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Inclusion, Education and Translanguaging : How to Promote Social Justice in (Teacher) Education?

Bibliographic Details
Main Author: Panagiotopoulou, Julie A.
Other Authors: Rosen, Lisa., Strzykala, Jenna.
Format: eBook
Language:English
Published: Wiesbaden : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH, 2020.
Edition:1st ed.
Series:Inklusion und Bildung in Migrationsgesellschaften Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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 &amp
  • 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.
  • 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.

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