Abstract
Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners’ literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.
Zusammenfassung
Für ein erfolgreiches Sprachenlernen sind Unterrichtsstrategien zur potenzialorientierten Förderung der Lernenden von zentraler Bedeutung. Insbesondere im Fall von Lernenden mit eingeschränkter oder unterbrochener formaler Bildung (SLIFE) ist es notwendig, dass die Lehrkräfte die bereits vorhandenen (sprachlichen) Ressourcen sinnvoll nutzen, um die Literacy-Kompetenzen der Lernenden zu fördern, und einen effizienten Erwerb einer Zweitsprache überhaupt zu ermöglichen. In diesem Beitrag wird die These vertreten, dass pädagogisches Translanguaging für das Erreichen dieses Ziels von Vorteil sein kann. Präsentiert werden die Ergebnisse einer qualitativen Studie mit Lehrkräften in Kursen für Deutsch als Zweitsprache für erwachsene Zugewanderte in Deutschland (n=11). Die Untersuchung zeigt, dass zwar teilweise spontanes Translanguaging in den Kursen stattfindet, pädagogisches Translanguaging aber nicht in den Unterricht eingebettet ist, was zur Folge hat, dass die mehrsprachigen Ressourcen von SLIFE meist unbeachtet bleiben und nicht ausreichend didaktisch genutzt werden.
Resumen
Las estrategias pedagógicas de apoyo orientadas al potencial de los alumnos tienen una importancia fundamental para el éxito del aprendizaje de lenguas. Especialmente en el caso de los alumnos con educación formal limitada o interrumpida (SLIFE), es necesario que los profesores utilicen razonablemente los recursos (lingüísticos) ya adquiridos para potenciar las competencias de alfabetización de los alumnos y permitir principalmente una adquisición eficaz de la segunda lengua. Este documento sostiene que el translenguaje pedagógico puede ser beneficioso para lograr este objetivo. Se presentan los resultados de un estudio cualitativo con profesores de cursos de alemán como segunda lengua para inmigrantes adultos en Alemania (n=11). El estudio muestra que, si bien en los cursos se produce parcialmente un translenguaje espontáneo, el translenguaje pedagógico no está integrado en las clases. Como resultado, los recursos multilingües de SLIFE pasan en su mayoría desapercibidos y no se utilizan suficientemente de forma didáctica.
Sintesi
Per una formazione linguistica efficace è fondamentale adottare strategie didattiche che valorizzino il potenziale dellə apprendenti. Soprattutto nel caso di apprendenti migranti con istruzione formale limitata o interrotta (SLIFE), è necessario che lə insegnanti facciano leva sulle risorse già presenti per permettere loro di sviluppare competenze di literacy e per facilitare l’apprendimento di una seconda lingua. Nel presente articolo affermiamo l’utilità del translanguaging pedagogico per il raggiungimento di questo obiettivo presentando i risultati di uno studio qualitativo con insegnanti di corsi di tedesco come seconda lingua per migranti adultə in Germania (n=11). I risultati dell’analisi permettono di osservare da un lato la presenza di esempi di translanguaging spontaneo, ma dall’altro lato la mancata inclusione del translanguaging pedagogico nella classe, trascurando o non includendo quindi le competenze plurilingui degli SLIFE.
Disclosure statement
The authors report there are no competing interests to declare.
Data availability statement
The collected data are stored on Sciebo. This is a non-commercial, public cloud provider for research, study and teaching.
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