Mundtlighed og translanguaging
Abstract
Mundtlighed og translanguaging
Abstract
Denne artikel ser på mundtlighed i fremmedsprogsundervisningen som et spørgsmål om elevernes aktive deltagelse i kommunikative aktiviteter og især deres ”willingness to communicate” (McIntyre et al. 1998). ”Willingness to communicate” er et socialpsykologisk begreb, der kombinerer kommunikativ adfærd med en affektiv-kognitiv dimension og andre centrale aspekter af elevernes motivation. I artiklen vil der særligt blive fokuseret på den betydning, som en flersprogethedsdidaktik kan have for elevernes ”willingness to communicate” og dermed også for deres mulighed for at udvikle et produktivt talesprog. Flersprogethedsdidaktikken vil blive præsenteret gennem begrebet translanguaging (Garcia et al. 2017), hvis relevans for en nordisk sprogpædagogik der vil blive argumenteret for gennem undervisningseksempler fra nordiske kontekster (Daryai-Hansen & Albrechtsen 2018, Juvonen & Källkvist 2021). Særligt vil der blive argumenteret for, at et målrettet resursesyn på alle elevers mange sprog vil styrke deres sproglige selvtillid generelt og i relation til fremmedsproget i særdeleshed. Centralt i udviklingen af et sådant resursesyn står Cummins´ begreb om ”teaching for transfer” (Cummins 2017).
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