Abstract
Research shows that multilingual pupils’ school achievements and socio-affective development may improve when their home languages are valued positively and used as educational resources. Meaningful shifts in education for social justice must therefore be based on valuing pupils’ home languages and implementing sustainable translanguaging methods. However, the implementation of these methods is often limited to symbolic interactional acts and superficial engagement with multilingual practices. Based on longitudinal case studies of three teachers in the north of the Netherlands, the current study investigates what changes occur in the function of translanguaging strategies in primary classrooms participating in an educational design research intervention, to what extent interaction and multilingual language use evolves, and the presence of dialogic empathy. Using Kruskal-Wallis, Chi-Squared and Fisher’s Exact analyses, we examined the frequency and quality of translanguaging interactions at three measurement points. An in-depth analysis of recorded video-data of several lessons per teacher (N = 123:06 minutes) revealed how opportunities for dialogic interaction arose with symbolic translanguaging. Although these opportunities were not always seized, they provided possibilities for active pupil participation.
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