Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?

Authors

  • Shalva Tabatadze East European University

Keywords:

Translanguaging, Bilingual Education, Georgia, Monolingual and Multilingual Approaches

Abstract

This study explores monolingual and multilingual strategies in bilingual education by investigating translanguaging practices in the Georgian monolingual Content and Language Integrated Learning (CLIL). Two research questions guided this research: (1) What Translanguaging practices do teachers use in the CLIL Natural Science program with a monolingual approach? (2) What is the rationale for teachers’ translanguaging pedagogical approaches in monolingual Natural Science lessons in the CLIL? The study utilized a classroom observation qualitative research method to answer the designed research questions. The findings reveal that the planned and implemented curricula differ considerably. The translanguaging approach is more emergent instruction rather than a well-planned and organized process. Second, teachers use translanguaging in scaffolding to support students and explain new teaching materials to be comprehensible. Third, translanguaging makes the instruction more student-centred. when switching to translanguaging, students become more active and more actively engaged in the learning process Fourth, translanguaging in the Georgian separated CLIL model is a more spontaneous strategy derived from classroom dynamics than planned to support learners’ linguistic repertoire. Accordingly, it can be characterized as one of the pedagogical practice of translanguaging, codeswitching, rather than translanguaging itself. Finally, translanguaging is an instrument for teachers’ empowerment.

References

Baker, C. (2001). Foundations of bilingualism and bilingual education third edition. Multilingual Matters, Clevedon.UK.

Baker, C. (2003). Biliteracy and transliteracy in Wales: Language planning and the Welsh national curriculum. In N. Hornberger (Ed.), Continua of biliteracy (71–90). Clevedon, UK: Multilingual Matters.

Baker, C. (2006). Foundations of Bilingual Education and Bilingualism Fourth Edition. Multilingual Matters, Clevedon.UK.

Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters.Clevedon. UK.

Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417. https://doi.org/10.1111/j.1540-4781.2011.01207.x

Canagarajah, S. (2013). Theorizing a competence for translingual practice at the contact zone. In The multilingual turn (pp. 88-112). Routledge.

Chankseliani, M., Gorgodze, S., Janashia, S., & Kurakbayev, K. (2020). Rural disadvantage in the context of centralised university admissions: a multiple case study of Georgia and Kazakhstan. Compare: A Journal of Comparative and International Education, 50(7), 995-1013. https://doi.org/10.1080/03057925.2020.1761294

Creese, A., & Blackledge, A. (2008). Flexible bilingualism in heritage language schools. Paper presented at Urban Multilingualism and Intercultural Communication, Antwerp, Belgium.

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The modern language journal, 94(1), 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian journal of applied linguistics, 10(2), 221-240.

Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In Cummins J. and Hornberger N. H. (Eds.), Encyclopedia of language and education: Vol. 5. Bilingual education (2nd ed., pp. 65–75). Boston: Springer Science+Business Media.

Cummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate?. Harvard Educational Review, 87(3), 404-425. https://doi.org/10.17763/1943- 5045-87.3.404

Cummins, J. (2021). Evaluating Theoretical Constructs Underlying Plurilingual Pedagogies. In Piccardo, E., Germain-Rutherford, A., and Lawrence, G. (Eds.). The Routledge handbook of plurilingual language education. Routledge.

Cummins, J., & Swain, M. (2014). Bilingualism in education: Aspects of theory, research and practice. Routledge.

Del Valle, J. (2000). Monoglossic policies for a heteroglossic culture: Misinterpreted multilingualism in modern Galicia. Language and Communication, 20(1), 105–132.

Dovchin, S. (2021). Translanguaging, emotionality, and English as a second language immigrants: Mongolian background women in Australia. TESOL Quarterly. Online version. https://doi.org/10.1002/tesq.3015

Dvorjaninova, A., & Alas, E. (2018). Implementing content and language integrated learning (CLIL) in Estonia: Subject and language teacher perspective. Eesti rakenduslingvistika ühingu aastaraamat, 14, 41-57.

Edwards, J. (2012) Multilingualism: Understanding linguistic diversity. London: Continuum.

Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA review, 16(1), 38-51. https://doi.org/10.1075/aila.16.05fer

García, O. (2009a). Education, multilingualism and translanguaging in the 21st century. In Social justice through multilingual education (pp. 140-158). Multilingual Matters. https://doi.org/10.21832/9781847691910-011

García, O. (2009b). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.

García, O. (2017). Problematizing linguistic integration of migrants: The role of translanguaging and language teachers. In The Linguistic Integration of Adult Migrants/L’intégration linguistique des migrants adultes (pp. 11-26). De Gruyter Mouton. https://doi.org/10.1515/9783110477498-005

García, O. (2019). Translanguaging: a coda to the code?. Classroom Discourse, 10(3-4), 369-373. https://doi.org/10.1080/19463014.2019.1638277

García, O. (2020). Translanguaging and Latinx bilingual readers. The Reading Teacher, 73(5), 557-562. https://doi.org/10.1002/trtr.1883

García, O., & Otheguy, R. (2020): Plurilingualism and translanguaging: commonalities and divergences, International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. https://doi.org/10.1080/13670050.2019.1598932

García, O., & Li W. (2014). Language, bilingualism and education. In Translanguaging: Language, bilingualism and education (pp. 46-62). Palgrave Pivot, London.

García, O., & Lin, A. M. (2017). Translanguaging in bilingual education. Bilingual and multilingual education, 117-130. Switzerland: Springer.

Goodman, B., & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55(1), 29-53. https://doi.org/10.1002/tesq.571

Gravelle, M. (1996). Supporting bilingual learners in schools. Stoke-on-Trent, UK: Trentham Books.

Grin, F. (2018) On some fashionable terms in multilingualism research: Critical assessment and implications for language policy. In P. A. Kraus and F. Grin (eds), The Politics of Multilingualism: Europeanisation, Globalization and Linguistic Governance (pp. 247–273). John Benjamins Publishing Company.

Heller, M. (1999). Linguistic minorities and modernity: A sociolinguistic ethnography. London: Longman.

Hyun, E. (2006). Teachable moments: Re-conceptualizing curricula understandings (Vol. 297). Peter Lang.

Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1-10. https://doi.org/10.1016/j.langcom.2017.12.001

Jaspaert, K., & Ramaut, G. (2000). Don’t Use English Words in Dutch’. Portrait of a Multilingual Classroom in Flanders. Man schreibt wie man spricht’. Ergebnisse einer international vergleichenden Fallstudie über Unterricht in vielsprachigen Klassen, 27-40.

Kroon, S., & Sturm, J. (2000). Comparative case study research in education. Zeitschrift für Erziehungswissenschaft, 3(4), 559-576. https://doi.org/10.1007/s11618-000-0053-0

Li Wei., & Lin, A. M. (2019). Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse, 10:3-4, 209-215. https://doi.org/10.1080/19463014.2019.1635032

Li Wei. (2018a). Translanguaging as a practical theory of language. Applied linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx039

Li Wei. (2018b). Linguistic (super) diversity, post-multilingualism and translanguaging moments. In The Routledge handbook of language and superdiversity (pp. 16-29). Routledge.

McCarty, T. L., Romero-Little, M. E., Warhol, L., & Zepeda, O. (2009). Indigenous youth as language policy makers. Journal of Language, Identity, and Education, 8, 291–306. https://doi.org/10.1080/15348450903305098

Mehisto, P., & Asser, H. (2007). Stakeholder perspectives: CLIL programme management in Estonia. International Journal of Bilingual Education and Bilingualism, 10(5), 683-701. https://doi.org/10.2167/beb466.0

Moodley, V. (2007). Codeswitching in the multilingual English first language classroom. International journal of bilingual education and bilingualism, 10(6), 707-722. https://doi.org/10.2167/beb403.0

Otheguy, R., Garcıa, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6, 281–307. https://doi.org/10.1515/applirev-2015-0014

Otheguy, R., Garcıa, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 19, 625–652. https://doi.org/ 10.1515/applirev-2018-0020

Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341. https://doi.org/10.1080/13670050.2011.630064

Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2), 101-128.

Sah. P., & Guofang Li (2020): Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal's public schools, International Journal of Bilingual Education and Bilingualism, Epub ahead of print 13 December 2020. https://doi.org/10.1080/13670050.2020.1849011

Swain, M. (1983). Bilingualism without tears. In M. Clarke & J. Handscombe (Eds.), On TESOL '82: Pacific perspectives on language learning and teaching (pp. 35–46). Washington, DC: TESOL.

Tabatadze, S. (2010). Bilingual education programs in Georgia, what public schools can choose. Journal Bilingual Education, 1, 7-21.

Tabatadze, S. (2015). Factors influencing the effectiveness of bilingual educational programs: The prospects of pilot programs in Georgia. Sino-US English Teaching, 12(2), 93-109. https://doi.org/10.17265/1539-8072/2015.02.003

Tabatadze, S. (2019). Bilingual educational policy in Georgia: Can it benefit the process of the integration of society?. CEPS Journal, 9(1), 61-82. https://doi.org/10.25656/01:17099

Tabatadze, S. (2017). Minority Education in Georgia: Is It Delivering What Is Expected?. Diaspora, Indigenous, and Minority Education, 11(1), 17-30. https://doi.org/10.1080/15595692.2016.1245658

Tabatadze, S., & Gorgadze, N. (2018). School voucher funding system of post-Soviet Georgia: From lack of funding to lack of deliverables. Journal of School Choice, 12(2), 271-302. https://doi.org/10.1080/15582159.2017.1408000

Tabatadze, S., & Gorgadze, N. (2014). School Funding System and Equity. Centre for Civil Integration and Inter-Ethnic Relations. Tbilisi. Georgia.

Tabatadze, S., & Gorgadze, N. (2017). Approaches to multiculturalism in teacher education programs in Georgia. Journal of Multicultural Discourses, 12(3), 239-253. https://doi.org/10.1080/17447143.2017.1342648

Tabatadze, S., & Gorgadze, N. (2018a). Selective intercultural sensitivity to different sources of cultural identity: Study of intercultural sensitivity of students at teacher education programs of Georgia. Journal for Multicultural Education. https://doi.org/10.1108/JME-11-2016-0059

Tabatadze, S., & Gorgadze, N. (2018b). School voucher funding system of post-Soviet Georgia: From lack of funding to lack of deliverables. Journal of School Choice, 12(2), 271-302. https://doi.org/10.1080/15582159.2017.1408000

Tabatadze, S., & Gorgadze, N. (2021). რუსულენოვანი სკოლების საგანმანათლებლო პოზიციონირება მეთორმეტეკლასელთა შესაძლებლობებისა და პერსპექტივების ხედვის კონტექსტში. Centre for Civil Integration and Inter-Ethnic Relations. Tbilisi. Georgia. https://doi.org/10.13140/RG.2.2.27656.75521

Tabatadze, S., & Chachkhiani, K. (2021). COVID-19 and Emergency Remote Teaching in the Country of Georgia: Catalyst for Educational Change and Reforms in Georgia?. Educational Studies, 57(1), 78-95. https://doi.org/10.1080/00131946.2020.1863806

Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, & C. Baker (Eds.), The language policy: Taking stock (pp. 39-78). UK: CAI Language Studies Centre.

Published

2021-06-29

How to Cite

Tabatadze, S. (2021). Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?. International Journal of Multilingual Education, (17), 47–63. Retrieved from https://multilingualeducation.openjournals.ge/index.php/ijml/article/view/6572

Issue

Section

Articles