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ERIC Number: EJ1075265
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0965-8416
Multilingual Awareness and Heritage Language Education: Children's Multimodal Representations of Their Multilingualism
Melo-Pfeifer, Sílvia
Language Awareness, v24 n3 p197-215 2015
In this article, we analyse visual narratives of multilingual children, in order to acknowledge their self-perception as multilingual selves. Through the analysis of drawings produced by children enrolled in Portuguese as heritage language (PHL) classes in Germany, we analyse how bi-/multilingual children perceive their multilingual repertoires and depict the relationship between the various multilingual and semiotic resources. The analysis describes five tendencies of representation of the multilingual self, covering diverse representations from juxtaposition to coordination of linguistic resources, and using several visual resources, such as flags and speech bubbles. The integrated analysis of children's linguistic and visual resources clarifies how they perceive their multilingualism and uncovers their multilingual awareness. We will (1) reflect on some pedagogical and political challenges that PHL classes in Germany face, regarding the enhancement of a deeper multilingual awareness; and (2) evaluate the data collection methodology, i.e. drawings as narratives about multilingualism or "multimodal translanguaging", namely its validity and usefulness in order to understand children's perceptions about multilingualism and about their multilingual selves.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A