Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)

descriptionPublicationkeyboard_double_arrow_right Article , Other ORP type 27 Apr 2017 Spain Publisher:Universitat Autonoma de BarcelonaJournal:Bellaterra Journal of Teaching & Learning Language & Literature, volume 10, pages 61-77 (eissn: 2013-6196,

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Authors: Laura Portolés; Otilia Martí;

doi: 10.5565/rev/jtl3.698

handle: 10234/168413

Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)

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Abstract

Traditionally, language teaching has been grounded on a monolingual bias and the strict separation of languages has been conceived as a requirement to ensure foreign language learning success. However, the flexible use of one’s linguistic repertoire, known as translanguaging, has also proven beneficial in EFL settings (vid. Jones & Lewis, 2014).The present study aims at examining translanguaging practices in early language learning taking into account the functions proposed by García et al. (2011). Qualitative data were collected in 3 sessions of English for 25 Valencian kindergarteners. Participants (aged 4-5) were in their second year at a Catalan-immersion school, where other two languages are taught as media of instruction (Spanish and English).Results depict how very young language learners use their L1, L2 and L3 strategically in order to serve different communicative functions, without compromising their exposure to the target language (i.e. English). As a conclusion, we argue that a monolingual approach to teaching English as an additional language (EAL) is not a realistic picture of learners’ linguistic behaviour both inside and outside the classroom in multilingual settings.

Country

Spain

Related Organizations

Jaume I University
Spain
Autonomous University of Barcelona
Spain

Keywords

English as an Additional Language (EAL), classroom discourse, inglés como lengua adicional (EAL), l'apprentissage précoce des langues, English as an additional language (EAL), repertori lingüístic, aprendizaje temprano de lenguas, L'éducation multilingue, Aprenentatge primerenc de llengües, translanguaging, Educació multilingüe, L'anglais comme une langue supplémentaire (EAL), Multilingual education, early language learning, Répertoire linguistique; L'apprentissage précoce des langues; L'anglais comme une langue supplémentaire (EAL); L'éducation multilingue, Translanguaging, Répertoire linguistique, translanguaging; repertori lingüístic; aprenentatge primerenc de llengües; anglès com a llengua addicional (EAL); educació multilingüe, l'éducation multilingue, l'anglais comme une langue supplémentaire (EAL), L'apprentissage précoce des langues, translanguaging; linguistic repertoire; early language learning; English as an additional language (EAL); multilingual education, educació multilingüe, LC8-6691, Language and Literature, multilingual education, Inglés como lengua adicional (EAL), P, Repertorio lingüístico, Special aspects of education, aprenentatge primerenc de llengües, Classroom discourse, Anglès com a Llengua Addicional (EAL), Linguistic repertoire, linguistic repertoire, Aprendizaje temprano de lenguas, Early language learning, educación multilingüe, anglès com a llengua addicional (EAL), répertoire linguistique, Repertori lingüístic, Educación multilingüe, repertorio lingüístico, translanguaging; repertorio lingüístico; aprendizaje temprano de lenguas; inglés como lengua adicional (EAL); educación multilingüe

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