Due to the monolingual self-understanding of European nation-states,migration-induced multilingualism and the language mixing practices ittriggers are not usually acknowledged as resources for learning withinmainstream classrooms. The term translanguaging has recently been putforward as both a way of describing the flexible ways in which bilingualsdraw upon their multiple languages to enhance their communicativepotential and a pedagogical approach in which teachers and pupils usethese practices for learning. However, little research has been conductedin how the translanguaging approach can be used in mainstreameducation to enhance knowledge. This study draws on videographicdata recorded in 59 10th grade (15-year-olds) subject-matter classes in 4secondary schools. Applying sociocultural discourse analysis to peer–peer interaction and therefore considering how learners scaffold oneanother as they participate in collaborative talk and in the co-construction of knowledge, results describe several functions oftranslanguaging for‘exploratory talk’leading to content-matter learning.Multilingual adolescents in naturalistic settings thus use theirmultilingualism to cognitively engage with content-based tasks andproduce high-order speech acts embedded in complex talk.
Learning Resource Type
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
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