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Le 18 mai 2026
4ème séminaire - action Socialisation langagière et développement de l'agentivité
Ethique du soin et autonomie dans l'enseignement auprès de jeunes élèves multilingues. Liv T. Dávila. University of Illinois Urbana-Champaign, Eu.
Bâtiment Stendhal - D 209 - Domaine Universitaire St Martin d'Hères - 13 heures 30
Liv T. Dávila (Professeure en sciences de l'éducation à l' University of Illinois Urbana-Champaign, EU )
Ethique du soin et autonomie dans l'enseignement auprès de jeunes élèves multilingues
Les recherches de Liv T. Dávila portent sur les langues et les littératies en lien avec les identités des apprenants, leurs expériences éducatives et des processus sociaux plus larges, tels que l’inclusion ou l’exclusion. Elle travaille principalement sur l'adolescent immigré et réfugié inscrit dans les écoles publiques, ainsi que sur la famille et les enseignants. Ses travaux examinent comment ces apprenants construisent leur identité à travers leurs pratiques langagières et scolaires. Par ailleurs, elle s’intéresse aux questions d’accès linguistique et d’interprétation dans divers contextes communautaires et institutionnels. Cela inclut notamment les organisations au service des migrants et le domaine de la formation professionnelle (médicale).
Liv parlera en anglais mais son PPT sera en français.
Les échanges qui suivront sa présentation seront en modalité bilingue (français et anglais).
Abstract :
This presentation will focus on language socialization and the development of agency among multilingual immigrant and refugee language learners and their teachers, drawing on select school-based research studies I have conducted in the U.S. and Sweden (Dávila, 2019a; Dávila, 2019b; Dávila & Linares, 2020a, Dávila & Bunar, 2020b, and Dávila, 2024), and my current preliminary research on multilingualism and health literacy for young children. Central questions asked in this body of scholarship include: How do students leverage language and language learning in response to personal, familial and societal constraints and opportunities? And how do their teachers demonstrate care for students through their teaching. Theoretical orientations that shape this work include ethic of care and caring pedagogies (Noddings, 2005), translanguaging (García & Wei, 2014), heteroglossia (Bakhtin, 1981), discursive identity formation (Bucholtz & Hall, 2005), and ecologies of language learning (van Lier, 2004), each of which emphasize individual identities in contexts of language teaching, learning and use. I apply qualitative methods in this research, including interviews of public school teachers and administrators, students and their parents, recordings of classroom interaction, classroom observations, and photo and document analysis (Davila, 2014; 2025).
Findings in each study showcase students’ motivation to learn the dominant language (English or Swedish), to help their family members navigate across languages, and to obtain well-paying work. They are equally motivated to maintain their home languages for personal and pragmatic reasons, including to maintain connections to friends and family in their home countries. The challenges students faced included trauma experienced their countries of origin, or in their migration journeys, and racism, language-based discrimination, and anti-immigrant political discourse in their schools and communities in the U.S. and Sweden, challenging academic content, and developing social networks outside of their language classrooms. This research also demonstrates ways in which students use languages and languaging (Dovchin, forthcoming) creatively as a means of developing social cohesion within and across linguistically and culturally diverse groups. They also show teachers’ ethic of care in promoting both language learning and student well-being.
This presentation will conclude with a discussion of implications of this work for future research, policy, and pedagogical practice.
Findings in each study showcase students’ motivation to learn the dominant language (English or Swedish), to help their family members navigate across languages, and to obtain well-paying work. They are equally motivated to maintain their home languages for personal and pragmatic reasons, including to maintain connections to friends and family in their home countries. The challenges students faced included trauma experienced their countries of origin, or in their migration journeys, and racism, language-based discrimination, and anti-immigrant political discourse in their schools and communities in the U.S. and Sweden, challenging academic content, and developing social networks outside of their language classrooms. This research also demonstrates ways in which students use languages and languaging (Dovchin, forthcoming) creatively as a means of developing social cohesion within and across linguistically and culturally diverse groups. They also show teachers’ ethic of care in promoting both language learning and student well-being.
This presentation will conclude with a discussion of implications of this work for future research, policy, and pedagogical practice.
Date
Le 18 mai 2026
Complément date
13h30-15h30
Localisation
Complément lieu
Bâtiment Stendhal - D 209 - Domaine Universitaire St Martin d'Hères -
Contact
Bigot Violaine
violaine.bigot3 [at] univ-grenoble-alpes.fr
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