Book contents
- Multilingualism and Education
- Multilingualism and Education
- Copyright page
- Contents
- Figures
- List of Contributors
- 1 Humanizing Research(ers) and Understanding How Concepts Evolve in Context
- 2 Become a Teacher-Researcher to Find Your Turkish
- 3 Between Languages, Norms and Social Variations
- 4 Learning to Language, Learning to Live:
- 5 A Retrospective Look at Multi/Pluri/Linguistic Transformations
- 6 Multilingualism as Lived, Felt and Evolving through Dialogue and Melody of Life
- 7 Revisiting the “Plurilingual-Intercultural” Orthodoxy
- 8 The Languages That Started to Flourish in Our Childhood, Developed over Time into Beautiful Blooming Meadows
- 9 On the Borderline between Languages and Knowledge
- 10 Multilingualism as Part of Social Reality
- 11 Some Elements of Family History and Language Biography
- 12 My Trajectory in Languages and Language Learning
- 13 Multilingualism as Norm
- 14 From Patois to Inter-comprehension Issues
- 15 Biography, Linguistic Coexistence, and Epistemological Reflection
- 16 Fighting off Zombies in France’s Multilingual Education
- 17 From Language Planning to the Didactization of Plurilingualism
- 18 A Sociolinguistic Biography and Understandings of Bilingualism
- 19 Experiential and Research Journey
- 20 Multimodality and Multilingualism
- 21 Researching Multilingualism and Language Education across Borders and over Decades
- 22 Possible Selves
- 23 Feeling at Home across Languages, Schools and Countries
- 24 From Monolingual Habitus to Plurilingual Education
- 25 My Path toward Awareness of Languages and Linguistic Diversity
- 26 A Personal Journey
- 27 Cultivating Plurilingual Gardens
- 28 Unbecoming a Monolingual Anglophone
- 29 From Plurilingual Experiences to Pluri-Artistic Practices
- 30 A Personal and Professional Journey to Multilingualism
- 31 Journey towards a Translanguaging Pedagogy for Social Justice
- 32 From Language Biography to a Research Life’s Journey
- 33 My Linguistic Biography
- 34 Travelling Back and Forth between Local Language Variation and Global Multilingualism
- 35 A Reflection on Generational Diaspora and Resulting Linguistic Acclimatization
- 36 On Language(s), Education and Dynamic Language Users
- Index
- References
33 - My Linguistic Biography
Published online by Cambridge University Press: 02 June 2022
Book contents
- Multilingualism and Education
- Multilingualism and Education
- Copyright page
- Contents
- Figures
- List of Contributors
- 1 Humanizing Research(ers) and Understanding How Concepts Evolve in Context
- 2 Become a Teacher-Researcher to Find Your Turkish
- 3 Between Languages, Norms and Social Variations
- 4 Learning to Language, Learning to Live:
- 5 A Retrospective Look at Multi/Pluri/Linguistic Transformations
- 6 Multilingualism as Lived, Felt and Evolving through Dialogue and Melody of Life
- 7 Revisiting the “Plurilingual-Intercultural” Orthodoxy
- 8 The Languages That Started to Flourish in Our Childhood, Developed over Time into Beautiful Blooming Meadows
- 9 On the Borderline between Languages and Knowledge
- 10 Multilingualism as Part of Social Reality
- 11 Some Elements of Family History and Language Biography
- 12 My Trajectory in Languages and Language Learning
- 13 Multilingualism as Norm
- 14 From Patois to Inter-comprehension Issues
- 15 Biography, Linguistic Coexistence, and Epistemological Reflection
- 16 Fighting off Zombies in France’s Multilingual Education
- 17 From Language Planning to the Didactization of Plurilingualism
- 18 A Sociolinguistic Biography and Understandings of Bilingualism
- 19 Experiential and Research Journey
- 20 Multimodality and Multilingualism
- 21 Researching Multilingualism and Language Education across Borders and over Decades
- 22 Possible Selves
- 23 Feeling at Home across Languages, Schools and Countries
- 24 From Monolingual Habitus to Plurilingual Education
- 25 My Path toward Awareness of Languages and Linguistic Diversity
- 26 A Personal Journey
- 27 Cultivating Plurilingual Gardens
- 28 Unbecoming a Monolingual Anglophone
- 29 From Plurilingual Experiences to Pluri-Artistic Practices
- 30 A Personal and Professional Journey to Multilingualism
- 31 Journey towards a Translanguaging Pedagogy for Social Justice
- 32 From Language Biography to a Research Life’s Journey
- 33 My Linguistic Biography
- 34 Travelling Back and Forth between Local Language Variation and Global Multilingualism
- 35 A Reflection on Generational Diaspora and Resulting Linguistic Acclimatization
- 36 On Language(s), Education and Dynamic Language Users
- Index
- References
Summary
In Belgium, Piet Van Avermaet and Sven Sierens offer a joint biography where "Dutch" and local dialects were their norm. Both of them grew up in a multilingual environment with migrant classmates. As researchers, they turned to a critical sociolinguistic perspective to propose functional multilingual learning to give multilingual students a chance to use their linguistic repertoires.
Keywords
- Type
- Chapter
- Information
- Multilingualism and EducationResearchers' Pathways and Perspectives, pp. 272 - 279Publisher: Cambridge University PressPrint publication year: 2022
References
Bahktin, M. M. (1981). The Dialogic Imagination: Four Essays. Austin: University of Texas Press.Google Scholar
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society 28(3), 801–831.CrossRefGoogle Scholar
Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.Google Scholar
Bhatt, I. and deRoock, R. (2013). Capturing the sociomateriality of digital learning events. Research in Learning Technology 21. http://dx.doi.org/10.3402/rlt.v21.21281Google Scholar
Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information 16, 645–668.CrossRefGoogle Scholar
Breen, M. (2001). Learner Contributions to Language Learning: New Directions in Research. Harlow: England: Pearson Education.Google Scholar
Dagenais, D., Fodor, A., Schulze, E., Toohey, K. (2013). Charting new directions: The potential of actor-network theory for analyzing children’s videomaking. Language and Literacy 15(1), 93–108.CrossRefGoogle Scholar
Dagenais, D., Toohey, K., Fox, A. and Singh, A. (2017). Multilingual and multimodal composition at school: ScribJab in action. Language and Education 31, 263–282.Google Scholar
Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ingold, T. (2001). From the transmission of representation to the education of attention. In Whitehouse, H., ed., The Debated Mind: Evolutionary Psychology versus Ethnography. New York: Berg, pp. 113–153.Google Scholar
Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network Theory. Oxford: Oxford University Press.Google Scholar
Long, M. H. (1997). Construct validity in SLA research: A response to Firth and Wagner. The Modern Language Journal 81(3), 318–323.CrossRefGoogle Scholar
Michaels, S. (1981) ‘Sharing time’: Children’s narrative styles and differential access to literacy. Language in Society 10(3), 423–442.CrossRefGoogle Scholar
Modiano, N. (1973). Indian Education in the Chiapas Highlands. New York: Holt, Rinehart & Winston.Google Scholar
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. London: Longman.Google Scholar
Norton, B. (2014). Identity and Language Learning: Gender, Ethnicity and Educational Change (2nd edition). London: Longman.Google Scholar
Philips, S. (1983). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. Long Grove, IL: Waveland Press.Google Scholar
Smythe, S., Hill, C., MacDonald, M., Dagenais, D., Sinclair, N. and Toohey, K. (2017). Disrupting Boundaries in Education and Research. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Smythe, S., Toohey, K. and Dagenais, D. (2014). Video making, production pedagogies and educational policy. Journal of Educational Policy 30(5), 740–770.CrossRefGoogle Scholar
Toohey, K. (1998). ‘Breaking them up; taking them away’: ESL students in grade one. TESOL Quarterly 32, 61–84.Google Scholar
Toohey, K. (2000). Learning English at school: Identity, social relations and classroom practice. Bristol: Multilingual Matters.Google Scholar
Toohey, K. (2018). Learning English at School: Identity, Socio-Material Relations and Classroom Practice, 2nd Edition. Bristol: Multilingual Matters.Google Scholar
Toohey, K. and Dagenais, D. (2019). The Onto-Epistemologies of New Materialism: Implications for Applied Linguistics Pedagogies and Research. Applied Linguistics 40(6), 937–956.Google Scholar
Toohey, K. and Dagenais, D. (2021). Observant participation and representation in New Matertialistic research. In C. Porter and R. Griffo eds., The matter of Practice: Exploring New Materialisms in the Research and Teaching of Languages and Literacies. Charolotte, NC: Information Age Publishing, pp. 31–47.Google Scholar
Toohey, K. and Dagenais, D. (2015). Videomaking as sociomaterial assemblage. Language and Education 29(4), 302–316.CrossRefGoogle Scholar
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Schulze, E. and Singh, A. (2015). “That sounds so cool”: Entanglements of children, digital tools and literacy practices. TESOL Quarterly 49(3), 461–485.Google Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.Google Scholar
Wien, C. A., Guyevsky, V., and Berdoussis, N. (2011). Learning to document in Reggio-inspired education. ECRP Early Childhood Research & Practice, 13(2), 1–2.Google Scholar