Paradoxes of access to equity: multilingual primary school classroom practices

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Schmidt, Catarina (författare): Jönköping University,Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,HLK, Praktiknära utbildningsforskning (PUF),Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden

Molin, Lisa, 1969 (författare): Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden

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Taylor & Francis, 2024
2024
Engelska.
Ingår i: Language and Education. - : Taylor & Francis. - 0950-0782 .- 1747-7581. ; 38:2, s. 286-302

Relaterad länk:: https://doi.org/10.1...; visa fler...; https://gup.ub.gu.se...; https://doi.org/10.1...; https://urn.kb.se/re...; visa färre...

Abstract Ämnesord

Stäng

This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020-2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers' logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6-12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students' multilingual and cultural experiences. Identified paradoxes concern students' experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students' homes were highlighted.

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