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Translanguaging as an Act of Transformation

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Multilingual Education and Policy Second Language Learning and Teaching Education and experiences of immigrants and refugees

Abstract

Translanguaging is the way bilingual individuals naturally communicate through the employment of their full linguistic repertoire. This common practice can be found in many facets of life, yet has been contested in schools where students experience policed language learning spaces. In the United States, ESL instruction has traditionally been exclusively or primarily in English, requiring students to suppress a part of their language repertoire, namely their home language practices. This chapter illustrates the potential of leveraging students' translanguaging so as to play a transformative role in the education of emergent bilinguals by allowing them to be fully validated, heard, and included in the teaching and learning process.

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References

2013Translanguaging 2010The Sociolinguistics of Globalization 2009Bilingual education in the 21st century: a global perspective 2017Translanguaging as a Practical Theory of Language 1953Languages in Contact. Findings and Problems 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?2015Clarifying translanguaging and deconstructing named languages: A perspective from linguistics 1984Orientations in Language Planning

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2024Inclusion in Linguistics 2021Decolonising multilingualism in Africa: Recentering silenced voices from the Global South 2020The utilisation of translanguaging for learning and teaching in multilingual primary classrooms 2020Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment 2020Challenging discourses of deficit: Understanding the vibrancy and complexity of multilingualism through language trajectory grids

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