| Abstract: | Ukvarjanje z naraščajočo večjezičnostjo je v zadnjih letih v didaktiki tujih jezikov pri-neslo številne spremembe in novosti. Dolgo časa so pri razmišljanju o jeziku, identiteti, izobraževanju in didaktiki tujih jezikov prevladovale monolingvalne usmeritve, danes pa se vse bolj priznava večjezična družbena realnost. V tem okviru se čezjezičnost uveljavlja kot eden izmed možnih pristopov za opis in analizo rabe večjezičnih praks. V primerja-vi z obstoječimi pristopi čezjezičnost problematizira predstavo jasno ločenih jezikovnih sistemov in v ospredje postavlja jezikovni repertoar večjezičnih govorcev, ki se v komu-nikacijskih procesih uporablja prožno in strateško. Namen članka je predstaviti in analizirati učni poskus, zasnovan na pristopu čezje-zičnosti, in ga povezati z uveljavljeno metodo jezikovnih portretov. Jezikovni portreti učencev omogočajo njim in raziskovalcem premislek o njihovem jezikovnem reperto-arju, vpogled v različne jezikovne prakse, pa tudi v fizične, emocionalne in nenazadnje ideološko pogojene predstave in odnose do jezikov. V prispevku smo analizirali 19 jezikovnih portretov, opremljenih z legendo in raz-lago izbire jezika, in 19 besedil, ki so jih napisali učenci in v katerih je bila zaželena čezjezičnost. Potrdila se je domneva, da bo jezikovna raznolikost v portretih obsegala zelo širok spekter, da bodo razlogi za vključevanje posameznih jezikov zelo različni in da ti jeziki ne bodo nujno v neposredni povezavi z dejanskimi jezikovnimi zmožnostmiIn light of increasing multilingualism, numerous changes and innovations have occurred in foreign language teaching in recent years. While monolingual approaches long dom-inated thinking about language, identity, education, and foreign language teaching, the multilingual reality of society is now increasingly acknowledged. In this context, trans-languaging is emerging as a promising approach to describing and analysing multilingual practices. Unlike traditional approaches, translanguaging challenges the notion of clearly separated language systems and instead focuses on the linguistic repertoire of multilin-gual speakers, used flexibly and strategically in communication.The purpose of this article is to present and analyse a teaching experiment based on a translanguaging approach and to link it to the established method of language portraits. Language portraits enable students and researchers to reflect on linguistic repertoires and gain insight into diverse language practices, as well as into physical, emotional, and ide-ologically conditioned perceptions and attitudes toward languages.We have analysed 19 language portraits accompanied by explanations of colour and language choices, along with 19 texts written by students who were encouraged to use translingual expression. The results confirm our assumption that the linguistic diversity in the portraits would cover a wide spectrum, that the reasons for including individual languages would vary, and that the choice of languages would not necessarily corre-spond to students’ actual language abilities. Consistent with previous research, students explained their language choices through their relationship to and their knowledge of a language, as well as through associations with food, emotions, sports, music, and other factors. All explanations accompanying the language portraits were monolingual, written in Slovenian, even though the instructions allowed for translingual responses. Of the 19 texts, only two were multilingual, while the rest were linguistically homogeneous. Many students continued a story in Slovenian, but also in English, and – as a direct result of our experiment – in Bosnian and Ukrainian. Combining the new approach of translanguaging with the established method of language portraits has proved valuable for both theory and practice, demonstrating promising research potential. |
|---|
