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ABSTRACT
Translanguaging pedagogy offers a way to differentiate between students’ varying linguistic repertoires when embedding an additional language across the curriculum. In this article I draw on positioning theory to show the relevance of teacher positioning to translanguaging pedagogy and differentiation. Differentiation is discussed in relation to qualitative data drawn from two Australian secondary schools. In one school a Japanese language teacher collaborated with a History teacher on a History unit, and in the other school three Japanese language teachers jointly taught a Geography unit. Findings revealed that the different ways teachers positioned their students influenced students’ use of the target language. Further, teacher positioning was found to lead to student differentiation in the first school but not in the second school.
Notes
1 Massler et al. (Citation2014, p. 139) also referred to a CLIL type C in which the teaching and learning of an additional language is fully integrated with the teaching and learning of a subject area. However, as they mentioned, this type is a “rare phenomenon.”
Additional information
Notes on contributors
Marianne Turner
Dr. Marianne Turner is affiliated with the Education Faculty, Monash University, Clayton Campus in Clayton, Victoria, Australia.