Welcome to the 3rd Swedish Translanguaging Conference, at Linnaeus University, Växjö, Sweden!
Translanguaging in the Individual, at School and in Society
The 3rd Swedish conference on Translanguaging, TL2019, takes place at Linnæus University, Växjö, on 11-12 April, 2019.
The conference provides a venue for research on translanguaging in local as well as international contexts. Within the general themes of migration and globalization, the conference focuses on linguistic diversity in schools and in society, multilingual literacy development, and learning through the use of multilingual repertoires.
The conference theme – Translanguaging in the Individual, at School and in Society – invites research on translanguaging in individuals, in different educational contexts and in society at large.
The conference welcomes researchers, post-graduate students, teacher educators, teachers and as well anyone with an interest in multilingualism in diverse contexts.
The conference has received funding from the Crafoord Foundation that allows us to reduce the cost for attendants.
More information about conference fees and activities coming soon.
Registration opens January 15th 2019.
Linnaeus University does not accept cash payments. Better for the environment and for our safety. You pay the conference fee by credit/debit card when you register and you also use card to pay in our stores. The trend throughout Sweden is that fewer and fewer places accept cash.
Conference program will be published here.
Call for Papers
Translanguaging in the Individual, at School and in Society
Educational Linguistics, Linnaeus University, April 11-12, 2019.
We welcome both suggestions for panels and for individual papers. Please submit either a panel proposal of 600-900 words or a 300-word abstract for an individual presentation by September 15, 2018. Panel proposals should contain both a short description of the focus of the panel and the 3-4 abstracts that make up the content. Individual abstracts will be allocated a panel after review.
Abstract and Panel Submission
Confirmed keynote speakers (click the name for more information):
Jim Cummins, University of Toronto, Canada
o Abstract - coming soon
Nancy Hornberger, University of Pennsylvania, USA
o Abstract: Researching and Teaching (with) the Continua of Biliteracy
The continua of biliteracy model offers an ecological framework in which to situate research, teaching, and language policy and planning in multilingual settings. Biliteracy is defined as "any and all instances in which communication occurs in two (or more) languages in or around writing" and the continua depict the complex, fluid, and interrelated dimensions of communicative repertoires; it is in the dynamic, rapidly changing and sometimes contested spaces along and across the continua that biliteracy use and learning occur. The continua of biliteracy model was formulated in the context of a multi-year, comparative ethnography of language policy beginning in 1987 in two Philadelphia public schools and their respective communities. In the years since it was first proposed, the model has served as heuristic in research, teaching, and program development locally, nationally, and internationally in Indigenous, immigrant and diaspora language education contexts. Along the way, it has evolved and adapted to accommodate both a changing world and a changing scholarly terrain, foregrounding ethnographic monitoring and mapping, ideological and implementational spaces, voice and translanguaging as instantiated in multilingual education policy and practice. In this talk, I trace some of this trajectory and highlight recent experiences in immigrant contexts of Philadelphia and Indigenous contexts of South Africa, Sweden, and Peru where the continua of biliteracy model has informed bilingual program development and Indigenous and second language teaching.
Francis M. Hult, Lund University, Sweden
o Abstract coming soon!
Anne Pitkänen-Huhta, University of Jyväskylä, Finland
o Abstract: Multilingualism in language education – current trends and challenges
It is now widely acknowledged that multilingualism of individuals and in societies is the norm rather than an exception and that it is also the preferred state of affairs. There is also ample research evidence that multilingualism is beneficial in many ways for both individuals and communities. It is further recognized in research that multilingualism is more than knowing several isolated languages in full; instead, multilingualism is tied to the conceptualization of language as resource and as practices. Multilingual language use is thus multi-layered, multi-semiotic, varying, and situated. The complexity of current day language use has – or should have – eminent repercussions for how languages are taught and learnt in our educational system. The focus of this presentation is on how language education meets the challenges posed by multilingual language use in current day society. This presentation discusses how multilingualism is evident at the different levels of language education from pre-primary to higher education and both at the level of policies and curricula as well as in teaching and learning practices
Gudrun Svensson, Linnaeus University, Sweden
o Abstract: A school for everybody – translanguaging as a resource in the multilingual classroom
In my talk I discuss how translanguaging can help teachers to create a learning environment that supports learning in different subject matters, including language, in multilingual classrooms in Sweden. Sweden has a long history of immigration, with increased immigration within the last decade resulting in increased heterogeneity in schools and classrooms, both in terms of different languages spoken and in terms of previous school experience. This presents a heavy challenge for teachers who meet students with different degrees of competence in Swedish, different experiences of schooling, and language of education. In my talk I illustrate and discuss translanguaging as a resource by giving practical examples from teaching in various school subjects such as science, mathematics, social studies and Swedish.
The examples answer questions such as, how can teachers actively create successful learning environments in multilingual classrooms? How can teachers encourage students to make use of all their linguistic and cultural resources as means to gain subject knowledge? How can activities as groupwise co-operation, application of digital media and involving of parents be resources not only for receiving a second language and gain subject knowledge but also for maintaining the first language?
Travel and Accomodation
Traveling to Växjö
Traveling in Växjö
More information soon!
Map over University Campus (the venue pointed out)
Map over Växjö (the hotels pointed out)
To do in Växjö (länk till https://vaxjoco.se/en)
To do in Småland (link to https://www.visitsmaland.se/en)
... links coming...