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
26 - A Personal Journey
School, Social Class, and Language
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
From Italy to France and then Canada, Enrica Piccardo experienced a multifaceted journey with Italian, French, English, classical languages and dialects which nourished a holistic and complex approach of language learning that focuses on “the ensemble of linguistic, cultural and semiotic means that allows students to find their place in the world.”
Keywords
- Type
- Chapter
- Information
- Multilingualism and EducationResearchers' Pathways and Perspectives, pp. 216 - 221Publisher: Cambridge University PressPrint publication year: 2022
References
Berwick, R. C., Chomsky, N., and Piattelli-Palmarini, M. (2012). Poverty of the stimulus stands: Why recent challenges fail. In Piattelli-Palmarini, M. and Berwick, R. C., eds., Rich Languages from Poor Inputs. Oxford: Oxford University Press, pp. 19–42.Google Scholar
Chomsky, N. (1988). Language and Politics. Edited by Otero, C. P.. 2nd ed. Oakland, CA: AK Press.Google Scholar
MacSwan, J. (1999). A Minimalist Approach to Intrasentential Code Switching. New York: Garland.Google Scholar
MacSwan, J. (2000a). The architecture of the bilingual language faculty: Evidence from codeswitching. Bilingualism: Language and Cognition 3(1), 37–54.Google Scholar
MacSwan, J. (2000b). The threshold hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences 20(1), 3–45.CrossRefGoogle Scholar
MacSwan, J. and Pray, L. (2005). Learning English bilingually: Age of onset of exposure and rate of acquisition of English among children in a bilingual education program. Bilingual Research Journal 29(3), 687–712.CrossRefGoogle Scholar
MacSwan, J. and Rolstad, K. (2006). How language tests mislead us about children’s abilities: Implications for special education placements. Teachers College Record 108(11), 2304–2328.CrossRefGoogle Scholar
MacSwan, J., Thompson, M., Rolstad, K., McAlister, K., and Lobo, G. (2017). Three theories of the effects of language education programs: An empirical evaluation of bilingual and English-only policies. Annual Review of Applied Linguistics 37, 218–240. https://doi.org/10.1017/S0267190517000137CrossRefGoogle Scholar
Mahoney, K., MacSwan, J. and Thompson, M. (2005). The condition of English Language Learners in Arizona. In Garcia, D. and Molnar, A., eds., The Condition of PreK-12 Education in Arizona. Tempe, AZ: Education Policy Research Laboratory, Arizona State University, pp. 1–24.Google Scholar
McNeil, L. M. (1986). Contradictions of Control: School Structure and School Knowledge. New York: Routledge.Google Scholar
Rampton, B. (2007). Language crossing and redefining reality. In Auer, P., ed., Code-Switching in Conversation: Language, Interaction and Identity. New York: Routledge.Google Scholar
Thompson, M. S., DiCerbo, K., Mahoney, K. S. and MacSwan, J. (2002). ¿Éxito en California? A validity critique of language program evaluations and analysis of English learner test scores. Education Policy Analysis Archives 10(7). https://doi.org/10.14507/epaa.v10n7.2002CrossRefGoogle Scholar
Valencia, R. (2010). Dismantling Contemporary Deficit Thinking in Educational Thought and Practice. New York: Routledge.CrossRefGoogle Scholar
Willis, P. (1977), Learning to Labor: How Working Class Kids Get Working Class Jobs. Farnborough: Saxon House.Google Scholar