Most of the world is multilingual, and yet we often find ourselves in monolingual environments. How does this affect our perception of multilingual children, and how can this boundary be crossed?
The subproject ‘Boundary Crossing’ aims to develop a theoretical framework for translanguaging teaching methods that include formal (schools), non-formal (home), and informal settings (science museums). It also aims to develop a friendlier attitude toward multilingual people, and improve access to different resources.
There are very important boundaries when a child comes to school in the Netherlands. If the child only speaks a language that is not Dutch, they obviously have many difficulties understanding what the teacher says, understanding instructions, understanding rituals… They also have difficulties making friends. So boundary crossing mechanisms are ways to help facilitate this communication process more. – Postdoctoral researcher Mirona Moraru
For more information about the subproject ‘Boundary Crossing’ contact Mirona Moraru, firstname.lastname@example.org