Pratiques d’alternance linguistique ou pédagogie du translanguaging ? Une étude de cas dans deux classes à Chypre

Abstract

Multilingualism and linguistic variation have been an integral part of the history of Cyprus, given the long-standing presence of languages such as Greek and Turkish (Standard Greek and Standard Turkish as well as Cypriot Greek and Cypriot Turkish) along with other languages such as Western Armenian, Sanna (Cypriot Arabic) and Gurbetcha (Cypriot Romani).Nonetheless, such variation, which also included English as an official language up until 1960, when Cyprus gained its independence form colonial rule, never challenged the linguistic and cultural homogeneity of Greek Cypriot education.Since the 1990s, however, migration trends precipitated the increasing presence in public education of students who are not fluent in Greek.This has brought on a novel language policy challenge facing the Ministry of Education and Culture and other informal language policymakers in the Republic of Cyprus.In response to this challenge, the Ministry of Education and Culture has established a set of basic multicultural education principles to guide educational practice and has created "Educational Priority Zones" to identify and support schools with high numbers of second language learners.However, despite a purported commitment to principles of multicultural education, language policies and instructional praxis are unmistakably assimilative in nature and monolingual in scope.As regards the teaching of Greek L2 learners (e.g.children with a migration history), this is invariably by immersion, even in reception classes (Hadjioannou et al., 2011), with very sporadic exceptions such as the one discussed in this paper.Diglossia between Cypriot Greek, the naturally acquired variety, and Standard Greek, the extraneous variety of education and the public domain, adds another interesting dimension to the picture.As is shown in the relevant literature (Tsiplakou et al., 2018), language teaching is explicitly geared towards fostering literacy in Standard Greek for all students, be they bilingual or bidialectal speakers.Official education policies do not formally allow for translanguaging practices between the standard language and the

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