| Abstract: | The overarching aim of this article is to investigate perceptions regarding linguistic potential and language competence in relation to translanguaging strategies. The data presented consists of classroom activities, texts, and pictures produced by eleven-year-old pupils and their teacher in a multilingual classroom context. The pupils have varying lengths of in-country residence, from being born in Sweden to being newly arrived. At many schools only the target language is supposed to be used in teaching (Cummins, 2007 Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240. Google Scholar]). But the simultaneous use of multiple languages, also called translanguaging, in the classroom leads to broader and deeper knowledge of language and subjects (Williams, 1996 Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, &; C. Baker (Eds.), The language policy: Taking stock (pp. 39–78). Langefni, UK: CAI. Google Scholar]). Teaching based on pupils' resources is crucial for multilingual pupils' thinking and learning (Meier &; Conteh, 2014 Meier, G., &; Conteh, J. (2014). Conclusion. In G. Meier &; J. Conteh (Eds.), The multilingual turn in language education: Opportunities and challenges (pp. 292–299). Bristol, UK: Multilingual Matters.Crossref] , Google Scholar]). The results show that the pupils have large linguistic potential, but there are great differences in estimating and perceiving their languages. A pattern stands out: Those pupils who have given their languages high ratings are considerably more positive to the teachers' initiative by shaping new relationships and contributing to the mutual development of knowledge than those with discrepancies in their ratings. |
