3,270
Views
50
CrossRef citations to date
0
Altmetric
Articles

Multilingual awareness and heritage language education: children's multimodal representations of their multilingualism

Pages 197-215 | Received 04 Dec 2014, Accepted 04 Jul 2015, Published online: 07 Sep 2015

References

  • Araújo e Sá, M.H., & Melo, S. (2007). On-line plurilingual interaction in the development of language awareness. Language Awareness, 16(1), 7–20.
  • Beth, M. (2012). Coloured language: Identity perception of children in bilingual programmes. Language Awareness, 21(1–2), 33–56.
  • Block, D. (2014). Moving beyond “lingualism”: Multilingual embodiment and multimodality in SLA. In S. May (Ed.), The multilingual turn (pp. 54–77). Abingdon: Routledge.
  • Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
  • Bono, M., & Melo-Pfeifer, S. (2012). La compétence plurilingue dans une perspective socio-constructiviste et (co-)actionnelle [The plurilingual competence from a socioconstructivist and co-actional perspective]. In G. Alao, M. Derivry, S. Yun-Roger, & E. Suzuki (Eds.), Didactique plurilingue et pluriculturelle: L'acteur en contexte mondialisé [Multilingual and Intercultural language education: The subject at the heart of the globalised context] (pp. 61–72). Paris: Éditions des Archives Contemporaines.
  • Carreira, M., & Kagan, O. (2011). The results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development. Foreign Language Annals, 44(1), 40–64.
  • Carter, R. (2003). Language awareness. ELT Journal, 57(1), 64–65.
  • Caspari, D. (2006). Meine Sprachen“ – Die Darstellung von Mehrsprachigkeit in studentischen Sprachenporträts [“My languages” – Representations of plurilingualism in students' linguistic self-portraits]. In H. Martinez, & M. Reinfried (Eds.), Mehrsprachigkeitsdidaktik gestern, heute und morgen [Multilingual education, yesterday, today and tomorrow] (pp. 79–93). Tübingen: Narr Verlag.
  • Castellotti, V., & Moore, D. (2002). Social representations of languages and teaching. Strasbourg: Council of Europe.
  • Castellotti, V., & Moore, D. (2009). Dessins d'enfants et constructions plurilingues. Territoires imagés et parcours imaginés [Children's drawings and plurilingual constructions. Images of territories and imagined paths]. In M. Molinié (Ed.), Le dessin réflexif: Élément pour une herméneutique du sujet plurilingue [Reflexive drawings: Towards a hermeneutic of the multilingual subject] (pp. 45–85). CRTF: Université de Cergy-Pontoise.
  • Cummins, J. (2000). Language, power and pedagogy. Bilingual children at the crossfire. Clevedon: Multilingual Matters.
  • García, O. (2005). Positioning heritage languages in the United States. Modern Language Journal, 89(4), 601–605.
  • García, O. (2008). Multilingual language awareness and teacher education. In J. Cenoz, & N. Hornberger (Eds.), Encyclopedia of language and education (Vol. 6, pp. 385–400). US: Springer.
  • García, O., & Kleifgen, J. (2010). Educating emergent bilinguals. Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.
  • García, O., & Wei, Li (2014). Translanguaging, bilingualism and education. Hampshire: Palgrave Macmillan.
  • García, O., Zakharia, Z., & Otcu, B. (Eds.). (2013). Bilingual community education and multilingualism. Bristol: Multilingual Matters.
  • Garrett, P., & James, C. (2000). Language awareness. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 330–333). London: Routledge.
  • Hawkins, E. (1999). Foreign language study and language awareness. Language Awareness, 8(3–4), 124–142.
  • Hornberger, N. (2004). The continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2–3), 155–171.
  • Jessner, U. (2005). Multilingual metalanguage, or the way multilinguals talk about their languages. Language Awareness, 14(1), 56–68.
  • Kalaja, P., Dufva, H., & Alanen, R. (2013). Experimenting with visual narratives. In G. Barkhuizen (Ed.), Narratives in applied linguistics (pp. 105–131). Cambridge: Cambridge University Press.
  • Kalaja, P., Menezes, V., & Barcelos, A. (2008). Narrativising learning and teaching EFL: The beginnings. In P. Kalaja, V. Menezes, & A. Barcelos (Eds.), Narratives of learning and teaching EFL (pp. 3–14). London: Palgrave/Macmillan.
  • Kress, G., & Van Leeuwen, T. (2006). Reading images. The grammar of visual design. London: Routledge.
  • Krumm, H.-J. (2002). ‘Französisch in den Beinen … um in die Ferne zu gehen’ – Sprachenporträts: ein Zugang zu Sprachbiographien [“French in the legs… to go to distant places” – linguistic self-portraits: an entry door into Language Biographies]. Bulletin VALS-ASLA, 76, 197–202.
  • Krumm, H.-J., & Jenkins, E.-M. (2001). Kinder und ihre Sprachen – lebendige Mehrsprachigkeit [Children and their languages – a living multilingualism]. Wien: Eviva.
  • Mavers, D. (2009). Image in the multimodal ensemble: Children's drawing. In C. Jewitt (Ed.), The routledge handbook of multimodal analysis (pp. 263–271). Abingdon: Routledge.
  • May, S. (Ed.). (2014). The multilingual turn. Abingdon: Routledge.
  • Melo-Pfeifer, S. (2015). The role of the family in Heritage Language use and learning: Impact on heritage language policies. International Journal of Bilingual Education and Bilingualism, 18(1). doi:10.1080/13670050.2013.868400
  • Melo-Pfeifer, S., & Schmidt, A. (2012). Linking “heritage language” education and plurilingual repertoires development: Evidences from drawings of Portuguese pupils in Germany. L1-Educational Studies in Language and Literature, 12, 1–30. Retrieved from http://l1.publication-archive.com/public?fn=document&id=2497&repository=1
  • Melo-Pfeifer, S., & Schmidt, A. (2013). ‘Dessine-moi tes langues et je te dirais qui tu es’ : le rapport des enfants lusodescendants au portugais comme langue-culture d'origine en Allemagne [‘Draw me your languages and I will tell you who you are’ : Portuguese descendent children's relationship towards Portuguese as a Heritage Language in Germany]. Les Cahiers de l'ACEDLE (Recherches en didactique des langues et des cultures), 10(1), 113–148. Retrieved from http://acedle.org/IMG/pdf/Melo-Pfeifer_Schmidt_RDLC_v10_n1.pdf
  • Molinié, M. (Ed.). (2009). Le dessin réflexif. Élément pour une herméneutique du sujet plurilingue [The reflexive drawing: element for a hermeneutic of the plurilingual subject]. Cergy-Pontoise: Université de Cergy-Pontoise.
  • Moore, D. (2005). Rencontres graphiques, pratiques cross-scripturales et mondes imaginés [Graphic encounters, cross-scriptural practices, and imagined worlds]. Synergies France, 4. Retrieved from http://ressources-cla.univ-fcomte.fr/gerflint/France4/Daniele.pdf
  • Moore, D., & Castellotti, V. (2011). Dessins d'enfants, recherche qualitative, interprétation. Des poly-textes pour l'étude des imaginaires du plurilinguisme [Children's drawings, qualitative research and interpretation. Polytexts designed to interpret multilingual imaginary]. In Ph. Blanchet & P. Chardenet (Eds.), Guide pour la recherche en didactique des langues. Approches contextualisées [Handbook for the research in foreign language education: Contextualised approaches] (pp. 118–132). Paris: Éditions des Archives Contemporaines.
  • Oliveira, A.L., & Ançã, M.H. (2009). “I speak five languages”: Fostering plurilingual competence through language awareness. Language Awareness, 18(3), 403–421.
  • Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–188.
  • Perregaux, Ch. (2011). Draw me a language! Understanding the imaginary of young children. Child Health and Education, 3(1), 16–30. Retrieved from http://www.childhealthandeducation.com/articles/documents/PerregauxENGLISH31.pdf
  • Pietikäinen, S., & Pitkänen-Huhta, A. (2013). Multimodal literacy practices in the indigenous Sámi classroom: Children navigating in a complex multilingual setting. Journal of Language, Identity & Education, 14(2), 230–247.
  • Pinho, A.S., & Andrade, A. (2009). Plurilingual awareness and intercomprehension in the professional knowledge and identity development of language student teachers. International Journal of Multilingualism, 6(3), 313–329.
  • Wiley, T. (2014). The problem of defining heritage and community languages and their speakers. In T. Wiley, J. Peyton, D. Christian, S. Moore, & N. Liu (Eds.), Handbook of heritage, community, and native American language in the United States (pp. 19–26). Abingdon: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.