Translanguaging pathways to higher education
A transition program for highly educated refugees
Bibliographic Data
| ID | 11294264 |
|---|---|
| Authors | Joana Duarte (0000-0002-4842-6719, University of Groningen, Minorities & Multilingualism , Broerstraat 5, 9712 CP Groningen , The Netherlands, corresponding author), Mirjam Günther-van der Meij (0000-0001-7610-6846, NHL Stenden University of Applied Sciences, Research group Multilingualism & Literacy , Rengerslaan 10, 8917 DD Leeuwarden , The Netherlands) |
| Year | 2022 |
| Volume | 41 |
| Issue | 3 |
| Pages | 299-319 |
| Publication date | 2022-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Multilingua (JOURNAL) |
| Journal identifiers | ISSN: 0167-8507 • E-ISSN: 1613-3684 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/multi-2021-0127 |
| OpenAlex | W3215845001 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer ‘transition programs’ to prepare refugees for their studies. These are mostly focused on acquiring language skills and general basic skills in subjects such as Mathematics and Cultural Diversity. The Dutch transition program described in this paper was specifically developed to make use of students’ multilingual repertoires. The resource-oriented pedagogy of translanguaging is used to give space to all languages, leverage students’ resources and contribute to their academic and language development. In this research, data from one year of the Dutch transition program was collected to study a) how teachers engage in official translanguaging practices during instruction and b) to what extent teachers develop other practices to engage with their students’ multilingual repertoires. Results from interaction analysis show that the teachers, although mainly using the language of instruction (Dutch), did use a variety of translanguaging practices, and created other ways to encourage students’ multilingualism, such as engaging in language comparisons and raising language awareness
Leverage (statistics · Mathematics education · Multilingualism · Pedagogy · Political science · Refugee · Sociology · Transition (genetics · Translanguaging · Computer Science · Education and experiences of immigrants and refugees · Higher Education Learning Practices · Multilingual Education and Policy · Psychology
Qualitative Data Analysis with Atlas.ti
Exploratory Research in the Social Sciences
Dialogue and the Development of Children's Thinking
Teaching for Transfer
Translanguaging, Bilingualism, and Bilingual Education
Translanguaging as Process and Pedagogy
Clarifying translanguaging and deconstructing named languages
Determinants of Second Language Proficiency among Refugees in the Netherlands
Translanguaging in School Contexts
Occupational Match
Translanguaging in the context of mainstream multilingual education
Refugee higher education
The aspiration and access to higher education of teenage refugees in the UK
Aspirations for Higher Education among Newcomer Refugee Youth in Toronto
Beyond Basic Education
A model of destination-language acquisition
Using thematic analysis in psychology
Higher education for refugees
Refugee Students at College and University
Immigrant over- and under-education
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |