Programm StuTS 70

Plurilingual communication is linked to concepts such as translanguaging (e. g. Canagarajah 2011; Li 2010), Polylanguaging (Jørgensen, Karrebæk, Madsen, & Møller 2011) and encompasses concrete phenomena such as code-switching, mediation and intercomprehension (e. g. Lenz & Berthele 2010; Schlabach 2017). However, all of these concepts are based on the notion that interlocutors share at least parts of their linguistic repertoires. There are hardly any studies focusing on interactions in which interlocutors (at least at first glance) do not have common linguistic resources.

This presentation deals with the strategies interactants employ in situations without common linguistic resources in a pedagogical context. The analysis is based on data from the project “RepertoirePluS” by Eurac Research (Bolzano), which investigated the multilingual competences of South Tyrolean secondary school students (Engel et al. 2020). At its core was the implementation of a so-called “Sprachendorf” or “language village” in which students had to complete different multilingual tasks situated in simulated but authentic places of interaction. For example, for the task “café”, they were asked to order a meal in a Russian café while also interacting with an Arabic-speaking tourist. This presentation sets out to explore some of the strategies which the participants employed to communicate during this task. A focus is placed on repetitions of statements by interactants, which appear to be a central communicative strategy in this context.

Bibliography:

Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1 – 28.
Engel, D., Barrett, J., Platzgummer, V., & Zanasi, L. (2020). Sprachenrepertoires und Mehrsprachigkeitskompetenzen im Sprachendorf aktivieren. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 25(1), 1081 – 1106.
Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in Superdiversity. Diversities, 13(2), 23 – 37.
Lenz, P. & Berthele, R. (2010). Assessment in Plurilingual and Intercultural Education. Satellite Study No 2, Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe.
Li, W. (2010). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. In: Journal of Pragmatics, 43(59), 1222-1235.
Schlabach, J. (2017). Probleme in mehrsprachigen Situationen. Zur Grundlegung des Lernziels plurilinguale Kompetenz. Zeitschrift für Interkulturellen Fremdsprachenunterricht. Didaktik und Methodik im Bereich Deutsch als Fremdsprache, 22(2), 66 – 79.

Info

Tag: 19.11.2021
Anfangszeit: 13:00
Dauer: 00:30
Raum: 🥝
Track: Sociolinguistics
Sprache: en

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