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Article published In: Translation and Translanguaging in Multilingual Contexts
Vol. 3:2 (2017) ► pp.145–166

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Translanguaging practices during storytelling with the app iTEO in preschools

 | University of Luxembourg
Published online: 23 June 2017
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https://doi.org/10.1075/ttmc.3.2.01kir
Abstract
Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions. The present paper examines the situations and the ways in which preschool children in trilingual Luxembourg translanguage during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. Currently 62.4% of children do not speak Luxembourgish on school entry. Language policies focus on the learning of Luxembourgish. This, the small class sizes and the absence of peers with similar language backgrounds may limit the opportunities for translanguaging. The present qualitative, longitudinal study takes a mixed-method approach. The findings show that the 5 focus children in preschool translanguaged frequently, in different ways and for a range of purposes, while drawing on features of several languages. The process of translanguaging depended on the individual child and on contextual factors. We argue that storytelling on iTEO opens up safe translanguaging spaces that contribute to inclusive multilingual pedagogies.
Article outline
  • 1.Introduction
  • 2.iTEO, a tool to further language learning
  • 3.Multilingual pedagogies and translanguaging
    • 3.1Definitions and consequences of translanguaging
    • 3.2Translanguaging of young children
    • 3.3Multilingual pedagogies and teacher-led and student-led translanguaging
  • 4.Studying translanguaging in multilingual preschools
  • 5.Multilingual practices in Luxembourgish preschools
    • 5.1Translanguaging and storytelling in the preschool classes
    • 5.2An example of collaborative storytelling on iTEO
    • 5.3Translanguaging practices of the preschoolers
      • 5.3.1Translanguaging portraits of the focus children
      • 5.3.2Translanguaging situations on iTEO
  • 6.Discussion
  • 7.Conclusion
  • Acknowledgements
  • References
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