Cenoz, J. & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press.

Abstract

This book introduces a framework for language and content learning entitled 'Pedagogical Translanguaging'.Readers familiar with the concept of translanguaging will be aware of the origins of the term 'translanguaging' in Wales (Williams, 1996) and the broadening of this term through Garcia's (2009) work in the USA.The authors of Pedagogical Translanguaging position their framework as somewhat in between Williams' and Garcia's approaches.The framework is generally aligned with William's (1996) use of translanguaging as a starting point but moves beyond this application to include aspects of the entire linguistic repertoire (e.g., activities to develop metalinguistic awareness).As opposed to Garcia's (2009) inclusion of spontaneous translanguaging and social justice goals, Pedagogical Translanguaging remains focused on intentional, organized and planned multilingual strategies.In addition, while acknowledging the softening of boundaries between named languages, the authors rationalize the continued use of named languages to support students' abilities to manage socially constructed rules for language use.The book is organized into six chapters which systematically introduce the concept of translanguaging and the framework of Pedagogical Translanguaging, with a dedicated chapter to specific activities and assessment practices (Chapter 4).Chapter 5 -a discussion on minority languages, Immersion and CLIL -is a noteworthy inclusion in the volume as an area where concerns have been raised, and criticism received, in previously suggested applications of translanguaging approaches.Chapter 1 is an introductory chapter which explains the rationale for the Pedagogical Translanguaging framework.The authors situate the framework in comparison to other multilingual Book reviews

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.