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Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation.

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Název: Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation.
Autoři: Hedman, Christina, Fisher, Linda
Zdroj: Journal of Language, Identity & Education; Jan/Feb2025, Vol. 24 Issue 1, p87-102, 16p
Témata: MULTILINGUALISM, LANGUAGE awareness, LINGUISTICS, IMMIGRANTS, LINGUISTIC identity
Abstrakt: This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation. [ABSTRACT FROM AUTHOR]
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Abstrakt:This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation. [ABSTRACT FROM AUTHOR]
ISSN:15348458
DOI:10.1080/15348458.2022.2078722