabó, T. P., & Laihonen, P. (2018). Translanguaging as playful subversion of a monolingual norm in the classroom. In G. Mazzaferro (Ed.), Translanguaging as everyday practice (pp. 31–48). Dordrecht: Springer.
Kramsch, C. (2012). Authenticity and legitimacy in multilingual SLA. Critical Multilingualism Studies, 1, 107–128.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
Li, W. (2011). Moment analysis and translanguaging space. Journal of Pragmatics, 43, 1222–1235.
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28, 537–561. https://doi.org/10.2307/3587307
Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning—Mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41–57. https://doi.org/10.1080/07908318.2014.1000924
Moll, L., Amanti, C., Neff, D., & Gonzales, N. (1992). Funds of knowledge for teaching: Toward a qualitative approach to connect homes and classrooms. Theory Into Practice: Qualitative Issues in Educational Research, 3(2), 132–141.
Moore, P., & Nikula, T. (2016). Translanguaging in CLIL classrooms. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 211–234). Bristol: Multilingual Matters.
Morton, T. (2012). Teachers’ knowledge about language and classroom interaction in content and language integrated learning. Doctoral thesis, Universidad Autónoma de Madrid.
Motha, S., & Lin, A. M. Y. (2014). ‘Non-coercive rearrangements’: Theorizing desire in TESOL. TESOL Quarterly, 48(2), 331–359.
Nikula, T., Dalton-Puffer, C., Llinares, A., & Lorenzo, F. (2016). More than content and language: The complexity of integration in CLIL and bilingual education. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 1–25). Bristol: Multilingual Matters.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson Education/Longman.
Ollerhead, S. (2018). Teaching across semiotic modes with multilingual learners: Translanguaging in an Australian classroom. Language and Education. https://doi.org/10.1080/09500782.2018.1516780
Oxford English Dictionary. (2018). Definition of ‘language’. Retrieved February 26, 2018, from https://en.oxforddictionaries.com/definition/language
Pacheco, M. (2018). Spanish, Arabic, and ‘English-Only’: Making meaning across languages in two classroom communities. TESOL Quarterly, 52(4), 1–27. https://doi.org/10.1002/tesq.446
Palmer, D. K., Cervantes-Soon, C., Dorner, L., & Heiman, D. (2019). Bilingualism, biliteracy, biculturalism and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education. Theory Into Practice, 58(2), 121–133. https://doi.org/10.1080/00405841.2019.1569376
Piller, I., & Gerber, L. (2018). Family language policy between the bilingual advantage and the monolingual mindset. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1503227
Turner, M. (2017). Integrating content and language in institutionally monolingual settings: Teacher positioning and differentiation. Bilingual Research Journal, 40(1), 70–80.
Turner, M., & Lin, A. M. Y. (2017). Translanguaging and named languages: Productive tension and desire. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1360243
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Turner, M. (2019). Multilingual Practices and Opportunities to Learn. In: Multilingualism as a Resource and a Goal. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21591-0_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-21591-0_10
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-21590-3
Online ISBN: 978-3-030-21591-0
eBook Packages: Social SciencesSocial Sciences (R0)