ABSTRACT

Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers’ limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a professional development project in which the teachers in this preschool participated. During a lesson, the teachers insisted that these young children had a home language associated with a national affiliation depicted by a flag, despite the children themselves telling them repeatedly that their home language practices were complex and included Luxembourgish, which was part of their identity. The teachers’ actions and discourse reveal raciolinguistic ideologies and misappropriation of the term translanguaging to simply implement what could be better described as a multilingual awareness activity. On the surface, the teachers have shifted from monolingual instruction to one that recognizes the children’s multilingualism. Yet, teachers continue to associate the notion of language with flags and political states, instead of taking up an inside-view of the bilingual speaker, the kernel of translanguaging theory.

摘要

本文通过对卢森堡幼儿教师选择的一堂课的录像和成绩单进行分析，作为跨语言教学法的一个例子，表明教师对跨语言的理解有限。由于 2017 年新的幼儿多语言教育政策，第一作者设计了一个专业发展项目，该幼儿园的教师参与其中。在一堂课上，尽管孩子们自己反复告诉他们，他们的母语练习很复杂，包括卢森堡语，但教师们坚持认为这些年幼的孩子有一种与国旗所描绘的国家联系相关的母语。教师的行为和话语揭示了种族语言意识形态和对跨语言一词的滥用，以简单地实施可以更好地描述为多语言意识活动。从表面上看，教师已经从单语教学转变为认可孩子的多语教学。然而，教师继续将语言的概念与旗帜和政治国家联系起来，而不是接受双语者的内部观点，即跨语言理论的核心。