Department of Research Methods in Education
University of the Basque Country UPV/EHU (Spain)
Title of Talk:
Learning English as a lingua franca: pedagogical translanguaging in language and CLIL classes
English as a lingua franca (ELF) is closely associated with multilingualism because most speakers of ELF are multilingual speakers for whom English is one of the languages in their linguistic repertoire but not necessarily their first language. However, learning English in different parts of the world has often taken place in educational contexts in which monolingual oriented approaches. These approaches do not take into account the resources and experiences multilingual learners have because of their own backgrounds. ELF has contributed to valuing learners’ repertoires and abilities (Tsou, 2021). The aim of this presentation is to discuss how learners’ repertoires and experiences can be activated through pedagogical translanguaging in the context of ELF learning. Translanguaging is nowadays an umbrella term that embraces a wide variety of theoretical and practical proposals. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner’s whole linguistic repertoire (Cenoz & Gorter, 2021a). Pedagogical translanguaging is closely related to the origin of the concept of translanguaging as a pedagogical practice that uses the first and the second language in the same class in Welsh bilingual education. Pedagogical translanguaging emphasizes the development of metalinguistic awareness and it can include resources from two or more languages. Pedagogical translanguaging mobilizes learners’ repertoires in language and CLIL classes by linking prior knowledge to new knowledge (Cenoz & Gorter, 2022; Cummins, 2021). As a theoretical and practical approach, pedagogical translanguaging aims at improving ELF learning across the curriculum.
Cenoz, J. & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press.
Cenoz, J. & Gorter, D. (2022) Pedagogical translanguaging and its application to language clases. RELC Journal https://doi.org/10.1177/00336882221082751
Cummins, J. (2021). Rethinking the education of multilingual learners. Multilingual Matters.
Tsou W. (2021) Translanguaging as a Glocalized Strategy for EMI in Asia. In: Tsou W., Baker W. (eds) English-Medium Instruction Translanguaging Practices in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-16-3001-9_1
Jasone Cenoz is Professor of Education at the University of the Basque Country (Spain). Her research focuses on multilingual education, bilingualism and multilingualism. She has published extensively and has presented her work at international conferences in different parts of the world. Her publications include Multilingual Education: Between language learning and translanguaging (2015) and Pedagogical Translanguaging (2021). She has been President of the International Association of Multilingualism and Distinguished Visiting Professor in Graduate Center CUNY, New York. She has also served as AILA publications coordinator. She is on the editorial board of a large number of scientific journals.