Dismantling Existing Language Hierarchy and Enhancing Heritage Language Attitudes Amongst Ontario’s Immigrant Youths Through Translanguaging

• In Event: Translanguaging in Five Heritage Language Learning Spaces: Challenges and Affordances for Both Teachers and Learners

Abstract

Immigrant families in Canada face challenges in transmitting their heritage languages (HL) beyond basic oral communication (Subhan, 2007), which can potentially harm their self-efficacy, mental health, and overall well-being (Kilpi-Jakonen & Kwon, 2023). A key challenge in HL transmission stems from schools' view of these languages as inappropriate for academic use, which negatively impacts speakers’ language attitudes. This marginalization is especially pronounced in Ontario for non-English language learners (ELL), who rarely get to use their heritage languages in schools, where these languages are mainly seen as tools for developing English skills (Cummins, 2014).
Using a translanguaging lens, which challenges monolingual beliefs and recognizes the coexistence of diverse languages (Garcia & Li, 2014), the study explores how home-based, culturally and linguistically relevant STEM projects shape youths’ attitudes toward their languages. The study also examines the ways these youths actively negotiate and navigate between their bilingual and STEM identities. I asked: 1. What language attitudes do the youth develop as they engage in STEM learning activities in both the school language and their heritage language? 2. How do they position themselves and represent their identities with regards to these languages and STEM?
Adopting a collaborative action research (Mertler, 2012), I worked with seven Bangla-speaking transnational parents from India and Bangladesh, along with their middle/high school-aged non-ELL children. First, I conducted workshops with each family to explore the youths’ language practices across different spaces, including home, community, and school. During these sessions, the youths also shared their (imagined) perceptions of using the Bangla language and culture in STEM contexts. Notably, none of the youths had previously used Bangla language or culture in STEM or any school-related lessons. Next, the participant youths and their parents collaboratively created STEM projects that integrated Bangla language and culture alongside English. These projects were later shared with teachers. Subsequently, I conducted semi-structured interviews with the youths to understand the impact of these projects on their perceptions of their langauges in relation to STEM.

For data analysis, I adopted open coding and pattern coding methods (Thornberg & Charmaz, 2014) to capture emerging themes. Furthermore, cross-case analysis (Khan & VanWynsberghe, 2008) was employed to compare the discussions regarding using Bangla for STEM before and after completing the projects.

The study reveals that incorporating Bangla language and culture into STEM projects significantly improves youth's attitudes toward their heritage language. While youths maintain their view of English as the functional language for STEM, given its status as a language of opportunity and broader accessibility, they expressed appreciation for the unique personal connection they experienced when using Bangla in STEM activities. Participants began to see Bangla as a viable language for STEM, with several expressing interest in developing more complex projects in Bangla in the future. Youths also discussed the contributions of Bengali scientists and mathematicians, identifying colonialism as a key factor behind the omission of these contributions from their education. Thus, the study contributes to developing pedagogical approaches where translanguaging can be employed as a decolonial project (Li & Garcia, 2022) dismantling existing language hierarchy.

Author

• Sudhashree Girmohanta, University of Toronto - OISE