Key not address: Plurilingual Learning Competency as Symbolic Capital – and as a Strategy of Resilience

Bojsen, H. (Speaker)

Activity: Talk or presentationLecture and oral contribution

Description

Heidi Bojsen argues that higher education programmes in any field can learn much from language learning and teaching processes such as CLIL (Content language integrated learning) (Coyle et al 2010) and the communicative and functional approaches to language (Andersen 2013; Bojsen 2015, 2018; Risager 2007; 2012). This because any learning in a higher education situation is also always an encounter between different academic and social languages, most often also between different language forms even if the latter may be hidden in the process of translations. Due to the dynamics of globalization, students, teachers and the agents that have impact on the learning outcome from outside of the university are all in need of symbolic capital (Kramsch 2006) and a variety of plurilingual competencies (Zarate 1998; 2008). Referring to studies of learning and teaching processes at Roskilde University as well as to the results from colleagues around the world, Heidi Bojsen will present different propositions for different sorts of such capital and competencies that will focus on students’ and teachers’ need to navigate in learning processes that will occur beyond their linguistic, social and cultural comfort zones. As one example can be mentioned translanguaging used as a didactic tool by the teachers (Daryai-Hansen et al 2016). “Translanguaging” may readily be defined as the languaging of bi- or plurilingual speakers with “first language” or “native speaker’s proficiency” (Li Wei 2010; García & Kleyn 2016). However, referring to works of the group of scholars working on the language profiles, (Tranekjær & Suárez-Krabbe 2016; Daryai-Hansen 2015), and research on students’ students’ identity and subjectivation processes in foreign and/or formal language learning processes (Kramsch 2009, 2011; Dewaele & Ip 2013), Heidi Bojsen proposes that we also theorize translanguaging as part of a speakers’ broader languaging and discursive repertoire (Pennycook 2018). This conception of translanguaging is part of what Heidi Bojsen calls “strategies of resilience”.
Period20 May 2019
Event titleCONVENTION Challenges of multiple modernity: the modalities of language, logic, metaphysics, historical time and culture: Multilingualism and multiculturalism in the post-literacy era
Event typeConference
LocationYekaterinburg, Russian Federation
Degree of RecognitionInternational