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Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States
16 references·0 citing·46 second hop
Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States (2026)Translanguaging silence and humor: Regist…Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning (2023)Transformative pedagogy for i…Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality (2018)Multiple Temporalities of Lan…English Medium Instruction (2018)English Medium InstructionTranslingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations (2017)Translingual Practice as Spat…Translanguaging as a Practical Theory of Language (2017)Translanguaging as a Practica…Identity and a Model of Investment in Applied Linguistics (2015)Identity and a Model of Inves…Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings (2014)Towards a Dynamic Conceptual …The local constitution of multimodal resources for social interaction (2014)The local constitution of mul…Translanguaging (2013)TranslanguagingTranslanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK (2013)Translanguaging Identities an…Literacy as Translingual Practice (2013)Literacy as Translingual Prac…Translanguaging in the classroom: Emerging issues for research and pedagogy (2011)Translanguaging in the classr…Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain (2010)Moment Analysis and translang…Towards a typology of silence (2007)Towards a typology of silenceNative-speakerism (2006)Native-speakerismNegotiating Participation and Identity in Second Language Academic Communities (2004)Negotiating Participation and…Literacy in Theory and Practice (1987)Common European Framework of Reference for Languages: learning, teaching, assessment (2009)Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? (2010)Translanguaging: origins and development from school to street and beyond (2012)Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015)Translanguaging and Identity in Educational Settings (2015)Handbook of Theory and Research for the Sociology of Education. (1987)The Logic of Practice (1990)Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST (2017)Introduction: Identity, Transdisciplinarity, and the Good Language Teacher (2017)Distinction: A Social Critique of the Judgement of Taste* (2018)Investment and motivation in language learning: What's the difference? (2021)Situated Learning: Legitimate Peripheral Participation. (1994)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Communities of practice learning, meaning, and identity (1999)Second language socialization as sociocultural theory: Insights and issues (2007)Non-native English-speaking English language teachers: History and research (2008)Language Socialization into Academic Discourse Communities (2010)The Production of Space (1992)The Linguistic Repertoire Revisited (2012)The Location of Culture (2012)Interpretative Phenomenological Analysis (2020)ASPECTS OF THE THEORY OF SYNTAX (1964)Outline of a Theory of Practice (1977)Outline of a Theory of Practice. (1980)Translanguaging and Literacies (2019)Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto (2021)Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project (2022)Speech Genres and Other Late Essays (1986)Reassembling the Social (2005)Meeting the Universe Halfway (2007)Social Dimensions and Processes in Second Language Acquisition: Multilingual Socialization in Transnational Contexts (2019)Pedagogical Translanguaging (2021)The Cambridge Handbook of Language Standardization (2021)Structures of Social Action (1985)Hand and mind: what gestures reveal about thought (1993)Gesture Visible Action as Utterance (2004)Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction (2019)Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms (2020)Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students (2021)Global Englishes for Language Teaching (2019)SLA and the Study of Equitable Multilingualism (2019)Teaching English as an International Language (2023)The multilingual turn: implications for SLA, TESOL and bilingual education (2014)Minority languages and sustainable translanguaging: threat or opportunity? (2017)A Multilingual Perspective on Translanguaging (2017)
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References

  • 2013Translanguaging3,822 cited
  • 2017Translanguaging as a Practical Theory of Language2,902 cited
  • 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain1,869 cited
  • 2013Literacy as Translingual Practice1,526 cited
  • 2015Identity and a Model of Investment in Applied Linguistics1,180 cited
  • 2018Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality1,070 cited
  • 2011Translanguaging in the classroom: Emerging issues for research and pedagogy984 cited
  • 2006Native-speakerism853 cited
  • 2017Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations763 cited
  • 2004Negotiating Participation and Identity in Second Language Academic Communities757 cited
  • 2014The local constitution of multimodal resources for social interaction533 cited
  • 2018English Medium Instruction451 cited
  • 2013Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK373 cited
  • 2014Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings314 cited

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2007
Towards a typology of silence
210 cited
  • 2023Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning193 cited
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