Inclusion, Education and Translanguaging How to Promote Social Justice in (Teacher) Education?
This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging.Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from ea...
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| Language: | English |
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Wiesbaden
Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH
2020
Springer |
| Edition: | 1 |
| Series: | Open Access E-Books |
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| ISBN: | 3658281278, 9783658281274, 9783658281281, 3658281286 |
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| Abstract | This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging.Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher. |
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| AbstractList | This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging.Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher. This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia Garcia, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems. This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems. |
| Author | Rosen, Lisa Strzykala, Jenna Panagiotopoulou, Julie A |
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| Notes | Electronic reproduction. Dordrecht: Springer VS, 2020. Requires the Libby app or a modern web browser. |
| OCLC | 1195710859 |
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| PageCount | 239 |
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| Snippet | This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging.Prefaced by... This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by... |
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| SubjectTerms | Education Language Arts Nonfiction |
| SubjectTermsDisplay | Education. Electronic books. Language Arts. Nonfiction. |
| Subtitle | How to Promote Social Justice in (Teacher) Education? |
| TableOfContents | 1 Introduction -- 2 Translanguaging (Functions) and the Holistic Model -- 3 Research Design -- 3.1 The Research Context and General Design -- 3.2 Data Collection: Classroom Interaction -- 3.3 Data Collection: Teacher's Attitudes, Knowledge and Skills towards Multilingualism in Education -- 4 Results -- 4.1 Interactional Functions within Translanguaging-Based Pedagogies -- 4.2 Analysis of Translanguaging Sequences for PD -- 4.2.1 Reported Skills in Translanguaging-Based Approaches -- 4.2.2 Reported Knowledge in Translanguaging-Based Approaches -- 4.2.3 Reported Attitudes in Translanguaging-Based Approaches -- 5 Discussion and Conclusion -- Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom -- 1 Introduction -- 2 Theoretical Framework, State of Research and Research Questions -- 2.1 Translanguaging Pedagogy -- 2.2 Language Awareness -- 2.3 Language Comparison -- 3 Research Project and Methods -- 4 Analysis: Comparing Languages in a Multilingual Primary School Classroom -- 5 Conclusions -- References -- Translanguaging from the Perspective of (Multilingual) Students, Teachers and Educators -- Reflecting Lingualities and Positionalities for a Changing Education System -- Abstract -- 1 Introduction -- 2 Method -- 3 Findings -- 3.1 Negotiating Being a "Speaker of German as a Second Language" ("DaZ-Sprecher*in") -- 3.2 Family Language Policy -- 3.3 Heritage Language Instruction ("Herkunftssprachlicher Unterricht") -- 3.4 Views on Translingual Practices -- 4 Discussion -- 5 Conclusion -- References -- German Schools Abroad: Teachers' Views on Translanguaging and Emerging Research Perspectives on Children's Language Biographies and Educational Professionalization -- Abstract -- 1 Introduction -- 2 Migration-Related Multilingualism and Pedagogical Professionalism 2.1 The Initial Research Project -- 2.2 Multilingual Teachers' Views on "Family", "National", and "Academic" Language(s) and Everyday Multilingual Practices of Staff and Students at German Schools in the USA and Canada -- 3 Further Perspectives: Follow-up Projects -- 3.1 Between Exclusivity and Exclusion in the European South: Educational Biographies of Multilingual "Greek" Students in German Schools -- 3.2 Transnational Professionalization for Schools in the Migration Society? -- References -- 'What Shall We Sing Now, Amir?' Developing a Voice through Translanguaging Pedagogy-An Ethnographic Research and Professional Training Project in Day-Care Centers and Schools -- Abstract -- 1 Introduction -- 2 Educational Language Policy in Germany -- 3 Translanguaging as a Theoretical Framework: Promoting Social Justice in Education Contexts -- 4 Translanguaging Pedagogy in Multilingual Day-Care Centers and Schools: A Research and Professional Training Project in Cologne -- 5 Outlook -- References -- Translanguaging as a Culturally Sustaining Pedagogical Approach: Bi/Multilingual Educators' Perspectives -- Abstract -- 1 Introduction -- 2 Translanguaging -- 3 Culturally Sustaining Pedagogies (CSP) -- 4 The Research: Methodological Issues, Research Sample and Findings -- 5 Educators' Perspectives on Translanguaging -- 6 Conclusions -- References -- List of Contributors Inklusion und Bildung in Migrationsgesellschaften -- Contents -- Introduction -- Singularity, Complexities and Contradictions: A Commentary about Translanguaging, Social Justice, and Education -- 1 Singularity, Complexities and Contradiction -- 2 Complexities: Product of the Colonial Difference -- 3 Language and the Singularity of the Colonial Difference -- 4 Language Education Policies and Pedagogical Practices in Continuum -- 5 Language Ideologies in Continuum -- 6 A Translanguaging Stance. Singularity Again -- 7 Translanguaging: From Instrument of Oppression to Instrument of Liberation -- References -- Translanguaging in Early Childhood Education -- Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project -- Abstract -- 1 Introduction -- 2 A Critical Perspective on Early Childhood Education -- 3 Working in the Early Childhood Context: The CUNY-NYSIEB Project -- 4 What Did We Learn? Translanguaging and Play in the Early Childhood Classroom -- 5 Where Do We Go from Here? Implications for Educators and School Leaders -- References -- Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context -- Abstract -- 1 Introduction -- 2 Context -- 2.1 Pre-School Education in France -- 2.2 The Reproduction of Exclusion or Excluding Neighbours -- 2.3 Selective Plurilingualism in Schools in La Réunion -- 3 Translanguaging and Subaltern Studies in Creole Speaking Contexts -- 3.1 Transglossic Spaces, Colonial Difference and Othering -- 3.2 Translanguaging and Critical Discourse Analysis -- 4 Translanguaging Strategies in a Post-Colonial Context -- 4.1 Strategy n° 1: The Negotiation of the Curriculum Constraints -- 4.2 Strategy n° 2: The Mobilization of Inner Speech -- 4.3 Strategy n° 3: Funds of Knowledge and Co-Learning 5 Promoting Inclusion and Social Justice in French Postcolonial Pre-Primary Classrooms -- 5.1 Valuing and Promoting a Social Approach to Language -- 5.2 Reappropriating the History of Human Interactions -- 5.3 A Critical Analysis of Mediation Processes: Who Says What, How and Why? -- 6 Conclusion -- References -- Translanguaging in Early Childhood Education in Luxembourg: From Practice to Pedagogy -- Abstract -- 1 Introduction -- 2 Translanguaging Pedagogies -- 3 Methodology -- 4 Findings and Discussion -- 4.1 Using Translations -- 4.2 Home Languaging -- 4.3 Using Resources Flexibly and Dynamically -- 5 Summary and Conclusions -- References -- Bilingualism Versus Translanguaging in a Swiss Day-Care Center: A Space Analysis of Language Practices and Their Janus-Faced Effects on Social Inequalities and Educational Opportunities -- Abstract -- 1 Introduction -- 2 Methodological Considerations -- 2.1 A Spatial Analysis of Using the Language Regime to Produce Difference in Day-Care -- 3 Constructions of Difference in the Local Language Regime of the Day-Care Center -- 3.1 Spatial Representations and Representation Spaces -- 3.2 Spatial Practices -- 4 Conclusions on How Early Educational Language Regimes Relate to Inequality -- References -- Translanguaging in School Education -- Translanguaging, (In)Security and Social Justice Education -- Abstract -- 1 Introduction -- 2 Everyday (In)Securitization -- 3 Translanguaging & -- Social Justice -- 4 The Cypriot Context -- 5 The Two Studies -- 5.1 Case Study 1: Immigrant Children Identity Negotiation in a Greek Cypriot Primary School -- 5.2 Case Study 2: "Researching the Obstacles and Limitations for Reconciliation, Multiculturalism and Social Justice" -- 6 Discussion and Implications -- References -- 'We Learn Together'-Translanguaging within a Holistic Approach towards Multilingualism in Education Intro -- Contents -- Introduction -- Singularity, Complexities and Contradictions: A Commentary about Translanguaging, Social Justice, and Education -- 1 Singularity, Complexities and Contradiction -- 2 Complexities: Product of the Colonial Difference -- 3 Language and the Singularity of the Colonial Difference -- 4 Language Education Policies and Pedagogical Practices in Continuum -- 5 Language Ideologies in Continuum -- 6 A Translanguaging Stance. Singularity Again -- 7 Translanguaging: From Instrument of Oppression to Instrument of Liberation -- References -- Translanguaging in Early Childhood Education -- Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project -- Abstract -- 1 Introduction -- 2 A Critical Perspective on Early Childhood Education -- 3 Working in the Early Childhood Context: The CUNY-NYSIEB Project -- 4 What Did We Learn? Translanguaging and Play in the Early Childhood Classroom -- 5 Where Do We Go from Here? Implications for Educators and School Leaders -- References -- Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context -- Abstract -- 1 Introduction -- 2 Context -- 2.1 Pre-School Education in France -- 2.2 The Reproduction of Exclusion or Excluding Neighbours -- 2.3 Selective Plurilingualism in Schools in La Réunion -- 3 Translanguaging and Subaltern Studies in Creole Speaking Contexts -- 3.1 Transglossic Spaces, Colonial Difference and Othering -- 3.2 Translanguaging and Critical Discourse Analysis -- 4 Translanguaging Strategies in a Post-Colonial Context -- 4.1 Strategy n° 1: The Negotiation of the Curriculum Constraints -- 4.2 Strategy n° 2: The Mobilization of Inner Speech -- 4.3 Strategy n° 3: Funds of Knowledge and Co-Learning 2 Migration-Related Multilingualism and Pedagogical Professionalism -- 2.1 The Initial Research Project -- 2.2 Multilingual Teachers' Views on "Family", "National", and "Academic" Language(s) and Everyday Multilingual Practices of Staff and Students at German Schools in the USA and Canada -- 3 Further Perspectives: Follow-up Projects -- 3.1 Between Exclusivity and Exclusion in the European South: Educational Biographies of Multilingual "Greek" Students in German Schools -- 3.2 Transnational Professionalization for Schools in the Migration Society? -- References -- 'What Shall We Sing Now, Amir?' Developing a Voice through Translanguaging Pedagogy-An Ethnographic Research and Professional Training Project in Day-Care Centers and Schools -- Abstract -- 1 Introduction -- 2 Educational Language Policy in Germany -- 3 Translanguaging as a Theoretical Framework: Promoting Social Justice in Education Contexts -- 4 Translanguaging Pedagogy in Multilingual Day-Care Centers and Schools: A Research and Professional Training Project in Cologne -- 5 Outlook -- References -- Translanguaging as a Culturally Sustaining Pedagogical Approach: Bi/Multilingual Educators' Perspectives -- Abstract -- 1 Introduction -- 2 Translanguaging -- 3 Culturally Sustaining Pedagogies (CSP) -- 4 The Research: Methodological Issues, Research Sample and Findings -- 5 Educators' Perspectives on Translanguaging -- 6 Conclusions -- References -- List of Contributors Abstract -- 1 Introduction -- 2 Translanguaging (Functions) and the Holistic Model -- 3 Research Design -- 3.1 The Research Context and General Design -- 3.2 Data Collection: Classroom Interaction -- 3.3 Data Collection: Teacher's Attitudes, Knowledge and Skills towards Multilingualism in Education -- 4 Results -- 4.1 Interactional Functions within Translanguaging-Based Pedagogies -- 4.2 Analysis of Translanguaging Sequences for PD -- 4.2.1 Reported Skills in Translanguaging-Based Approaches -- 4.2.2 Reported Knowledge in Translanguaging-Based Approaches -- 4.2.3 Reported Attitudes in Translanguaging-Based Approaches -- 5 Discussion and Conclusion -- References -- Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom -- Abstract -- 1 Introduction -- 2 Theoretical Framework, State of Research and Research Questions -- 2.1 Translanguaging Pedagogy -- 2.2 Language Awareness -- 2.3 Language Comparison -- 3 Research Project and Methods -- 4 Analysis: Comparing Languages in a Multilingual Primary School Classroom -- 5 Conclusions -- References -- Translanguaging from the Perspective of (Multilingual) Students, Teachers and Educators -- Reflecting Lingualities and Positionalities for a Changing Education System -- Abstract -- 1 Introduction -- 2 Method -- 3 Findings -- 3.1 Negotiating Being a "Speaker of German as a Second Language" ("DaZ-Sprecher*in") -- 3.2 Family Language Policy -- 3.3 Heritage Language Instruction ("Herkunftssprachlicher Unterricht") -- 3.4 Views on Translingual Practices -- 4 Discussion -- 5 Conclusion -- References -- German Schools Abroad: Teachers' Views on Translanguaging and Emerging Research Perspectives on Children's Language Biographies and Educational Professionalization -- Abstract -- 1 Introduction |
| Title | Inclusion, Education and Translanguaging |
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