An Expanded View of Translanguaging

Sara Vogel · Laura Ascenzi‐Moreno · Ofelia Garcı́a

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Multilingual Education and Policy Translation Studies and Practices Literacy, Media, and Education

Abstract

Use of online tools, originally thought of as means to end, are the focus of this work. We discuss the ways in which the student moves fluidly not only between English and Chinese, but also between online translation software, Internet search tools, and the written and spoken modes. We show how what we are calling here “digital translanguaging” transformed the student’s relationship with his teacher, and the student and teacher’s expectations for themselves and each other.

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References

1996A pedagogy of Multiliteracies Designing Social Futures 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?2015Clarifying translanguaging and deconstructing named languages: A perspective from linguistics 2012Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens 1984Culture and Language as Factors in Learning and Education 2015Multimodality, Learning and Communication: A Social Semiotic Frame 2003Continua of biliteracy : an ecological framework for educational policy, research, and practice in multilingual settings 2012Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

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2022Machine translation in higher education: Perceptions, policy, and pedagogy 2021Empowering learners of English as an additional language: translanguaging with machine translation 2021Knowledge Building through Collaborative, Translation and Translanguaging Practices 2022Translanguaging and multimodality as flow, agency, and a new sense of advocacy in and from the Global South

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