Factors challenging translanguaging in the classroom - Lena Schwarzl , Eva Vetter
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Factors challenging translanguaging in the classroom Lena Schwarzl lena.schwarzl@univie.ac.at, Eva Vetter eva.vetter@univie.ac.at https://lehrerinnenbildung.univie.ac.at/en/fields-of-work/language-teaching-and-learning-research/
Outline • Introduction • Context ◦ linguistic diversity of Viennese pupils ◦ languages of the sample • theoretical concepts ◦ translanguaging ◦ self-related aspects • research questions and hypotheses • research design: mixed methods • preliminary results 18/04/2019 Page 2
The research project (doctoral thesis)
• intervention study in a primary (4th grade) and a lower secondary school class (5th grade) in Vienna
• age of the participants: ~9 -12 (n=45)
• intervention: September 2017 – February 2018
• translanguaging was used in several lessons:
◦ Mathematics, Geography, German, Sociology (“soziales Lernen”), Music, and Biology.
◦ multilingual texts: mainly TRIO, multilingual books and books in further languages were acquired in a Viennese library
Bundesministerium für Bildung, Wissenschaft und Forschung (14.3.2019). Retrieved from www.schule-mehrsprachig.at
18/04/2019 Page 3
Büchereien Wien (14.3.2019). Retrieved from https://www.buechereien.wien.at/de/standorteoeffnungszeiten/zweigstellen/weltsprachenContext
long-standing migration with many low-educated migrants
early drop out high among native-born children of immigrants
reading literacy scores of native born-children of immigrants improved
high NEET rate
In Vienna... Language Teaching
58,8% of primary school pupils (age 6-10) Mother tongue education
74,5% of “NMS“ lower secondary school pupils (age 10-14) Learning a second language is compulsory only
(Statistik Austria, 2017/18) in upper secondary
...use a language other than German (and German) at home Foreign languages: English, French, Spanish, Italian/Latin
(Bosnian, Croat, Serbian, Turkish, Albanian, Polish, Romanian)
Key Data on Teaching Languages at School in Europe – 2017; http://ec.europa.eu/eurydice
18/04/2019 OECD/EU (2018), Settling In 2018: Indicators of Immigrant Integration, OECD Publishing, Paris/EU, Brussels. Page 4
https://doi.org/10.1787/9789264307216-enLanguages of the sample 18/04/2019 Page 5
Class
Theoretical concept Joy of learning
atmosphere
Translanguaging Self-related aspects
(academic) Self-
Self-efficacy
concept
18/04/2019 Page 6Class
Theoretical concept Joy of learning
We draw on work that conceives of translanguaging
atmosphere
as a linguistic practice that goes beyond a single
language and includes all resources available within
the plurilingual repertoire (García & Kleyn, 2016).
Translanguaging WeSelf-related aspects
differentiate between pedagogical and
spontaneous translanguaging, describing the first as
the tasks set during lessons, which are planned by
teachers, while characterizing the latter as a fluid
discursive practice that occurs naturally when
multilinguals communicate with each other (Cenoz,
(academic) Self- 2017).
Self-efficacy
concept
18/04/2019 Page 7Class
Theoretical concept Joy of learning
atmosphere
Self-related aspects refer to the knowledge and the
assumptions about oneself and the cognitive
Translanguaging
processes resulting from them (Schneider & Self-related aspects
Lindenberger, 2012).
(academic) Self-
Self-efficacy
concept
18/04/2019 Page 8Class
Theoretical concept Joy of learning
atmosphere
The self-concept is constituted by all the cognitions and
emotions about the self; the academic self-concept
focuses on acadamic contexts, such as school in
Translanguaging general or more specifically on domains,
Self-related such as
aspects
mathematics or languages (Satow, 2002).
(academic) Self-
Self-efficacy
concept
18/04/2019 Page 9Class
Theoretical concept Joy of learning
atmosphere
Self-efficacy is defined as someones conviction that
he or she is able to succeed in challenging tasks
because of his or her capacities (Bandura, 1995,1997;
Translanguaging Self-related aspects
Schwarzer & Jerusalem, 2002).
(academic) Self-
Self-efficacy
concept
18/04/2019 Page 10Class
Theoretical concept Joy of learning
atmosphere
Translanguaging Self-related
How students aspects
or teachers perceive the learning
environment in general is defined as class
atmosphere (Eder, 1996, Satow, 2002).
(academic) Self-
Self-efficacy
concept
18/04/2019 Page 11Class
Theoretical concept Joy of learning
atmosphere
Translanguaging Self-related
The joy of learning strongly contributes toaspects
class
atmosphere and is also related to intrinsic and
extrinsic motivation (Maschke & Stecher, 2010).
(academic) Self-
Self-efficacy
concept
18/04/2019 Page 12Research questions • How does the use of translanguaging affect classroom work? • How is translanguaging used in class? • How does the use of translanguaging in class is related to pupils’ self-related aspects and class atmosphere? • How do teachers perceive the use of translanguaging in class? 18/04/2019 Page 13
Assumptions • A1: Pupils usually do not have positive self-related beliefs regarding their linguistic competences, because the languages they bring with them usually differ from those focused on by the Austrian school system. • A2: The experience of using their full linguistic repertoire in regular lessons would have an impact on their self-related beliefs. • A3: Classroom atmosphere and joy of learning would change as well, mainly because of using translanguaging-based activities, which strongly focus on peer interaction. 18/04/2019 Page 14
Mixed-methods design (Triangulation)
SEP 17 SEP 17 FEB 18
SPSS (descriptive
Pretest Posttest
statistics,
(Questionnaire) (Questionnaire)
T-Tests)
Ethnographic observations Categorization,
(3-5 hours of observation in each class per week „thick description“
deep understanding of the field) (Geertz, 1983, 2006)
Critical Discourse
Interviews
Analysis
18/04/2019 Page 15Pre- and Posttest (questionnaire)
• Overall positive developments for self-related aspects, class atmosphere, and joy of learning
◦ Pupils indicated that they enjoyed using their family languages during lessons more than they enjoyed lessons in which
they could not use them (p= .005; Cohen‘s d= 0,48).
◦ In the post-test, pupils more often indicated that they were confident to manage challenging tasks in their family
languages by themselves, without asking someone for help (p= .05; Cohen‘s d=0,61).
◦ they estimated their performances in a few school subjects (German, Mathematics, English, Science (“Sachunterricht”),
Biology and Geography) slightly higher in the post-test as in the pre-test (increase from 0,4 to 1 grade)
18/04/2019 Page 16Teachers stance “So, that it would work so well, I did not expect that. That s:omething would welcome of it, yaa —, I hoped so, • • but I did not believe that it would work so well.” (Music-teacher) „Also dass es derartig gut funktioniert, das hatt ich auch nicht erwartet. Das i:rgendwas rauskommt, joo —, hab ich gehofft, • • aber dass es derartig gut funktioniert hab ich nīcht geglaubt.“ (Musiklehrerin) 18/04/2019 Page 17
Teachers stance “It must not be taken for granted that pupils • • uhm participate with such enthusiasm • • It does not occur so often…sometimes they say wäähh…O:r, "We cannot do that", or, something like that. ((ea)) Some time ago I tried similar stuff, sometimes this did • not work at all… Because they refused it. • • • [((louder)) And because some of them even] • did not manage to do it.” (Music-teacher) „Des ist nicht selbstverständlich, dass die Schüle:r • • ahh mit so aner Begeisterung mitmachen. • • Des kommt nicht so oft vor…manchmal sagen sie wäähh…Ode:r, "Wir können das nicht", oder, so irgendwas. ((ea)) So ähnliche Sachen hob ich früher auch schon gemacht, das hat manchmal • ǖberhaupt ned funktioniert… Weil sies abgelehnt haben. • • • [((lauter)) Ūnd weil sies zum Teil auch gar nicht] • zusammengebracht haben.“ (Musiklehrerin) 18/04/2019 Page 18
Critical incident [10:14.4] Y:es, um indeed I have a few children, w:ho • are either insecure about using their mother tongue • and this is why they don‘t want to use it in class in front of the others, but [((people talking)) I have] ((2s)) [((people talking)) I also have a] pupi:l, who, for example has Turkish as a mother tongue, and also learnt it as a mother tongue in/as a child, bu:t, • • then, because of/his mother told me that because of his grándmother he did not want to talk and read in Turkish any more and, he had/until lately I have never heard him talking in Turkish, know he slowly/just because of the research project, because of the intensive use of mother tongues during the lessons, he slowly restarted to talk in Turkish and also to write, • • I mean to write something off [((laughing)) because he is not able to produce speech in this language], but he slowly restarted to engage with this language, but • • [((slower)) this was a long journey]. (Primary school teacher) [10:14.4] J:a, ähm ich hab schon ein paar Kinder, d:ie • dann entweder unsicher sind in der Muttersprache • und deswegen nicht gerne im Unterricht vor den anderen sprechen, oder aber auch [((Hintergrundgespräche)) ich hab] ((2s)) [((Hintergrundgespräche)) ich hab auch einen] Schül:er, der zum Beispiel Türkisch als Muttersprache hat, und die auch als Muttersprache gelernt hat in/als Kind, a:ber, • • dann durch/die Mutter hat mir erzählt, durch die Gróßmutter möchte er nicht mehr auf Türkisch sprechen und lesen und, der hat/bis vor kurzem hab ich ihn noch nie auf Türkisch sprechen gehört, jetzt hat er langsam/eben auch durch das Projekt, durch die intensive Einbindung der Muttersprachen im Unterricht, hat er lāngsam begonnen wieder Türkisch/wieder Türkisch zu sprechen und auch zu schreiben, • • also abzuschreiben [((lachend)) weil er kann nicht selbst produzieren auf der Sprache], aber er hat begonnen sich langsam wieder mit der Sprache auseinanderzusetzen, aber • • [((langsamer)) das war ein langer Weg]. (Volksschullehrerin) 18/04/2019 Page 19
Socio-emotional benefits “[…] I think this is • • ((aa)) something very very important that the children somehow accept themselves [((faster)) and also accept the others.] • • Uhm • • • [((more quietly)) this also works well using languages.] Because they learn that every language is valuable, no matter which language it is. […] There are also many children who then take the Trios home and read them again with their siblings o:r/or or with their parents and that is, if only that the parents also see that we, • • I don’t know, appreciate that is I think also very important. And still, it has also positively contributed much to the class community and also for ya • • • the children accept/accepting themselves, I think, it has also contributed a lot.” (Primary school teacher) „[…] ich glaub das ist • • ((aa)) was gānz gānz Wichtiges, dass die Kinder irgendwie sich selbst akzeptieren [((schneller)) und die anderen auch akzeptieren.] • • Ähm • • • [((leiser)) das funktioniert auch gut über die Sprachen.] Weil sie lernen, dass jede Sprache wertvoll ist, egal welche Sprache es ist. […] Es gibt auch viele Kinder die sich die Trios dann mit nach Hause nehmen und zu Hause nochmal mit den Geschwistern od:er/oder Eltern durchlesen und das ist, allein dass die Eltern auch sehen, dass man, • • weiß nicht, das wertschätzt ist glaub ich auch sehr wichtig. Und trōtzdem, es hat sich auch viel für die Klassengemeinschaft beigetragen und auch für ja • • • die Selbstakzepta/Selbstakzeptanz der Kinder, glaub ich, hats auch sehr viel gebrācht.“ (Volksschullehrerin) 18/04/2019 Page 20
Dominant languages “• • • especially those children struggled w:ho are more or less alone with their mother tongue. • • So that there was • no group.” (Music-teacher) „• • • schwer getan haben sich vor allem die Kinder, d:ie mit īhrer Muttersprache mehr oder weniger alleine sind. • • So dass es keine • Grūppe gegeben hat.“ (Musiklehrerin) 18/04/2019 Page 21
Factos challenging Translanguaging in the classroom • dominant languages (Bos/Cro/Ser and Turk): ◦ quantitatively well represented languages in class • texts are mostly available in the dominant languages • teachers show a strong preference for text-based activities • teachers focus on dominant languages social and emotional consequences for pupils: dichotomy: motivation versus frustration and aggression • positive class atmosphere serves as a precondition for creating multilingual learning settings 18.04.2019 Seite 22
References Bandura, Albert 1995. Self-efficacy in Changing Societies. Cambridge: Cambridge University Press. Bandura, Albert 1997. Self-efficacy: the exercise of control. 1. print. New York, NY: Freeman. Cenoz, Jasone 2017. Translanguaging in school contexts: International perspectives. Journal of Language, Identity & Education, 16, 193-198. Eder, F. (1996). Schul- und Klassenklima. Ausprägung, Determinanten und Wirkung des Klimas an höheren Schulen. Innsbruck: Studien-Verlag. García, Ofelia & Kleyn, Tatyana 2016. Translanguaging with multilingual students: learning from classroom moments. New York, NY: Routledge. Geertz, C. (1983, 2006). Dichte Beschreibung: Beiträge zum Verstehen kultureller Systeme. Frankfurt am Main: Suhrkamp. Jerusalem, Matthias 2002. Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen. Weinheim [u.a.]: Beltz. Maschke, S., Stecher, L. (2010): In der Schule. Vom Leben, Leiden und Lernen in der Schule. Heidelberg: VS Verlag für Sozialwissenschaften, Springer Fachmedien Wiesbaden GmbH. Satow, L. (2002): Unterrichtsklima und Selbstwirksamkeitsdynamik, in: Jerusalem, M., Hopf D.: Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen. Weinheim, Beltz. Schwarzer, Ralf, Jerusalem, Matthias, 2002. Das Konzept der Selbstwirksamkeit, in: Jerusalem, Matthias [Hrsg.], Hopf, Diether [Hrsg.]: Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen. Weinheim und Basel: Beltz, S. 28-53. - (Zeitschrift für Pädagogik, Beiheft, 44) Schneider, Wolfgang, Lindenberger, Ulman (2012): Entwicklungspsychologie. Weinheim, Basel: Beltz. 18.04.2019 Seite 23
Thank you very much for listening!
lena.schwarzl@univie.ac.at, eva.vetter@univie.ac.at
https://lehrerinnenbildung.univie.ac.at/en/fields-of-work/language-teaching-
and-learning-research/
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