Carles Fuster
Biographic Data
| ID | 6175740 |
|---|---|
| NAME | Carles Fuster |
| GIVEN NAMES | Carles |
| FAMILY NAME | Fuster |
| SIGNATURE | FUSTER C |
| AFFILIATIONS | Mälardalen University |
| ORCID | 0000-0003-4322-121X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Translanguaging as an official support measure for newly arrived students in Sweden
This paper analyses interviews to explore translanguaging practices and views in Study Tutoring in the Mother Tongue (ST). ST is an internationally rare and under-researched support measure typically offered to newly arrived students in Swedish education. It is often referred to as ‘a space for translanguaging’ because in ST students meet a tutor proficient in their L1 to discuss subject matter using the L1 in alternation with L2 Swedish. ‘Transl…
Study tutors’ professional role and practical work with newly arrived students in Sweden
Study Tutoring in the Mother Tongue is a support measure in Swedish schools typically offered to newly arrived students. The space is often referred to as one for translanguaging because, during tutoring sessions, both study tutors and students alternate between using their native language (L1) and Swedish while discussing the subject matter. The few studies available describe study tutors as a critical ‘language and culture bridge’ for newly arr…
Translanguaging in Sweden
‘Translanguaging’ is nowadays an umbrella term referring to either the framework of ‘spontaneous translanguaging’ from the United States or that of ‘pedagogical translanguaging’ from the Basque Country. Both these frameworks propose ways of integrating languages in school, but they adopt very different perspectives on multilingualism, language education and minority languages. This article starts out with a discussion of spontaneous and pedagogic…
Lexical transfer as a resource in pedagogical translanguaging
‘Translanguaging’ has become the most popular term in discussions about how to use learners’ languages as resources for target language teaching/learning, but it has also become ambiguous because it is being developed in proposals adopting different perspectives on multilingualism. The first aim of this article is to offer an overview of the two main current proposals of translanguaging together: García and colleagues’ ‘spontaneous translanguagin…
The role of morphological similarity in lexical activation and unintentional transfer
Aims: Within the current multilingual paradigm shift, transfer is increasingly conceptualised not only as an unintentional mechanism of “interference”, but also as an intentional mechanism used as a learner strategy. However, very little is known from an empirical perspective about (un)intentionality in transfer. This article builds on an exploratory study which suggested that background language words that fit well within the morphological const…
Exploring intentionality in lexical transfer
Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish b…
Lexical transfer as a resource in pedagogical translanguaging
‘Translanguaging’ has become the most popular term in discussions about how to use learners’ languages as resources for target language teaching/learning, but it has also become ambiguous because it is being developed in proposals adopting different perspectives on multilingualism. The first aim of this article is to offer an overview of the two main current proposals of translanguaging together: García and colleagues’ ‘spontaneous translanguagin…
Exploring intentionality in lexical transfer
Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish b…
Exploring intentionality in lexical transfer
Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish b…
The role of morphological similarity in lexical activation and unintentional transfer
Aims: Within the current multilingual paradigm shift, transfer is increasingly conceptualised not only as an unintentional mechanism of “interference”, but also as an intentional mechanism used as a learner strategy. However, very little is known from an empirical perspective about (un)intentionality in transfer. This article builds on an exploratory study which suggested that background language words that fit well within the morphological const…
Lexical transfer as a resource in pedagogical translanguaging
‘Translanguaging’ has become the most popular term in discussions about how to use learners’ languages as resources for target language teaching/learning, but it has also become ambiguous because it is being developed in proposals adopting different perspectives on multilingualism. The first aim of this article is to offer an overview of the two main current proposals of translanguaging together: García and colleagues’ ‘spontaneous translanguagin…
Translanguaging in Sweden
‘Translanguaging’ is nowadays an umbrella term referring to either the framework of ‘spontaneous translanguaging’ from the United States or that of ‘pedagogical translanguaging’ from the Basque Country. Both these frameworks propose ways of integrating languages in school, but they adopt very different perspectives on multilingualism, language education and minority languages. This article starts out with a discussion of spontaneous and pedagogic…
Study tutors’ professional role and practical work with newly arrived students in Sweden
Study Tutoring in the Mother Tongue is a support measure in Swedish schools typically offered to newly arrived students. The space is often referred to as one for translanguaging because, during tutoring sessions, both study tutors and students alternate between using their native language (L1) and Swedish while discussing the subject matter. The few studies available describe study tutors as a critical ‘language and culture bridge’ for newly arr…
Translanguaging as an official support measure for newly arrived students in Sweden
This paper analyses interviews to explore translanguaging practices and views in Study Tutoring in the Mother Tongue (ST). ST is an internationally rare and under-researched support measure typically offered to newly arrived students in Swedish education. It is often referred to as ‘a space for translanguaging’ because in ST students meet a tutor proficient in their L1 to discuss subject matter using the L1 in alternation with L2 Swedish. ‘Transl…
Computer Science (5 works) · Psychology (5 works) · Linguistics (4 works) · Pedagogy (4 works) · Second Language Learning and Teaching (4 works) · Sociology (4 works) · Cognitive psychology (3 works) · EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Transfer of training (3 works)