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

• Superior document: Inklusion und Bildung in Migrationsgesellschaften Series
• Author: Panagiotopoulou, Julie A.
• TeilnehmendeR: Rosen, Lisa.; Strzykala, Jenna.
• Place / Publishing House: Wiesbaden : : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: Inklusion und Bildung in Migrationsgesellschaften Series
• Physical Description: 1 online resource (239 pages)

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.