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Tackling the Plurilingual Student/Monolingual Classroom Phenomenon
Author(s) -
Wilson Jaclyn,
González Davies Maria
Publication year - 2017
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.1002/tesq.336
Subject(s) - phenomenon , citation , humanities , classics , sociology , library science , history , art , philosophy , computer science , epistemology
This article argues for incorporating translation into the additional language (AL) classroom by drawing on the approach translation in other learning contexts (TOLC) (Gonz alez Davies, 2014). Here we present translation-based classroom practices carried out ecologically (i.e., integrated in the AL syllabus) in secondary education, taking examples from an ongoing research project. Drawing from research on plurilingual language teaching, the Common European Framework of Reference for Languages (Council of Europe, 2001, p. 13) claims that, when an individual’s linguistic repertoire grows, they do “not keep these languages and cultures in strictly separated mental compartments, but rather build up a communicative competence to which all knowledge and experience of language contributes and in which languages interact.” Plurilingual competence, therefore, can be defined as an individual’s ability to move between these languages strategically, “negotiating meaning, carrying content messages, giving information about the speaker, his social and cultural identity, the place he occupies in the conversation, or the nature of the exchange” (Coste, Moore, & Zarate, 2009, p. 19).