THE GERMINATION OF TRANSLANGUAGING: IN AND OUTSIDE THE SCHOOL CONTEXT
DOI:
https://doi.org/10.20319/pijss.2019.53.262274Keywords:
Bilinguals, Home Language, Language Practice, Non-Pedagogical, Pedagogical, Teaching and Learning Approaches, TranslanguagingAbstract
In 1994, the term translanguaging emerged in the Welsh secondary schools. Its first use is attributed to Cen Williams who referred to this pedagogical practice as receiving the input in one language and producing in a different one. Translated later by Colin Baker, translanguaging has been extended to the scholarly literature to entrench, and become part of various educational and social domains. Pedagogical translanguaging is the name given to the language practice that takes place in the classroom context, while non-pedagogical translanguaging is the umbrella term for the bilinguals’ practices inside and outside the educational settings. Though the word translanguaging is frequently used in the literature, there is no exact definition to it, so the interest in this current language practice resulted in many definitions. This paper begins by reviewing the origins of translanguaging as well as its development from educational settings to outside the classroom then returning to the school. Furthermore, as translanguaging is controversial, the discrepancy between translanguaging and the different teaching and learning approaches and methods will be scrutinised to make a distinction between translanguaging and the use of the students’ home language. This can be better understood by explaining the notion of approach and how such a language practice can fall under the name of a teaching approach.
References
Baker, C. (2001). Foundations of bilingual education and bilingualism. Bristol: Multilingual Matters.
Baker, C., & Wright, W.E. (2017) Foundations of bilingual education and bilingualism (6th ed.). Bristol: Multilingual Matters.
Beres, A. M. (2015). Translanguaging as a strategy to boost human learning: An event- related potential (ERP) investigation. Bangor University, Bangor.
Blackledge, A., & Creese, A. (2010). Multilingualism: A Critical Perspective. London, United Kingdom: Continuum International.
Canagarajah, A. S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1-28. Retrieved from https://www.degruyter.com/view/books/9783110239331/9783110239331.1/9783110239331.1.xml https://doi.org/10.1515/9783110239331.1
Carroll, K.S.& Van de Hoven, M. (2017). Translanguaging within Higher Education in the United Arab Emirates. In Mazak, K. M, & Carroll, K.S. (Eds.), Translanguaging in Higher Education: Beyond Monolingual Ideologies (pp. 141-156). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096657-010
Cenoz, J. (2017) Translanguaging in School Contexts: International Perspectives, Journal of Language, Identity & Education, 16(4), 193-198, https://doi.org/10.1080/15348458.2017.1327816
Cook, G (2010). Translation in Language Teaching: an Argument for Reassessment. Oxford: Oxford University Press. https://doi.org/10.1017/S0261444809990140
Cummins, J. (1980). The construct of language proficiency in bilingual education. In J.
Alatis (Ed.), Current issues in bilingual education (pp. 81–103). Washington, DC:
Georgetown University Press.
Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics (CJAL)/revue Canadienne de linguistique appliquee (RCLA), 10(2), 221–240. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/19743/21428
Cummins, J. (2009). Multilingualism in the English‐language Classroom: Pedagogical Considerations. TESOL Quarterly, 43(2), 317-321. https://doi.org/10.1002/j.1545-7249.2009.tb00171.x
García, O. & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137385765
García, O. & Lin, A. (2016). Translanguaging and bilingual education. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 117–130). Encyclopedia of Language and Education 5. New York: Springer. https://doi.org/10.1093/oxfordhb/9780190212896.013.26 https://doi.org/10.1007/978-3-319-02324-3_1-1 https://doi.org/10.1007/978-3-319-02324-3_9-1 https://doi.org/10.1007/978-3-319-02324-3
Graham, H., & Guy, C. (2012) Own-language use in language teaching and learning: state of the art. Language Teaching, 45 (3), 271-308. Retrieved from https://www.cambridge.org/core/journals/language-teaching/article/ownlanguage-use-in-language-teaching-and-learning/6F479F6C8DD0CF628A53131D5CCE7B5D https://doi.org/10.1017/S0261444812000067
Hornberger, N. & Link, H. (2012). Translanguaging and Transnational Literacies in Multilingual Classrooms: A Biliteracy Lens. International Journal of Bilingual Education and Bilingualism, 15, 261-278. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=11305cdb-9ecf-4bbe-9083-ca79b7ada1e
Hua, Z., Wei, L., & Lyons, A. (2015). Language, Business and Superdiversity in London: Translanguaging Business. Working Papers in Translanguaging and Translation (WP. 5).
Jones, B. (2017). Translanguaging in Bilingual Schools in Wales. Journal of Language, Identity & Education, 16 (4), 199-215. https://doi.org/10.1080/15348458.2017.1328282
Lankiewicz, H. (2014). From the concept of languaging to L2 pedagogy. In Lankiewicz, H. & Wąsikiewicz-Firlej, E. (Eds), Languaging Experiences: Learning and Teaching Revisited (pp. 1-32). Newcastle upon Tyne: Cambridge Scholars Publishing.
Makalela, L. (2017). Translanguaging Practices in a South African Institution Higher Learning: A Case of Ubuntu Multilingual Return. In Mazak, K. M, & Carroll, K.S. (Eds.), Translanguaging in Higher Education: Beyond Monolingual Ideologies (11-28). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096657-004
Mazak, K. M. (2017). Introduction: Theorizing Translanguaging Practices in Higher Education. In Mazak, K. M, & Carroll, K.S. (Eds.), Translanguaging in Higher Education: Beyond Monolingual Ideologies (pp. 1-10). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096657-003
Mazak, K. M., & Carroll, K.S. (Eds.). (2017). Translanguaging in Higher Education: Beyond Monolingual Ideologies. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096657
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6, 281–307. https://doi.org/10.1515/applirev-2015-0014
Phillipson, R. (1992). Linguistic_Imperialism. Oxford: Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
Rivera, A. J., & Mazak, C. M. (2017). Analyzing student perceptions on translanguaging: A case study of a Puerto Rican university classroom. HOW, 24(1), 122-138. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/312/410 https://doi.org/10.19183/how.24.1.312
Simpson, J. (2016). Translanguaging in the contact zone: Language use in superdiverse urban areas. Working Papers in Translanguaging and Translation (WP. 14).
Swanwick, R. (2017). Languages and languaging in deaf education. Oxford: Oxford University Press.
Wei, L. (2011). Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain. Journal of Pragmatics, 43, 1222-1235. https://doi.org/10.1016/j.pragma.2010.07.035
Wei, L. (2016b). New Chinglish and the Post-Multilingualism challenge: Translanguaging ELF in China. Journal of English as a Lingua Franca, 5(1), 1–25. https://doi.org/10.1515/jelf-2016-0001
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
