Sarah Degano

Sarah Degano

Doctoral researcher

Fakultät oder Zentrum Fakultät für Geisteswissenschaften, Erziehungswissenschaften und Sozialwissenschaften
Department Fachbereich Erziehungswissenschaft und Sozialarbeit
Postadresse Université du Luxembourg
Maison des Sciences Humaines
11, Porte des Sciences
L-4366 Esch-sur-Alzette
Büroadresse MSH, E03 25-090
E-Mail
Telefon (+352) 46 66 44 9221
Fax (+352) 46 66 44 39221

Sarah Degano joined the Institute for research on multilingualism within the Department of Humanities as a Doctoral Researcher in January 2017. Her current research interests include multilingualism, education and language learning. In her doctoral project, Sarah investigates translanguaging and its affordances in multilingual primary schools in Luxembourg. Her project is supervised by Ass.-Prof. Dr. Claudine Kirsch. Sarah took her MA degree in Educational Sciences at the “Université Libre de Bruxelles” and worked as a primary school teacher in Luxembourg for 5 years.

Last updated on: Dienstag, den 11. Februar 2020

Academic Qualifications

  • 2011: MA in Educational sciences. Master thesis title: Inclusion in Luxembourg: which representations for which actors? An inventory-taking after the educational reform in 2009
  • 2009: BA in Educational science. Case title: The promotion of language awareness through interactive learning in primary school children

Professional career

  • Since 2017: Doctoral Researcher in Education
  • 2011-2017: Primary school teacher in Luxembourg

Languages

Sarah Degano fluently speaks and writes English, French, German, Italian and Luxembourgish and understands notions of Spanish. She is currently learning Portuguese.



Last updated on: 11 Feb 2020

To provide a more equitable access to the curriculum, numerous scholars call for pedagogies that leverage the students’ multilingual resources in flexible ways (García et al. 2017, Weber 2014). Recently, translanguaging, the deployment of a speaker’s full linguistic repertoire (Otheguy et al. 2015), has been perceived as a pillar of these pedagogies. Whereas multiple translanguaging studies in educational contexts explore shifts between two or three named languages (Lewis et al. 2012, Cenoz 2017), only a few involve multiple languages (Duarte 2018, Kirsch 2017, Rosiers 2018) and even fewer include the deployment of resources other than linguistic ones (Siry and Gorges 2019). My doctoral research project addresses this issue. It investigates how primary school students of different backgrounds deploy their semiotic repertoires and to what extent their repertoires and, most importantly, their translanguaging practices develop over the course of one year.  The research question therefore reads as follows: In what ways and to what extent do six multilingual 4th graders of different backgrounds deploy their semiotic repertoires to communicate and negotiate meaning in interaction with their peers and teachers across subjects, year groups, and schools? To comply with these questions, I explored the translanguaging practices of six 4th graders with different home languages, migration experiences and schooling experiences from January 2018 to December 2018. The study follows a qualitative approach and relies on a combinations of ethnographic research methods, including ethnographic observations, video-recordings, stimulated recall interviews with the focal students and semi-structured interviews with the teachers. They offered an effective way of gaining an in-depth understanding of the deployment of the students’ linguistic repertoires over an extended period of time. The findings of my research should draw attention to the range of resources students can mobilize to make meaning of curricular content and, hereby, contribute to the understanding of translanguaging practices of multilingual students to identify the conditions in which their resources can be capitalized on.



Last updated on: 10 Feb 2020

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2020

Full Text
See detailMoving beyond language(s): a case study on a newcomer’s translanguaging practices
Degano, Sarah; Kirsch, Claudine

in European Journal of Applied Linguistics (2020)

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2019

See detailNewcomers’ translanguaging practices in learning situations
Degano, Sarah

Presentation (2019, November 06)

See detailTranslanguaging in a Multilingual Classroom in Luxembourg
Degano, Sarah

Presentation (2019, April 12)

Full Text
See detailTranslingual Discursive Spaces in Language and Arts Lessons
Degano, Sarah

in Literacy Information and Computer Education Journal (2019, March), 10(1), 3094-3102

See detailTranslanguaging as a pedagogy, a practice or a strategy? Examples from a preschool and a primary school class in Luxembourg
Kirsch, Claudine; Degano, Sarah; Mortini, Simone

Scientific Conference (2019, July 01)

See detail• Translanguaging as a strategy and pedagogy in a primary and preschool in Luxembourg
Kirsch, Claudine; Degano, Sarah; Mortini, Simone

Scientific Conference (2019, July 01)

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2018

See detailPerspectives on Translanguaging as a Pedagogy in Luxembourg
Kirsch, Claudine; Aleksic, Gabrijela; Mortini, Simone; Degano, Sarah; Andersen, Katja Natalie

Presentation (2018, April 10)

See detail(In)flexible Language Use in a Year 4 Class in Luxembourg: Which Languages in Which Subjects?
Kirsch, Claudine; Degano, Sarah

Scientific Conference (2018, September 06)

See detailMehrsprachige Pädagogik und Translanguaging: 
Theorie und Praxisbeispiele
Mortini, Simone; Degano, Sarah

Speeches/Talks (2018)

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