Abstract

We present data and reflections from working with unaccompanied minors in the context of a hosting center in Athens during the pandemic (June 2020 - June 2021). More specifically, we refer to methodological and practical choices concerning design and implementation of language literacy interventions in an informal learning environment that is fluid and transcultural. We focus on a specific language literacy event that includes Arabic-speaking minors and we explore classroom interaction through rhizomatic diagramming practices (De Freitas, 2012). By analysing ethnographic data (photos, fieldnotes, field narratives and reflexive designs) we map the translanguaging space (Wei, 2018) that is performed in a specific literacy event, problematizing thus language use and power relations in this specific context. Our findings point out that informal second language education approached rhizomatically could shed light on aspects of the learners’ diversity, social and educational needs that may usually remain invisible. We argue that there is much more to take into consideration concerning learners’ linguistic repertoires and learning trajectories through a present informed both by learners’ past and their here-and-now performances employing a chronotopic approach (Blommaert 2015; Blommaert & De Fina, 2017) to literacy events, if we are to offer inclusive and culturally responsive language education across formal, informal, and non-formal educational contexts.

Presenters

Eleni Karantzola
Professor of Linguistics, Department of Mediterranean Studies, University of the Aegean, Rhodes island, Greece, Dodekanisos, Greece

Roula Kitsiou
Assistant Professor of Sociolinguistics, Humanities, University of Thessaly, Thessaly, Greece

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Communication

KEYWORDS

Language, Transcultural, Ethnographic Data, Second Language Education

Digital Media

Videos

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