scholarly journals Multilingual Classrooms at Times of Superdiversity

2017 ◽  
pp. 97-109 ◽  
Author(s):  
Massimiliano Spotti ◽  
Sjaak Kroon
Keyword(s):  
Multilingual Classrooms

Collaborative Research in Multilingual Classrooms

2009 ◽  
Author(s):  
BonnieVE Waterstone ◽  
Kelleen Toohey ◽  
Kathy Neilson
Keyword(s):  
Collaborative Research ◽  
Multilingual Classrooms

EAL strategies for multilingual classrooms

2020 ◽  
Vol 2020 (2) ◽  
pp. 36-37
Author(s):  
Kamil Trzebiatowski
Keyword(s):  
Teaching And Learning ◽  
Multilingual Classrooms

The diversity to be found in today's classrooms requires that EAL strategies be embedded within pedagogy and teaching and learning. Kamil Trzebiatowski offers some advice and signposts free resources

scholarly journals Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms

2021 ◽  
pp. 29-33
Author(s):  
Mara Fuertes Gutiérrez
Keyword(s):  
Language Teaching ◽  
World Population ◽  
Integrated Learning ◽  
Bilingual Speakers ◽  
Multilingual Education ◽  
Multilingual Classrooms ◽  
The World ◽  
Linguistic Repertoire ◽  
English Medium Instruction ◽  
Dynamic Views

What is it? Most of the world population speaks two or more languages, which means many classrooms are intrinsically multilingual. In addition, education in more than one language is currently being promoted across the world, and there is an increasing interest in exploring how bilingual speakers are educated, reflecting “the shift from monolingual ideologies in the study of multilingual education to multilingual ideologies and dynamic views of multilingualism” (Cenoz & Gorter, 2020, p. 300). This change in interpreting multilingualism is supported by the emergence of concepts such as translanguaging. Nowadays, the term translanguaging is used in various contexts (for example, bilingual and multilingual education, English-medium instruction, or language teaching, including Content and Language Integrated Learning, or CLIL; see Cenoz & Gorter, 2020, pp. 305-306). Everyday or social translanguaging refers to how multilinguals tactically use their whole linguistic repertoire for communication purposes. Rather than indicating what languages are, translanguaging focuses on what multilingual speakers do with languages, which is to fluidly navigate across them. Therefore, the boundaries between languages become more diffused.

Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms

RELC Journal ◽  
2021 ◽  
pp. 003368822110355
Author(s):  
Fei Deng ◽  
Jian-E Peng
Keyword(s):  
Second Language ◽  
Classroom Environment ◽  
Qualitative Content Analysis ◽  
Willingness To Communicate ◽  
Exchange Students ◽  
Short Term ◽  
Speaking Up ◽  
Multilingual Classrooms ◽  
Oral Participation ◽  
Fitting In

This study explores changes in willingness to communicate in a second language (L2 WTC) inside multilingual classrooms among short-term exchange students. Data were collected from eight Chinese exchange students studying in three universities in Canada and two instructors teaching in one of these universities through in-depth interviews. Qualitative content analysis was conducted and three patterns of WTC changes were found: positive, negative, and no apparent changes. Three main factors underlying these changes were identified, which include students’ perceptions of values in speaking up, sense of fitting in, and classroom environment. The two instructors from the host university provided positive comments and supportive suggestions regarding international students’ L2 WTC and oral participation in multilingual classrooms. This study highlights the importance of sustaining short-term exchange students’ L2 WTC through concerted efforts from students and teachers for maximizing the effectiveness of study abroad programs.

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