7 ‘To Make Headway You Have to Go Against the Flow’: Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in France

2021 ◽  
pp. 112-130
Author(s):  
Latisha Mary ◽  
Andrea S. Young
Keyword(s):  
Emergent Bilinguals ◽  
Dominant Discourses

Pedagogical Translation in School Curriculum Design

2020 ◽  
pp. 279-299
Author(s):  
Georgios Floros
Keyword(s):  
Curriculum Design ◽  
Social Practice ◽  
School Curriculum ◽  
Main Question ◽  
Emergent Bilinguals ◽  
Methodological Approaches ◽  
School Curricula

The main question regarding the use of pedagogical translation in schools has now shifted from the if-question to the how-question, especially given the challenges posed by the increasing worldwide migration. Pedagogical translation is recognized today as an extensive social practice, and recent research is interested in how pedagogical translation can become more effective through novel types of translation, such as media translation. This chapter argues that pedagogical translation is a type of literacy and focuses on what pedagogical translation, notably both the interlingual and the intralingual types, can afford in mixed classrooms in terms of the main methodological approaches used. It also examines how these two types of translation can best be integrated in various types of school curricula with the aim to serve the specific needs of mixed classrooms and the idea of educating emergent bilinguals.

Carnival exhausted: Roguishness and resistance in W. G. Sebald

2019 ◽  
Vol 49 (1) ◽  
pp. 48-69
Author(s):  
Ivan Stacy
Keyword(s):  
Prose Fiction ◽  
Form Part ◽  
Dominant Discourses ◽  
The Way

This article examines the under-acknowledged presence of carnivalesque elements in W. G. Sebald’s prose fiction. While the carnivalesque holds a less prominent position than melancholy in Sebald’s work, it is nevertheless a persistent aspect, although its presence decreases in his later texts and is almost entirely absent from Austerlitz. The article argues that these elements form part of Sebald’s resistant stance towards the dominant discourses of modernity. On this basis, the article discusses the carnivalesque in Vertigo, The Emigrants and The Rings of Saturn from two perspectives. First, it examines the presence of carnivalesque figures and locations, arguing that these are evidence of carnival’s exhaustion, and of the way that modernity has closed down the possibility of licensed transgression. Second, it argues that the narrators themselves are duplicitous, ‘masked’ figures whose inconsistencies and ethical transgressions are central to Sebald’s project of unbinding modern subjectivity.

scholarly journals Writing about listening: alternative discourses in rock journalism

Popular Music ◽  
2009 ◽  
Vol 28 (1) ◽  
pp. 53-67 ◽  
Author(s):  
CHRIS ATTON
Keyword(s):  
Field Theory ◽  
Social Practices ◽  
Alternative Music ◽  
Dominant Discourses ◽  
Alternative Discourses

Abstract‘Alternative’ publications challenge the conventional discourses of rock journalism. In particular, the dominant discourses of authenticity, masculinity and mythology might be countered by publications that emphasise historical and (sub)cultural framing, and that present radicalised ‘spaces of listening’. Using Bourdieu’s field theory to identify autonomous and semi-autonomous sites for rock criticism, the paper compares how a fanzine (the Sound Projector) and what Frith has termed an ideological magazine (the Wire) construct their reviews. The findings suggest that, whilst there is no evidence for an absolute break with the dominant conventions of reviewing, there is a remarkable polyglottism in alternative music reviewing. The paper emphasises differing cultural and social practices in the multiple ways the publications write about music, and argues for the value of such polyglottism.

‘The pumpkins are coming…vienen las calabazas…that sounds funny’: Translanguaging practices of young emergent bilinguals

2018 ◽  
Vol 18 (1) ◽  
pp. 129-153 ◽  
Author(s):  
Ysaaca Axelrod ◽  
Mikel W Cole
Keyword(s):  
Elementary School ◽  
Culturally Diverse ◽  
Emergent Bilinguals ◽  
School Program ◽  
Daily Lives ◽  
Diverse Communities ◽  
Linguistic Repertoire ◽  
Before School ◽  
Do So

In this paper, we utilize the theory of translanguaging to make sense of the biliterate activities of young emergent bilinguals in a before-school program for Latinx students at an elementary school. Our findings show that even early writers are able to draw from their full linguistic repertoire, utilizing orthographic and syntactic resources consciously, and continue to do so with increasing complexity as they get older and gain greater competence. The children in our study show how emergent bilinguals exhibit exceptionally sophisticated considerations of audience as they write across linguistically and culturally-diverse communities, navigating these in their writing, as they do in their daily lives. Opportunities for students to demonstrate and develop these skills are critical, especially in monolingual settings.

Bringing a Culturally Sustaining Lens to Reading Intervention

2021 ◽  
pp. 1086296X2110516
Author(s):  
Kelly K. Wissman
Keyword(s):  
Reading Intervention ◽  
Reading Skills ◽  
Student Writing ◽  
Cultural Resources ◽  
Emergent Bilinguals ◽  
Case Study Methodology ◽  
Literacy Specialist ◽  
Study Methodology ◽  
Measurable Growth

This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.

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