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dc.contributor.authorThraya, Sophia
dc.contributor.authorTakeuchi, Miwa Aoki
dc.identifier.citationThraya, S. & Takeuchi, M. A. (2022). Translanguaging as a tool to (re)connect: Co-designing land-based learning environments with refugee children. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 615-622). International Society of the Learning Sciences.en
dc.descriptionLong Paperen
dc.description.abstractFor many racialized and linguistically minoritized refugee youth and children, schooling can be experienced as a space of being assimilated into the dominant norms including the detachment from their home languages and community practices. In this paper, we examine how the participating school-aged refugee youth and children in our co-designed land-based program, Soil Camp have contributed to co-creating spaces to challenge dominant norms imposed upon them, together with facilitators (who were mostly racialized multilingual teachers). Our paper is centered around the question: How did the participants co-construct agency to shift away from dominant monolingual norms in their interactions during the landbased Soil Camp? Based on video-based interaction analyses, our findings illustrate how the co-constructed translanguaging interactions contributed to redefining geopolitics surrounding the participating refugee youth in moment-to-moment interactions. Our findings also show how translanguaging interactions can extend to creating connections between more-than-human lives and these youth and children.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofProceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 615-622
dc.subjectLearning Sciencesen
dc.titleTranslanguaging as a Tool to (Re)Connect: Co-Designing Land-Based Learning Environments With Refugee Childrenen
Appears in Collections:ISLS Annual Meeting 2022

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