Multilingual authors 'standing taller' in arts-rich translanguaging spaces.
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| Title: | Multilingual authors 'standing taller' in arts-rich translanguaging spaces. |
|---|---|
| Authors: | Choi, Julie1 Julie.choi@unimelb.edu.au, Cleeve Gerkens, Rafaela1, Ohki, Shu1 |
| Source: | Language & Education: An International Journal. May2025, Vol. 39 Issue 3, p586-613. 28p. |
| Subject Terms: | *Multilingualism, *Language & languages, *Students, *Language acquisition, Linguistic identity |
| Abstract: | Viewed through the monolingual English-only lens characteristic of many Australian schools, plurilingual students are often positioned as being in deficit as language and literacy learners and struggle to find their way into a writer's identity. The importance of creating a translanguaging space to support plurilingual learners is well established in the literature. In the current case study involving a class of Year 4 students from a Melbourne school who took part in a six-week arts-rich book making experience, we addressed a gap in the literature by making visible how elements of the 'translanguaging space' interact to support students to come to see themselves as resourceful multilingual writers. Using Activity Theory, we found that the elements that supported the development of students' multilingual writers' identities consisted of the creation of a translanguaging space, the use of arts experiences to lead language interactions, the explicit introduction of translanguaging in a multimodal arts-rich space, and opportunities to apply translanguaging as multilingual writers. We argue that the playful multimodal opportunities for meaning making facilitated by arts experiences can support students to build identities as multilingual writers by providing a variety of multimodal entry points to that identity. [ABSTRACT FROM AUTHOR] |
| Copyright of Language & Education: An International Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184763439 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Multilingual authors 'standing taller' in arts-rich translanguaging spaces. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Choi%2C+Julie%22">Choi, Julie</searchLink><relatesTo>1</relatesTo><i> Julie.choi@unimelb.edu.au</i><br /><searchLink fieldCode="AR" term="%22Cleeve+Gerkens%2C+Rafaela%22">Cleeve Gerkens, Rafaela</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ohki%2C+Shu%22">Ohki, Shu</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+%26+Education%3A+An+International+Journal%22">Language & Education: An International Journal</searchLink>. May2025, Vol. 39 Issue 3, p586-613. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+identity%22">Linguistic identity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Viewed through the monolingual English-only lens characteristic of many Australian schools, plurilingual students are often positioned as being in deficit as language and literacy learners and struggle to find their way into a writer's identity. The importance of creating a translanguaging space to support plurilingual learners is well established in the literature. In the current case study involving a class of Year 4 students from a Melbourne school who took part in a six-week arts-rich book making experience, we addressed a gap in the literature by making visible how elements of the 'translanguaging space' interact to support students to come to see themselves as resourceful multilingual writers. Using Activity Theory, we found that the elements that supported the development of students' multilingual writers' identities consisted of the creation of a translanguaging space, the use of arts experiences to lead language interactions, the explicit introduction of translanguaging in a multimodal arts-rich space, and opportunities to apply translanguaging as multilingual writers. We argue that the playful multimodal opportunities for meaning making facilitated by arts experiences can support students to build identities as multilingual writers by providing a variety of multimodal entry points to that identity. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language & Education: An International Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09500782.2024.2348599 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 586 Subjects: – SubjectFull: Multilingualism Type: general – SubjectFull: Language & languages Type: general – SubjectFull: Students Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Linguistic identity Type: general Titles: – TitleFull: Multilingual authors 'standing taller' in arts-rich translanguaging spaces. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Choi, Julie – PersonEntity: Name: NameFull: Cleeve Gerkens, Rafaela – PersonEntity: Name: NameFull: Ohki, Shu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09500782 Numbering: – Type: volume Value: 39 – Type: issue Value: 3 Titles: – TitleFull: Language & Education: An International Journal Type: main |
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