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Hits 1 – 2 of 2
1
The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier
Prasad, Gail Lori
. - 2016
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Portraits of Plurilingualism in a French International School in Toronto: Exploring the Role of Visual Methods to Access Students’ Representations of their Linguistically Diverse Identities
Prasad, Gail Lori
In: Canadian Journal of Applied Linguistics; Vol. 17 No. 1 (2014); 51-77 ; Revue canadienne de linguistique appliquée; Vol. 17 No. 1 (2014); 51-77 ; 1920-1818 ; 1481-868X (2014)
Abstract:
Abstract In an age of transnational mobility, an increasing number of students speak different languages at home, in their communities and at school. Students’ plurilingual repertoires have not traditionally been affirmed in the classroom. How do students make sense of their plural identities? The aim of this article is three-fold: first, I trace the development of a cultural and linguistic self-portrait tool to engage students in reflexively representing their diverse cultural and linguistic identities; second, I present a sampling of six francophone, anglophone and allophone students’ representations of their plurilingual and pluricultural identities in one French international school in Toronto; and third, I consider the value of creative visual methods in engaging culturally and linguistically diverse children and youth in language education research. I argue that using alter(n)ative tools in language research with children and youth can powerfully open up collaborative space for engagement and co-construction of knowledge and meaning. Résumé À l’heure des mobilités transnationales, un nombre croissant d’élèves parlent plusieurs langues à la maison, dans leurs communautés et à l’école. Toutefois, les répertoires plurilingues des élèves ne sont traditionnellement pas reconnus au sein de la classe. Comment les élèves conceptualisent-ils leurs identités plurielles ? Cet article répond à trois objectifs : tout d’abord, je présenterai un outil qui permet l’engagement des élèves dans une activité réflexive sur leurs identités plurilingues et pluriculturelles au travers de la création d’autoportraits culturels et langagiers ; ensuite, je présenterai six productions visuelles d’élèves francophones, anglophones et allophones scolarisés dans une école française internationale de Toronto ; enfin, je soulignerai la pertinence d’utiliser les pratiques créatives pour impliquer les élèves plurilingues et pluriculturels dans la recherche sur les langues en éducation. J’expliquerai ainsi qu’utiliser des outils alter(n)atifs en collaboration avec des élèves peut favoriser l'engagement et la co-construction de connaissances et de sens.
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https://journals.lib.unb.ca/index.php/CJAL/article/view/22126
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