The third is inspired by phenomenology, addresses Spracherleben, and investigates the bodily/emotional prerequisites for speaking and experiencing of language. The second looks at how we are constituted as speaking subjects by historical/political discourses, drawing on poststructuralism. The first is concerned with how we interact linguistically and socially, drawing on interactional and anthropological approaches. It discusses three perspectives on repertoire. Ethnic and Racial Studies, 30(6), 1024–1054.This paper foregrounds the concept of Spracherleben, the lived experience of language, in a contribution to ongoing debate about the conceptualization of linguistic repertoire in the context of mobility and migration. Maryns (Eds.), Multilingual edge of education. Translanguaging: A matter of sociolinguistics, pedagogics and interaction? In S. The home language environment of monolingual and bilingual children and their language proficiency. International Journal of Bilingual Education and Bilingualism, 28, 1–15. Silencing linguistic diversity: The extent, the determinants and consequences of the monolingual beliefs of Flemish teachers. Pulinx, R., Van Avermaet, P., & Agirdag, O. Valorizing linguistic diversity in primary education. Cambridge, UK: Cambridge University Press. European Educational Research Journal, 1(1), 123–138. Linguistic and cultural diversity in Europe a challenge for educational research and practice. Translanguaging: Language, bilingualism and education. Bilingual education in the 21st century: Global perspectives. Who speaks what language to whom and when. The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Studies Van De Bkl, 6, 1–20.ĭuursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Calderon, M.
Standaardtaal of tussentaal op school? De paradoxale dubbele kloof tussen taalbeleid en taalgebruik. Annual Review of Applied Linguistics, 35, 20–35.ĭelarue, S. Translanguaging and identity in educational settings. Creese (Eds.), The Routledge handbook of multilingualism (pp. Lessons from pre-colonial multilingualism. Applied Linguistics, 51, 1–22.Ĭanagarajah, S., & Liyanage, I. School language profiles: Valorizing linguistic resources in heteroglossic situations in South Africa. Language preference and its relationship with reading skills in English and Spanish. Journal of Educational Psychology, 106(1), 181–199.īrenneman, M. The nature of Spanish versus English language use at home. Polycentricity and interactional regimes in ‘global neighborhoods’. Urban Language and Literacties, 67, 1–26.īlommaert, J., Collins, J., & Slembrouck, S. Repertoires revisited: ‘Knowing language’ in superdiversity. The language passports clearly demonstrate how dynamically and flexibly multilingual pupils use their linguistic repertoires. The pupils’ home languages are more often used for “emotional” functions such as dreaming or telling secrets. Dutch is used most often for calculating and thinking, which is not surprising, since it is the language of schooling. The language passports demonstrated that multilingual pupils do not exclusively use the language of schooling with people from school but also to a great extent with people outside school such as friends, parents, and siblings. Results of the study indicate that language passports reveal the unconscious processes underlying the use of linguistic repertoires. In this chapter, we present data from 100 pupils from both secondary and primary education who participated in focus groups and presented their language use in “language passports.” Construction of language passports is a classroom activity to increase language awareness, which allows pupils to present a clear overview of the languages in their repertoire.
However, it is important, not only to enhance both pupils’ and their teachers’ consciousness of the complexities of language use but also for schools to work on their multilingual policies. In a highly diverse multilingual reality as today’s society is, grasping the linguistic repertoires of pupils can be quite a challenge.
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