Multilingual Education: Between Language Learning and Translanguaging

262 Pages·2015·4.759 MB·

by  Jasone Cenoz, Durk Gorter

Multilingual Education
Published online by Cambridge University Press
THE CAMBRIDGE APPLIED LINGUISTICS SERIES
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Published online by Cambridge University Press
Multilingual Education
Between language learning and
translanguaging
Edited by
Jasone Cenoz
University of the Basque Country, UPV/EHU, Spain
and
Durk Gorter
University of the Basque Country, UPV/EHU, Spain
Published online by Cambridge University Press
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First published 2015
Printed in
A catalogue record for this publication is available from the British Library
Library of Congress Cataloguing in Publication data
Multilingual education : between language learning and translanguaging / edited by
Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain and Durk Gorter,
University of the Basque Country, UPV/EHU, Spain.
p. cm. – (The Cambridge Applied Linguistics Series)
ISBN 978-1-107-47751-3 (pbk.)
1. Multilingualism. 2. Bilingual, Education. 3. Language and languages –
Study and teaching. 4. Language acquisition. 5. Language transfer
(Language learning) 6. Languages in contact. I. Cenoz, Jasone, editor.
II. Gorter, D. (Durk) editor.
P115.2.M85 2015
404′.2–dc23
2014032589

ISBN 978-1-107-47751-3 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.

Published online by Cambridge University Press
Contents
List of contributors vii
Series editors’ preface xiv
Acknowledgements xvi
1 Towards a holistic approach in the study of
multilingual education
J asone Cenoz and Durk Gorter 1
2 L1 as a pedagogical resource in building students’
L2 academic literacy: pedagogical innovation in the
science classroom in a Hong Kong school
G ladys N. Y. Luk and Angel M. Y. Lin 16
3 Linking content, linking students: a cross-linguistic
pedagogical intervention
S usan Ballinger 35
4 The role of the native language in the literacy
development of Latino students in the United States
I gone Arteagoitia and Elizabeth R. Howard 61
5 A nexus analysis of code choice during study abroad,
and implications for language pedagogy
G lenn S. Levine 84
6 Multilingual practices in foreign language study
C laire Kramsch and Michael Huffmaster 114
7 Language choices and ideologies in the bilingual
classroom
J anet M. Fuller 137
8 Communicative repertoires in the community language
classroom: resources for negotiating authenticity
A ngela Creese, Adrian Blackledge and
Jaspreet Kaur Takhi 159
v
Published online by Cambridge University Press
vi Contents
9 Complementary classrooms for multilingual minority
ethnic children as a translanguaging space
Li Wei 177
10 Constructing in-between spaces to ‘do’ bilingualism:
a tale of two high schools in one city
O felia García, Nelson Flores and
Heather Homonoff Woodley 199
11 Becoming multilingual and being multilingual:
some thoughts
David Block 225
Index 239

Published online by Cambridge University Press
List of contributors
Igone Arteagoitia is a research scientist at the Center for Applied
Linguistics in Washington, DC, USA. She is currently Associate
Director of the National Clearinghouse for English Language
Acquisition of the US Department of Education. Her research focuses
on the language and literacy development of Spanish–English bilin-
gual children, cross-linguistic infl uence and language assessment. She
has recently served as principal investigator in a research project
funded by the US Department of Education examining the eff ects of a
cognate-based vocabulary intervention on the development of lan-
guage and literacy skills in Spanish–English bilingual students. Her
work has been published in the Bilingual Research Journal and T ESOL
Quarterly and presented at international conferences such as the
International Symposium on Bilingualism and the Society for the
Scientifi c Study of Reading.
Susan Ballinger received her PhD from McGill University, Montreal,
Canada, in 2013. Her research has focused on peer interaction and
language learning in bilingual and immersion contexts in the USA and
Québec. Specifi cally, her research topics have included investigations
of Spanish and English language use in US two-way immersion, cross-
linguistic teaching interventions in Québec French immersion and ESL
contexts, and peer interaction for L2 learning. She has published in
Language Teaching Research , Language Awareness and the J ournal
for Immersion and Content-Based Language Education . In addition,
she has co-edited a special issue of L anguage Teaching Research with
Roy Lyster (2011), and is currently co-editing a book with Masatoshi
Sato entitled Peer Interaction and Second Language Learning
(Language Learning & Language Teaching series, John Benjamins).
She is the editor of ESL publications for Scolaire Québec at Chenelière
Education.
Adrian Blackledge is Professor of Bilingualism and Director of the
MOSAIC Centre for Research on Multilingualism, School of
Education, University of Birmingham, UK. His research interests
include translanguaging, and the practice and politics of multilingual-
ism. His recent publications include Heteroglossia as Practice and
Pedagogy (with Angela Creese; Springer, 2014), The Routledge
vii
Published online by Cambridge University Press
viii List of contributors
Handbook of Multilingualism (with Marilyn Martin-Jones and Angela
Creese, 2012) and Multilingualism: A Critical Perspective (with
Angela Creese; Continuum, 2010).
David Block is ICREA Research Professor in Sociolinguistics at the
Universitat de Lleida. Over the past 25 years, he has published articles
and chapters on a variety of topics, including second language learn-
ing and teaching, migration, multiculturalism, multilingualism, lan-
guage and identity and, most recently, political economy and social
class. He is author of Social Class in Applied Linguistics (Routledge,
2014), S econd Language Identities (Continuum, 2007), M ultilingual
Identities in a Global City: London Stories (Palgrave, 2006) and T he
Social Turn in Second Language Acquisition (Edinburgh University
Press, 2003). He co-authored, with John Gray and Marnie Holborow,
Neoliberalism and Applied Linguistics (Routledge, 2012) and co-
edited, with Deborah Cameron, G lobalization and Language Teaching
(Routledge, 2002). He is assistant editor of the journal Applied
Linguistics Review and editor of the Routledge book series Language,
Society and Political Economy.
Jasone Cenoz is Professor of Research Methods in Education at the
University of the Basque Country, UPV/EHU, Spain. Her research
focuses on multilingual education, third language acquisition, bilin-
gualism and multilingualism. Specifi c topics Jasone Cenoz has investi-
gated in her research include the multilingual lexicon, translanguaging
in written production, Basque multilingual education and cross-
linguistic infl uence. She has published articles on multilingual educa-
tion in the Modern Language Journal , Applied Linguistics , Language
Culture and Curriculum , TESOL Quarterly, Language Teaching and
the International Journal of Bilingual Education and Bilingualism
among others. She is also the author of several book chapters and
books, including the award-winning monograph Towards Multilingual
Education (Multilingual Matters, 2009). She has served as AILA pub-
lications coordinator for eight years and has been a member of the
Executive Committee of IASCL and the International Association of
Multilingualism.
Angela Creese is Professor of Educational Linguistics and Deputy
Director of the MOSAIC Centre for Research on Multilingualism,
School of Education, University of Birmingham, UK. Her research
interests are in linguistic ethnography, language ecologies, multilin-
gualism in society and multilingual classroom pedagogy. Her publica-
tions include Heteroglossia as Practice and Pedagogy (with Adrian
Published online by Cambridge University Press
List of contributors ix
Blackledge; Springer, 2014), The Routledge Handbook of Multi-
lingualism (with Marilyn Martin-Jones and Adrian Blackledge, 2012),
Multilingualism: A Critical Perspective (with Adrian Blackledge;
Continuum, 2010), Ecology of Language, Encyclopedia of Language
and Education , Volume IX (Springer, 2009), T eacher Collaboration
and Talk in Multilingual Classrooms (Multilingual Matters, 2005)
and Multilingual Classroom Ecologies (co-edited with Peter Martin;
Multilingual Matters, 2003).
Nelson Flores is Assistant Professor of Educational Linguistics at the
University of Pennsylvania Graduate School of Education, USA. His
research critically examines the historical origins of modern language
ideologies and their continued role in producing educational policies
and practices that marginalize the language practices of language
minoritized students. His work also seeks to theorize new approaches
to educational policy and practice that are more responsive to the
needs of these students. He has published articles on a range of topics
related to language ideologies in education in  TESOL Quarterly ,
Linguistics and Education and Critical Inquiry in Language Studies
among others. He has also authored several book chapters pertaining
to this topic.
Janet M. Fuller is Professor of Anthropology at Southern Illinois
University at Carbondale, USA. Her research interests lie in the area of
social identities and language ideologies in multilingual contexts,
especially educational contexts. She has recently published a mono-
graph looking at these issues in bilingual classrooms with a particular
focus on how socioeconomic class plays a role in language and educa-
tion (B ilingual Pre-Teens : Competing Ideologies and Multiple Iden-
tities in the U.S. and Germany ; Routledge, 2012). Her textbook enti-
tled Spanish Speakers in the USA (Multilingual Matters, 2013)
addresses issues of race and ethnicity along with language, identities
and ideologies. She is also co-author (with Ron Wardhaugh) of the
forthcoming seventh edition of An Introduction to Sociolinguistics .
Ofelia García is professor in the PhD programs of Urban Education at
the Graduate Center of the City University of New York, USA. She has
been Professor of Bilingual Education at Columbia University’s
Teachers College, and Dean of the School of Education at the Brooklyn
Campus of Long Island University. She is the associate general editor
of the  International Journal of the Sociology of Language  and has
published widely in the areas of sociolinguistics, bilingualism and
bilingual education.
Published online by Cambridge University Press
x List of contributors
Durk Gorter is Ikerbasque Research Professor at the University of the
Basque Country, UPV-EHU, Spain. He does research on diff erent
aspects of multilingual education, comparing language education pol-
icies on European minority languages, in particular Basque and
Frisian, and diversity in linguistic landscapes. Among his publications
are Minority Languages and Multilingual Education (co-edited with
Vicky Zenotz, Xabier Etxague and Jasone Cenoz; Springer, 2014),
Minority Languages in the Linguistic Landscape (co-edited with
Heiko Marten and Luk Van Mensel; Palgrave Macmillan, 2012),
Focus on Multilingualism in School Contexts (co-edited with Jasone
Cenoz as a special issue of the Modern Language Journal , 2011),
Linguistic Landscape: Expanding the Scenery (co-edited with Elana
Shohamy; Routledge, 2009) and Multilingual Europe: Facts and
Policies (co-edited with Guus Extra; De Gruyter, 2008). He is the
editor in chief of L anguage, Culture and Curriculum .
Elizabeth R. Howard is an associate professor of Bilingual Education
in the Neag School of Education at the University of Connecticut, USA,
where she teaches graduate courses on linguistic and cultural diversity
and conducts research focusing on dual language education, biliteracy
development and the preparation of teachers to work with multilingual
learners. She has recently served as a principal investigator of two fed-
erally funded research studies focusing on the literacy attainment of
Spanish–English bilingual students, as well as co-director of a faculty
learning community designed to improve the capacity of teacher educa-
tion faculty to help preservice teachers work eff ectively with English
language learners. She is a co-author of R ealizing the Vision of Two-Way
Immersion: Fostering Effective Programs and Classrooms (with Julie
Sugarman; Delta, 2006) and co-editor of P reparing Classroom
Teachers to Succeed with Second Language Learners (with David
Moss, forthcoming).
Michael Huffmaster is Assistant Professor of German at the University
of Puerto Rico, Mayagüez. His current book project, R eading Kafka’s
Mind: The Cognitive Poetics of a Multilingual Imagination , employs
cognitive theory to explain the Kafkaesque. In addition to German
language, literature and culture, he has taught translation theory and
practice and has published (with Claire Kramsch) on the benefi ts of
literary translation in the foreign language classroom. His research
focuses on the ways in which adult foreign language learning and the
study of literature in a foreign language foster critical and creative
cognitive skills as well as on how these disciplines promote the core
democratic values of a liberal arts education.
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