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Multilingual Turn - Coggle Diagram
Multilingual Turn
Language
integrated/crosslingual
languages are integrated in the mind, dynamic and constructed through social interaction.
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multimodal
languages as crosslingual systems including dialects, genres, registers and discourses, as “being patterned and structured while being open to change and further pluralization”
Learner
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Cognitivism: Leaners are people who have a cognitive and creative capacity to process environmentally available input
Socialcultural theory: learners are social actors who construct meaning and new knowledge in social interaction with others
Multilingual turn: Learners can make decisions to deploy language resources to realise goals of communication
Language Education
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multilingual turn
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lg competence=manipulate linguistic repertoires and semiotic resources; Prada, J. & Turnbull, B. (2018).
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weak translanguaging & strong translanguaging Prada, J. & Turnbull, B. (2018).
Discussions in LS
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How to make multilingual as an asset for learning? (how to engage learners with different language repertoires in class and boost their learning?)
culture(s)
Pre-multilingual turn
Language is seen as a separate system and culture plays a role in a narrow sense, such as in behavirouism and pragmatic habits
Lack of deconstruction of culture and the role it plays as a force of power in the classroom. For example, the neo-colonial influence in EFL & SL classroom
Representation of other cultures in textbooks as static, unchanging and collection of facts to learn
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multilingual turn
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recognition of the importance of allowing students to bring their cultural identities in the classroom through translanguaging & Not letting the culture of the target language dominate the classroom
Representation of cultures and individuals from that culture as dynamic and a part of a complex system
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Contact zones where cultures interact, overlap, change each other and are fluid
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