Translanguaging
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Understanding Translanguaging: A Comprehensive Overview
Introduction to Translanguaging Theory
Translanguaging is a dynamic and fluid approach to language use that transcends traditional boundaries between named languages, language varieties, and other semiotic systems. It challenges the conventional view of languages as separate entities and instead views them as part of a single, integrated linguistic repertoire1. This concept is particularly relevant in the 21st century, where multilingualism and diverse linguistic practices are increasingly common.
Theoretical Foundations and Motivations
Multimodal and Multisensory Nature
Translanguaging emphasizes the multimodal and multisensory nature of social interactions among multilingual individuals. It bridges the gap between sociocultural and cognitive approaches to language practices, highlighting the necessity of understanding language use beyond rigid, ideological divides1.
Integrated Multilingual Model
A multilingual perspective on translanguaging suggests that bilinguals possess a single linguistic repertoire with a diverse mental grammar. This perspective contrasts with traditional models that view bilingualism as the coexistence of two separate language systems2. By recognizing the integrated nature of multilingualism, translanguaging offers a more holistic understanding of language use.
Translanguaging in Literacy and Education
Connection to Literacy Studies
Translanguaging is closely linked to literacy studies, particularly in the context of bi/multilingual reading and writing. It goes beyond traditional notions of language and literacy by focusing on the actions of multilingual readers and writers. This approach helps deepen students' understanding of texts, generate diverse texts, and foster confidence in performing literacies3.
Pedagogical Implications
In educational settings, translanguaging challenges traditional views of bilingual education. It advocates for a shift in how multilingual students' language practices are perceived, promoting a translanguaging pedagogy that views language practices as part of a single linguistic repertoire. This approach better addresses the complex linguistic practices of diverse students and has the potential to enact significant changes in educational structures4 5.
Translanguaging in Mainstream Education
Sociocultural Approach
Translanguaging has been proposed as a way to describe the flexible language practices of bilinguals and as a pedagogical approach to enhance learning. In mainstream education, it can be used to facilitate content-matter learning through peer interactions and collaborative talk. This approach allows multilingual students to engage cognitively with tasks and produce complex, high-order speech acts7.
Decolonizing Potential
Translanguaging also serves as a decolonizing project by challenging raciolinguistic ideologies that view bilinguals as deficient. It emphasizes the importance of understanding translanguaging as a unitary repertoire and encourages educators to engage fully with students' complete linguistic and cultural practices8.
Translanguaging Spaces and Identity Construction
Cultural Translation and Identity
Translanguaging spaces are created through the act of translanguaging, where multilingual individuals navigate and negotiate their identities. These spaces allow for cultural translation and the expression of creativity and criticality. By examining the experiences of multilingual youth, researchers highlight how translanguaging practices contribute to identity construction and the creation of social spaces within monolingual-dominated societies9.
Conclusion
Translanguaging offers a comprehensive framework for understanding the fluid and dynamic nature of language use in multilingual contexts. It challenges traditional views of bilingualism and literacy, advocating for integrated and holistic approaches in education. By recognizing the full linguistic repertoire of multilingual individuals, translanguaging has the potential to transform educational practices and promote more inclusive and equitable learning environments.
Sources and full results
Most relevant research papers on this topic
Translanguaging as a Practical Theory of Language
Translanguaging offers a practical theory of language that bridges sociocultural and cognitive approaches, promoting fluid and dynamic practices in multilingual social interactions.
Highly CitedA Multilingual Perspective on Translanguaging
Translanguaging supports a heteroglossic language ideology, valuing bilingualism as valuable and promoting an integrated multilingual model of individual bilingualism.
Highly CitedTranslanguaging and Literacies
Translanguaging literacies frameworks can deepen multilingual students' understandings of texts, generate diverse texts, and foster critical metalinguistic awareness, enhancing their literacy pedagogy and research.
Highly CitedTranslanguaging: Language, Bilingualism, and Education
Translanguaging views language practices as one linguistic repertoire, better addressing diverse and multilingual students' needs and potentially changing societal and educational structures.
Highly CitedTranslanguaging in CLIL
Translanguaging is a growing pedagogy in bilingual education, benefiting both bilingual students and teachers by integrating multiple languages into a single curriculum.
Literature ReviewTranslanguaging in education
Translanguaging in education has been conceptualized within two approaches, the "fixed language approach" and the "fluid languaging approach," and has been studied in diverse educational contexts.
Literature ReviewTranslanguaging in mainstream education: a sociocultural approach
Translanguaging in mainstream education can enhance content-matter learning by utilizing multilingual adolescents' multilingualism to cognitively engage with content-based tasks and produce high-order speech acts in complex talk.
Observational StudyHighly CitedNot a First Language but One Repertoire: Translanguaging as a Decolonizing Project
Translanguaging transcends named languages and serves as a decolonizing project, recognizing multilingual students' diverse linguistic and cultural practices, challenging raciolinguistic ideologies and promoting multilingual education.
Highly CitedMoment analysis and translanguaging space: discursive construction of identities by multilingual Chinese youth in Britain
Multilingual Chinese youth in Britain use translanguaging practices to express creativity and criticality, constructing identities and social spaces in a society dominated by monolingual ideologies.
Highly CitedTranslanguaging… or trans-foreign-languaging?
Trans-foreign-languaging (Trans-FL) is a flexible pedagogy that integrates first language use into CLIL contexts, benefiting students with limited foreign language resources.
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