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We would like to invite you to our AMCIS seminar on Citizenship & Education. Joana da Silveira Duarte, professor in World Citizenship and Bilingualism in Education at the UvA, will present her research titled ‘Language-based inequalities? – affordances and challenges of translanguaging-based approaches’.

Event details of AMCIS seminar on Citizenship & Education
Date 18 May 2021
Time 15:00 -16:00

Language-based inequalities? – affordances and challenges of translanguaging-based approaches

Due to the monolingual self-understanding of most modern nation-states, migration- and minority- induced multilingualism and the fluid language practices it triggers are not usually acknowledged as resources for learning within educational systems. The term translanguaging (García, 2009) has been put forward as both a way of describing the flexible ways in which multilingual speakers draw upon their multiple languages to enhance their communicative potential and a pedagogical approach in which teachers and pupils use these practices for learning. However, little research has been conducted in how translanguaging approaches can be used in mainstream education to enhance students’ knowledge. In addition, teachers often perceive translanguaging approaches to be too vague and idealistic (Ticheloven et al. 2019); to what extent can these thus be implemented? The presentation will present two studies:

  • The first study draws on videographic data recorded in 59 10th grade (15-year-olds) subject-matter classes in 4 secondary schools. Applying sociocultural discourse analysis to peer–peer interaction and therefore considering how learners scaffold one another as they participate in collaborative talk and in the co-construction of knowledge, results describe several functions of translanguaging for ‘exploratory talk’ leading to content-matter learning. Multilingual adolescents in naturalistic settings thus use their multilingualism to cognitively engage with content-based tasks and produce high-order speech acts embedded in complex talk.
  • In the second study, the results of design-based interventions (Cobb et al. 2003) will be presented in which in-service and pre-service teachers, teacher trainers and researchers co-developed, implemented and evaluated translanguaging-based activities in primary education. In the first step of this multimethod sequential design study (Morse 2003), classroom observations were conducted in three different primary schools. In a second step, typical translanguaging scenes were identified and incorporated into vignette-based interviews (Jenkins et al. 2010) which were conducted with participating teachers in order to elicit their attitudes, knowledge and skills towards the use of multiple languages in mainstream education. Results show that it is crucial to actively involve teachers while developing and implementing programs for multilingual education.
Ms J. (Joana) Duarte

Faculty of Social and Behavioural Sciences

Programme group:

This seminar will take place online (Zoom).

You can find the Zoom link in the invitation email. This link is also available upon request to