Mul$lingualacquisi$onthroughatranslanguaginglens

Mul%lingualismandDiversityLectures

U.OfHildesheimJune7,2017

OfeliaGarcíaogarcia@gc.cuny.edu

TheGraduateCenter,CityUniversityofNewYorkSINTER,UniversityofCologne

Overview

1.  Sociolinguis%cs/SLAandshiQs2.  Translanguagingtheory3.  TranslanguagingClassrooms–TwoUSteachers

Tradi%onalSociolinguis%cs&languageeduca%on

Mid20thcentury:JoshuaA.Fishman,JohnGumperz,DellHymes,WilliamLabovetc.Language&speakerinsocietyasassemblage

TheoryoflanguageLanguages(andcultures)asautonomousboundedconcepts,%edtona%on-states

•  Normsofidealized“na%vespeaker,”withanL1

•  “Problems”ofnewlyindependentna%onsinAsia&Africa

Earlysociolinguis%cconstructsonbi/mul%lingualism

Diglossia(Fishman,1967;expandingFerguson)

Languagemaintenance/shi6

Twolanguages=twoseparateiden$$es

Language&ethniciden$tylinkHerder(1772)

Ideologiesaboutbilingualism:Monoglossic

BalancedBilingualismTwomonolingualsinone

Ineduca%on:Bilingualism(W.Lambert,1974)

Subtrac$vebilingualism

L1+L2=L2

Addi$vebilingualism

L1+L2=L1+L

Ineduca%on:PedagogicalprincipleSepara%onoflanguages

Monoglossicbilingualideologies•  1language1territory•  1language1func%on

•  1language,1iden%ty

•  1language,1wheel

•  1language,presentIninstruc%on

•  OtherL.Otherterritory•  OtherL.Otherfunc%on

•  OtherL.,Anotheriden%ty

•  OtherL.,anotherwheel,balanced

•  OtherL.,absent

Monoglossicbilingualideologies

Basedonnaturaliza$onofnamedlanguages•  Language=namedlanguageofna%on-state•  Bilingualspeakersspeakseparatenamedlanguages

Why?

Partofsystemsofcontrolinstalledinconcep%onsoflanguagesbycolonialexpansion&na$on-building(W.Mignolo,2000).Con%nuedincolonialityofpower(A.Quijano):Naturaliza%onofwesterndominantepistemologiesofsupposedly“post-colonial”era.

EffectsofnaturalizingnamedlanguagePowerishidden,butpresent

Sociopoli$caltransforma$onsin21stcentury

Aneoliberaleconomicregime(Harvey,2005)

–  Deregula$onofmarkets•  Priva%za%on&withdrawalofstatefromsocialprovisions•  Transna%onalcircula%on(capital,commodi%es,laborandpeople)•  Technology

–  Displacements&deterritorializa$on•  Migra%ons,displacements,diasporas

AConsequenceofdisplacements&deterritorializa%on

•  Confron$ngdifferentepistemologies:Makingthe“Colonialdifference”visible(A.Quijano)

Fromtradi%onalsociolinguis%cstoCri%calpoststructuralistsociolinguis%cs

(García,Flores&Spon,2017)

MonoglossicbilingualideologiesàCri$calHeteroglossic(Bakh%n,1981)ideologies

Languageideologiesareproduced.TheyareNOTNATURAL.Theychangealongsideotherpoli$calandeconomicchanges.

Disrup%ngbilingualismasdoublemonolingualism(Grosjean,1982)

•  Plurilingualism(CoE,2000;;Beacco,Byrametal.2006;Cavalli,Costaetal.,2009;Gogolin,2012)

•  Dynamicbilingualism(García,2009)

Disrup%ngnamedlanguageasautonomousboundedconcepts

Languages&metalanguagesusedtodescribethemareinven$ons,butimportant(Makoni&Pennycook,2007)Sociolinguis%csofglobaliza$on,mobility&complexity(Blommaert,2010);Languageassocialprac$ce(Pennycook,2010);

Complexfluidprac%cesofspeakers

Heteroglossia(Bakh$n,1929)

•  Crossing(Rampton,1995)•  Transidioma%cprac%ce(Jacquemet,2005)•  Polyglossia/polylingualism(Jørgensen,2008;Møller,2008)

•  Metrolingualism(Otsuji&Pennycook,2010)•  Translingualprac%ces(Canagarajah,2013)•  Translanguaging…..

TranslanguagingCoined&developed“intheborderlands”

•  WALES:C.Williams,1998;Baker,2001;Lewis,Jones&Baker,2012;

•  COMPLEMENTARYSCHOOLS:Creese&Blackledge,2010;LiWei,2011

•  LATINOS&LANGMINORITIZEDINUS:García,2009;Otheguy,García&Reid,2015

•  Manyothers

Adefini%on….

Translanguagingistheuseofthefulllinguis$crepertoire“withoutregardforwatchfuladherencetothesociallyandpoli$callydefinedboundariesofnamedlanguages”(Otheguy,García&Reid,2015,p.281).

Gabo’swords,16monthsGrowingupinabilingualhome

•  bye•  no•  más•  árbol•  car•  truck•  guagua•  leche•  agua•  ba-ba•  tete•  duck

Twoperspec%ves– Externalperspec$ve– Gabo“has”“English”wordsand“Spanish”words

– Internalperspec$ve– Gaboisdeveloping(throughsocialinterac%onwithabilingualfamily)aunitarylanguagesystemwithwhichhe“does”language(heislanguaging)tocommunicateandmakemeaning.

Susana:Inanunmonitoredsitua%onaboutthemostimportantcelebra%onforher

WhatareGaboandSusanadoing?•  Notsimplyaddingorswitchingorgoingacross“English”to“Spanish”orvice-versa.

•  Usingtheirownlanguagefeaturestomakemeaningandcommunicate.

•  Construc$ngandEXPANDINGtheirowndynamicrepertoirebyincorpora%ngfeaturesthataresaidtobelongto“named”languages,butthattheyuseasTHEIROWN.

THEYARETRANSLANGUAGING!

Translanguagingofbilinguals

Languageasunitarymeaning-makingsystemofspeakers.Alwayswiththem.“EventhoughSpanishrunsthroughmyheart,Englishrulesmyveins”

Externalsocietalperspec$veTwonamedlanguages

Namedlanguagesasstandardizedconven%onsthatbelongtona$on-states&schoolsteachandtestVeryimportant…….

Internalperspec$veTranslanguagingLanguageasunitarymeaning-makingsystemofspeakers.Alwayswiththem.EntanglementofworldsandwordsMostimportant

MULTILINGUALISM,PLURILINGUALISM&TRANSLANGUAGINGNamedlanguagesHierarchicalpowerNopowerhierarchiesrela%onshipsPowertospeakersMul%lingualismTranslanguaging

L1F1,F1.. L2

F2,F2.. L3F3,F3..

L1F1,F1,F1 L2

F2,F2. L3

F3,F3

Fn,Fn,Fn,Fn,Fn,Fn,Fn,Fn,Fn

Plurilingualism

Thetranslanguagingcorriente

Listenerconstructs(ornot)message

SpeakerdeploysfeaturesasmeaningfulhintsSelects

Speaker’sIdiolectshapesownlanguagerepertoire

C

Communica%verepertoire

TranslanguagingActTransac%onbetweeninterlocutors

TranslanguagingSpace(LiWei,2011)Spaceofdeploymentoffeatures

Withoutadherencetonamedlanguages(Otheguy,García&Reid,2015)

OrNOT

TRANSLANGUAGING

Whatisatranslanguagingclassroom?

Takesintoaccountstudents’unitarylinguis%csystemandgiveopportuni%estodeployfulllinguis)crepertoire,andnotonlythepar%cularnamedlanguage(s).Validatesbilingualcommunityprac$ces,aswellasthosesanc%onedinschool.

CUNY-NYSIEB,2012–todaywww.cuny-nysieb.org

TheGraduateCenter,TheCityUniversityofNewYorkRISLUS(ResearchIns%tutefortheStudyofLanguagesinUrbanSociety

&thePh.D.PrograminUrbanEduca%on

FundedbyTheNewYorkStateEduca$onDepartmentPrincipalInves$gators:RicardoOtheguy,OfeliaGarcía,KateMenkenProjectDirector:Maite(MaríaTeresa)Sánchez

AssociateInves%gators:L.Ascenzi-Moreno,B.Collins,A.Ebe,C.Espinosa,M.Kaya,E.Kearney,andK.Mahoney,V.PérezResearchAssistants:K.Carpenter,I.Espinet,L.GuzmánValerio,S.Hesson;L.Herrera;MariaPeña,andK.SeltzerFieldAssociates:C.Celic,andC.Solorza

ContributorsInthepast:N.Flores,T.Kleyn,L.Pappas,H.Woodley

TranslanguagingPedagogy

www.cuny-nysieb.org

TRANSLANGUAGINGPEDAGOGY

•  WHY?•  WHAT?•  HOW?

WHYTRANSLANGUAGINGINEDUCATION?INJUSTICESwhentranslanguagingnottakenintoaccount

1.  Onlypartofmeaning-makingrepertoireofstudentsisbeingmobilizedtolearn.

2.  Bilingualstudentsarebeingassessedwithlessthanhalfoftheirrepertoire.Asisplayingdrumwithonehand&assessingthem

againstthosewhoplaywithtwo

Thewhat?3strandsofTranslanguagingPedagogy

Stance:Beyondnamedlanguages

Tradi$onalpedagogy Translanguagingpedagogy

StanceBeyondtradi%onalSLA,Acquisi%onofL2

Appropria%ngnewfeaturestoconstructaunitarybilingualOWNvoice

Tradi$onalPedagogy TranslanguagingPedagogy

StanceBeyondscaffold

Forindividualandsociopoli%caltransforma%on

Tradi$onalPedagogy TranslanguagingPedagogy

TranslanguagingJuntos/TogetherStance

•  Bilingualstudentsdonothaveseparatenamedlanguages,theyhaveaunitarylanguagerepertoirewithfeaturesthatfunc%onjuntos.

•  Bilingualstudentsdonothavetwoseparateiden%%%es,butonecomplexcompleteandjuntoiden%ty.

•  Thereisno“secondlanguage”acquisi%on.Newfeaturesareacquiredjuntooldfeatures,andareappropriatedintospeaker’sOWNrepertoire.

•  Pedagogicalprac%cesdonotsimplyusethestudents’L1forscaffold;theytransformthestudents’repertoire

Design/ShiQs

AndyBrown

•  Monolingualteacher

•  4thgradeEnglishmonolingualclassroom

•  Studentswithheterogeneouslinguis%cbackgrounds

•  Someclassifiedas“EnglishLanguageLearners”

GladysAponte

•  Bilingualteacher(English/Spanish)

•  3rdgradebilingualEnglish/Spanishclassroom

•  La%nxstudentsfallingalongallpointsofbilingualcon%nuum.

•  Somestudentsclassifiedas

“EnglishLanguageLearners”

WhatisAndyBrowndoing?Construc$ngatranslanguagingspace

–  Linguis)clandscapeofclassroomreflectsmul%lingualismofchildren

–  Allwaysofusinglanguageinclassroomsalongsideeachother

–  Buildingmetalinguis)cawarenessandawarenessoflanguages

–  Buildingunderstandingsofhowpeoplelanguage

– WorkingagainstthedominanceofEnglish–  Studentsaslinguis$cexperts,nottexts..

WhatisAndyBrowndoing?Leveragingstudents’translanguaging–  Ac%ngasco-learner–  Recognizing&buildingonstudents’linguis5cprac5ces–  Deepeningdiscussionandmeaning-making

–  Ques$oningdic5onaries&manuals(“means”/”medios”--“significa”)

–  Recognizingchallengeoftransla)on–  Recognizingtheheteroglossiaoflanguage–  Recognizingdifferencesinscript&direc)onality

–  Normalizinglinguis%cdiversityandtranslanguagingprac%ces–  Equalizinghomeandschoollanguageprac%ces–  Libera$ngmul%lingualvoices

TranslanguagingClassroom

MovesbyGladysAponteinbilingualclassroomStudentsalongthebilingualcon%nuum

1.   READ-ALOUDMOVES2.   RESEMIOTIZATIONMOVES– WhattheteacherdidduringherCuéntameAlgo/TellmeSomethingspace

– WhatthemeaningofTRLNGisforthemove

NovelbyJuliaAlvarez

ReadAloud:Gladys– Readsanchortext(inEnglishand/orSpanish)bybilingualauthor,JuliaAlvarez,andusesherownen$relanguagerepertoire

– Allowsstudentstopar%cipateincollabora5vedialogueusingalltheirlanguagerepertoire.

– Thevideoclip:ReadsfromEnglishtext.Discusseswhyauthorhasselectedsomesignstorenderin“Spanish”….whyauthorhastranslanguagedanddevelopslist(“buenprovecho”)

ReadAloud&whattranslanguagingenables

•  ComprehensibleinputforallcannotbeachievedforeveryonewithoutTRNLNG

•  Collabora$vedialoguewithallcannothappenwithoutTRNLNG

•  TRLNGisaboutselec$ngappropriatesignstotellastory-communicate

•  TRLNGenablesauthen$ccommunica$on/interac$on

2.Resemio%za%onMovesWri%ngbiographies

Resemio%za%onProjectWri%ngbiographies

•  Studentssearchthewebforinforma%oninEnglishandSpanishtowritetheirbiographies.

Reflec$onStudentauthorof

BiographyofCésarChávez

Researchingforinforma$on“[WhenIwasdoingresearch,IusedmaterialsbothinEnglishandSpanish.….Isearchedforthear5clesinSpanish..ThenIdidthesamethinginEnglish.Iendedupusingthematerialsinbothlanguages.….Isearchedinbothlanguagesinordertogetthebestonesavailable.]”

•  Inwri%ngbiographies,studentsselecttheirlanguageofchoice,butpaya|en%ontoselec%onofsigns.Ex:– CésarChávez’biographyisrenderedinEnglish,butstudentselects“huelga”“sísepuede”“lacausa”

–  HelenKeller’sisinSpanish,butstudentselectssignsinEnglishtorenderthebiography

Resemio%za%onmovesandwhattranslanguagingenables

•  Translanguagingenablesconsciousnessofaudienceandlanguagechoice

•  Translanguagingliberatesandincludesvoicesthathavebeenconstrainedorrepressedinschool

Translanguagingdesign&shiQsTranslanguagingrings:Scaffold

TranslanguagingspaceTransforma$ve

Ofwhatisauthorizedinschools

TRANSFORMATIONS

Decolonizingbilingualsubjec%vi%es(K.Seltzer’sstudy)

MyEnglishisgoodenoughyet…Myinglesavecessecambia,it’sokayyou’llgettheidea.Noesmuycomplicado.Understand?No…OK.Doesn’tmaKer!(Anna,“MyEnglish”)

Decolonizingbilingualsubjec%vi%es:

C.España’sc

lassroom

Translanguaging

Beyondcommodifica%onofmul%lingualismin“L1,L2,L3languages”foraneoliberaleconomy

Legi%ma%onofALLlanguageprac$cesforsocialjus%ceandtransforma%on.

TranslanguagingDwellingintheborder

withthelinguis%callyminori%zed

•  Toredresspowerdifferen%als&systemsofcontrolinstalledinconcep%onsoflanguages,&signsystemsbycolonialexpansion&na%on-building(W.Mignolo,2000).

•  Notsimplebordercrossing,butdwellinginworld&wordentangledthroughandbycolonialityofpower(Quijano,2000)

•  Goingbeyondnamedlanguages(LiWei,2011;Otheguy,García&Reid,2015)