Rethinking Code‐Switching and Translanguaging as Language Management Strategies in the Dynamic Model of Multilingualism

Abstract

Since the concept of translanguaging was introduced into the field of applied linguistics, the differentiation of code-switching and translanguaging has led to increasing confusion in the academic community and education contexts. Although code-switching and translanguaging refer to the same everyday social practice, that is, the alternating use of two or more languages, the respective concepts reflect different theories of language and different research perspectives. The chapter proposes the dynamic model of multilingualism (DMM) as an approach to integrate code-switching and translanguaging in multilingual pedagogical teaching so that confusion over the two concepts can be avoided. In this contribution, we will discuss the two concepts of code-switching and translanguaging, consider the different theoretical positions that underpin thinking about code-switching and translanguaging, and reposition these concepts as elements of language management as defined in the DMM (Herdina & Jessner, 2002). Consequently, we will review research on crosslinguistic interaction in differing education contexts, that is, from a Central European (North and South Tyrolean in Austria/Italy and Hungary) and a South African perspective. The aim of the chapter is to reframe the use of the concepts code-switching and translanguaging as elements of language management as defined in the DMM to open up more productive avenues for multilingual pedagogies.

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