Document Type

Article

Keywords

intercomprehension; plurilingualism; multilingualism; pedagogies; translanguaging; translingual practices; intercompréhension; plurilinguisme; multilinguisme; pédagogies; pratiques translangagières

Identifier Data

https://doi.org/10.18192/olbiwp.v10i0.3543

Publisher

OLBI Working Papers

Publication Source

Translanguaging: opportunities and challenges in a global world

Rights Management

Authors retain copyright and grant the OLBI Working Papers (OLBIWP) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the OLBIWP.

Abstract

Since 2007, California State University, Long Beach has developed and offered courses that highlight students’ pre-existing linguistic repertoires in English and in the Romance languages. These courses are unique in that they build upon a multilingual base for the acquisition of new languages through the method of intercomprehension. As an approach that moves among languages, Intercomprehension places learners in conditions that are conducive to translanguaging and translation. This paper discusses the role of translation and translanguaging in Intercomprehension as a pedagogical approach in these courses. Since our students are constantly moving between English and one or more Romance language(s), they actively bring the other Romance languages they are learning into the translingual repertoire they already practice through the multilingual learning strategies deployed in intercomprehension.

Depuis 2007, California State University, Long Beach développe et offre des cours qui mettent en avant le répertoire linguistique préexistant des étudiants en anglais et en langues romanes. Ces cours sont uniques, car ils s’appuient sur un répertoire multilingue pour permettre l’acquisition de nouvelles langues à travers la méthode d’intercompréhension. L’intercompréhension, approche transcendant les barrières entre les langues, offre aux apprenants un contexte propice au translanguaging et à la traduction. Cet article discute du rôle de la traduction et du translanguaging dans l’intercompréhension. Étant donné que nos étudiants naviguent constamment entre l’anglais et une (ou, des) langue(s) romanes(s), ils font ainsi entrer de manière active les tierces langues romanes en cours d’apprentissage dans le répertoire translangagier qu’ils utilisent déjà par le biais des stratégies intercompréhensives.

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