Multilingualism vs translingualism in teacher education: changing perspectives

Multilingualism is a statistical fact. Numerous sources (Von Ahn et al, 2010) provide evidence that, from a quantitative perspective, multilingualism is the norm. However, the situation is ambiguous, as this apparent acceptance of multilingualism foregrounds the multi, at the expense of a deeper understanding of the qualitative and ‘translingual’ aspects of the phenomenon. This discrepancy between the perceived and the actual experience of multilinguals has created a false sense of well-being and glosses over the monolingual foundations of education, which results in inadequate language experiences for children and teachers at all educational levels. In order to demonolingualise education and redress the balance, the hybridity of everyday lived experiences should be made visible in educational practices. Furthermore, teacher education programmes should develop teachers’ understanding of multi/translingualism in order to help them manage the language resources and identities of the children in their classrooms. Based on a holistic view of multilingualism (Cenoz and Gorter, 2015), this small scale action research project explores teachers’ voices as they are exposed to multi/translingual practices in two teacher education programmes. These teachers in Norway fall into two groups: pre-service, training to become primary teachers, and in-service, attending a CPD programme in English for lower secondary. Using participant observation, creative methods, such as, language maps, and reviewing and reflecting documentation, I aim to uncover teachers’ changing perspectives on multi/translingualism. Initial findings indicate that teachers are encountering the multilingual phenomenon in education for the first time, they develop a more nuanced understanding of multi/translingualism, they enjoy uncovering their own multilingualism using creative methods, they reflect positive attitudes towards multilingualism yet hesitate to implement these practices in the classroom. Cenoz, J. and Gorter, D. (2015) Towards a wholistic approach in the study of multilingual education. In J. Cenoz and D. Gorter (eds.) Multilingual Education: Between Language Learning and Translanguaging (pp. 1-15). Cambridge: Cambridge University Press. Von Ahn, M, Lupton, R. Greenwood, C. Wiggins, D. 2010 Languages, ethnicity, and education in London. DoQSS Working Paper No. 10-12. London: Institute of Education, University of London.