Timespacing competence: multilingual children’s linguistic worlds

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Timespacing competence : multilingual children’s linguistic worlds. / Laursen, Helle Pia; Mogensen, Naja Dahlstrup.

In: Social Semiotics, Vol. 26, No. 5, 2016, p. 563-581.

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@article{28ab27d1ff9e4a84a3cd4d237cdcd45a,
title = "Timespacing competence: multilingual children’s linguistic worlds",
abstract = "Drawing on Kramsch’s (2009) conceptualization of the multilingual subject and the symbolic self, in this paper, we explore how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement. By demythifying themselves and their linguistic worlds, the children also raise important questions about the notion of linguistic competence. By perceiving competences from a subjective child perspective, we learn how children do what we call timespacing competence. On that basis, we suggest paying attention to how children themselves timespace competence by focusing (more consistently) on the subjective, social, spatial and temporal dimensions of (knowing) language.",
keywords = "Language competence, , multilingualism, timespace , language user agency , the bilingual student, affordances, flersprogethed, kompetence, Dansk som 2. sprog, Sprog , Grundskole, Socialsemiotik, Sprog , Grundskole, Flersprogedhed, Dansk som andetsprog",
author = "Laursen, {Helle Pia} and Mogensen, {Naja Dahlstrup}",
year = "2016",
doi = "10.1080/10350330.2015.1137163",
language = "English",
volume = "26",
pages = "563--581",
journal = "Social Semiotics",
issn = "1035-0330",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Timespacing competence

T2 - multilingual children’s linguistic worlds

AU - Laursen, Helle Pia

AU - Mogensen, Naja Dahlstrup

PY - 2016

Y1 - 2016

N2 - Drawing on Kramsch’s (2009) conceptualization of the multilingual subject and the symbolic self, in this paper, we explore how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement. By demythifying themselves and their linguistic worlds, the children also raise important questions about the notion of linguistic competence. By perceiving competences from a subjective child perspective, we learn how children do what we call timespacing competence. On that basis, we suggest paying attention to how children themselves timespace competence by focusing (more consistently) on the subjective, social, spatial and temporal dimensions of (knowing) language.

AB - Drawing on Kramsch’s (2009) conceptualization of the multilingual subject and the symbolic self, in this paper, we explore how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement. By demythifying themselves and their linguistic worlds, the children also raise important questions about the notion of linguistic competence. By perceiving competences from a subjective child perspective, we learn how children do what we call timespacing competence. On that basis, we suggest paying attention to how children themselves timespace competence by focusing (more consistently) on the subjective, social, spatial and temporal dimensions of (knowing) language.

KW - Language competence,

KW - multilingualism

KW - timespace

KW - language user agency

KW - the bilingual student

KW - affordances

KW - flersprogethed

KW - kompetence

KW - Dansk som 2. sprog

KW - Sprog

KW - Grundskole

KW - Socialsemiotik

KW - Sprog

KW - Grundskole

KW - Flersprogedhed

KW - Dansk som andetsprog

U2 - 10.1080/10350330.2015.1137163

DO - 10.1080/10350330.2015.1137163

M3 - Journal article

VL - 26

SP - 563

EP - 581

JO - Social Semiotics

JF - Social Semiotics

SN - 1035-0330

IS - 5

ER -