Translanguaging in the classroom: Emerging issues for research and pedagogy
TL;DR: The authors synthesize the scholarship on translanguaging conducted in different academic disciplines and social domains, and raise critical questions on theory, research and pedagogy to take the orientation forward.
Abstract: This article attempts to synthesize the scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy to take the orientation forward. The literature review highlights the overly cognitive and individualistic focus on translanguaging competence, the need to explore this communicative practice in domains other than conversation, and the failure to develop teachable strategies of translanguaging. Findings from a classroom ethnography of a writing course are marshaled to develop teaching strategies for the co-construction of meaning and orientations for assessing effective translanguaging practices.
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01 Mar 2008
TL;DR: It’s time to get used to the idea that there is no such thing as a “magic bullet”.
Abstract: 中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。
1,468 citations
TL;DR: The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals and of special relevance to schools interested in the linguistic and intellectual growth of bilingual students as well as to minoritized communities involved in language maintenance and revitalization efforts.
Abstract: The concept of translanguaging is clarified, establishing it as a particular conception of the mental grammars and linguistic practices of bilinguals. Translanguaging is different from code switching. Under translanguaging, the mental grammars of bilinguals are structured but unitary collections of features, and the practices of bilinguals are acts of feature selection, not of grammar switch. A proper understanding of translanguaging requires a return to the well known but often forgotten idea that named languages are social, not linguistic, objects. Whereas the idiolect of a particular individual is a linguistic object defined in terms of lexical and structural features, the named language of a nation or social group is not; its boundaries and membership cannot be established on the basis of lexical and structural features. The two named languages of the bilingual exist only in the outsider's view. From the insider's perspective of the speaker, there is only his or her full idiolect or repertoire, which belongs only to the speaker, not to any named language. Translanguaging is the deployment of a speaker' sf ull linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages. In schools, the translanguaging of bilinguals tends to be severely restricted. In addition, schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of profi- ciency in a named language, which insists on inhibiting translanguaging. The concept of translanguaging is of special relevance to schools interested in the linguistic and intellectual growth of bilingual students as well as to minoritized communities involved in language maintenance and revitalization efforts.
964 citations
Cites background from "Translanguaging in the classroom: E..."
...…to describe as well the many ways that those practices are leveraged for a variety of purposes, especially in education (Blackledge and Creese 2010; Canagarajah 2011a, 2011b; Creese and Blackledge 2010; García 2009; García and Wei 2014; García and Otheguy 2015; Hornberger and Link 2012; Lewis et…...
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TL;DR: In this paper, the authors trace the Welsh origins of translanguaging from the 1980s to the recent global use, analysing the development and extension of the term, and suggest that the growing popularity of the word relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism.
Abstract: The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for fut...
561 citations
Cites background from "Translanguaging in the classroom: E..."
...Current pedagogic research in Wales Various recent articles have shared some of the early research into translanguaging in the pedagogic setting (Canagarajah, 2011a, 2011b; Creese & Blackledge, 2010, 2011; Garcı́a & Sylvan, 2011; Hornberger & Link, 2012; Wei, 2010)....
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TL;DR: This article reviewed recent scholarship in language, identity, and education, focusing on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication.
Abstract: This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on “translanguaging,” examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.
301 citations
Cites background from "Translanguaging in the classroom: E..."
...These include, among others, flexible bilingualism (Creese & Blackledge, 2010), codemeshing (Canagarajah, 2011), polylingual languaging (Jørgensen et al., 2011; Madsen, 2011), contemporary urban vernaculars (Rampton, 2011), metrolingualism (Otsuji & Pennycook, 2011), translingual practice…...
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TL;DR: In this article, a group of Chinese university students who have chosen to create transnational and multilingual networks was analyzed through analysis of narrative data and ethnographic observations, exploring issues such as their socio-cultural identification processes, the interactions between their linguistic and political ideologies; their multilingual practices and what they have learned from being part of this new social space.
Abstract: There are thousands of ethnic Chinese students from very different backgrounds in British universities today, a fact that has not been fully appreciated or studied from an applied linguistics perspective. For example, there are third- or fourth-generation British-born Chinese; there are students from China, Taiwan, Hong Kong and Singapore who have received whole or part of their primary and secondary education in Britain; and there are Chinese students who completed their schooling in their home countries. To add to the diversity of the Chinese student population, several distinctive varieties of Chinese are spoken as well as different varieties of English and other languages. In terms of their choice of language and social networks, the Chinese students have several options, including, for example, staying with their own language variety group (e.g. Cantonese, Mandarin); staying with their own region-of-origin group (e.g. British-born, Mainland Chinese, Taiwanese, Hong Kong); and creating new transnational and multilingual groupings. This article focuses on a group of Chinese university students who have chosen to create transnational and multilingual networks. Through analysis of narrative data and ethnographic observations, we explore issues such as their socio-cultural identification processes, the interactions between their linguistic and political ideologies; their multilingual practices and what they have learned from being part of this new social space.
249 citations
Cites background from "Translanguaging in the classroom: E..."
...(2012a, b) suggest, translanguaging continues to be regarded as a meaningful and creative pedagogical approach in multilingual classrooms (see also Creese and Blackledge 2010; Canagarajah 2011; Cenoz and Gorter 2011; Li 2011b)....
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TL;DR: In this article, the authors discuss the role of the autonomous model in the development of adult literacy in the UK and the USA, and present a survey of the most popular literacy campaigns.
Abstract: Acknowledgements Prolegomenon Introduction Part I Literacy In Theory: 1 The 'autonomous' model: I literacy and rationality 2 The 'autonomous' model: II goody 3 Literacy and linguistics 4 The 'ideological model Part II Literacy In Theory And Practice: 5 'Maktab' literacy 6 'Commercial' literacy Part III Literacy In Practice: 7 Unesco and radical literacy campaigns 8 Adult literacy campaigns in the UK and the USA Bibliography Index
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18 Aug 2005TL;DR: The authors provides a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis, dealing with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultual diversity * social futures and their implications on language teaching.
Abstract: Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultual diversity * social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.
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TL;DR: This volume contains an explanation of the key aspects of the CEFR for teaching and learning, a complete set of updated CEFR descriptors that replaces the 2001 set with modality-inclusive and gender-neutral descriptors, and a short report on the four-year development, validation and consultation processes.
Abstract: The CEFR Companion volume broadens the scope of language education. It reflects academic and societal developments since the publication of the Common European Framework of Reference for Languages (CEFR) and updates the 2001 version. It owes much to the contributions of members of the language teaching profession across Europe and beyond. This volume contains: ? an explanation of the key aspects of the CEFR for teaching and learning; ? a complete set of updated CEFR descriptors that replaces the 2001 set with: modality-inclusive and gender-neutral descriptors; added detail on listening and reading; a new Pre–A1 level, plus enriched description at A1 and C levels; a replacement scale for phonological competence; new scales for mediation, online interaction and plurilingual/pluricultural competence; new scales for sign language competence; ? a short report on the four-year development, validation and consultation processes. The CEFR Companion volume represents another step in a process of engagement with language education that has been pursued by the Council of Europe since 1971 and which seeks to: ? promote and support the learning and teaching of modern languages; ? enhance intercultural dialogue, and thus mutual understanding, social cohesion and democracy; ? protect linguistic and cultural diversity in Europe; and ? promote the right to quality education for all.
2,581 citations
TL;DR: The authors argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other, and they take a language ecology perspective and seek to describe the interdependence of skills and knowledge across languages.
Abstract: This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages. [ABSTRACT FROM AUTHOR]
1,599 citations
Journal Article•
1,510 citations