Translingualism
is a term from Steven G. Kellman [1] and David Schwarzer et al. [2], who see
teaching an L2 as bridge building between languages that allow one to retain a
unified mind and not be cloven into two for the sake of being multilingual.
Thus, in contrast to multilingualism, translingualism stresses the process and
not the goal. Classrooms where students come from two or more different
language communities are established feature of schools in many countries. When
multilingual word processing enables ethnolinguistic communities and students
to express the funds of knowledge they possess, the school is truly preparing
students to thrive in a global community characterized by rapid cultural and
technological change. If translingualism is the process, then Action research
(AR) is its method. This study explores the sociolinguistics of translingual
forces: (1) how classroom experience or actual personal contact with elders in
villages causes students of different cultural backgrounds to value other
languages and (2) how students’ phonetic knowledge, literacy, as well as content
knowledge in English may transfer to acquiring ethnic languages in a
collaborative classroom. It mostly examines how the students in a community of
Taiwan hailing from different cultural backgrounds and attending multilingual
classrooms that promoted bi/multilingualism can come to value all languages
spoken in a community.
Author(s) Details
Huang, Tung-Chiou
Department of Language and Communication of Indigenous Peoples National Dong Hwa University No. 1, Sec. 2, Da Hsueh Rd., Shou-Feng, Hualien 974, Taiwan, Republic of China.
View Book - http://bp.bookpi.org/index.php/bpi/catalog/book/165
Author(s) Details
Huang, Tung-Chiou
Department of Language and Communication of Indigenous Peoples National Dong Hwa University No. 1, Sec. 2, Da Hsueh Rd., Shou-Feng, Hualien 974, Taiwan, Republic of China.
View Book - http://bp.bookpi.org/index.php/bpi/catalog/book/165
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