Volume 3, Issue 1 April 2020, pp. 60-76
Special Issue: Translanguaging as a Resource in Teaching and Learning
Translanguaging for and as learning with youth from refugee backgrounds
Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students' language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students' linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through a translanguaging theory of language, the article discusses how teachers and students engaged "translanguaging instinct" and created "translanguaging spaces" (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacher- and student-initiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts.
© Saskia Van Viegen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Van Viegen, S. (2020). Translanguaging for and as learning with youth from refugee backgrounds. Australian Journal of Applied Linguistics, 3(1), 60-76. https://doi.org/10.29140/ajal.v3n1.300
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), pp. 59-70.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), pp. 152-167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), pp. 52-67.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), pp. 3-13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 1-16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 102-119.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 118-134.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141.