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Full-Text Articles in Education
Translanguaging, Sara Vogel, Ofelia García
Translanguaging, Sara Vogel, Ofelia García
Publications and Research
Translanguaging is a theoretical lens that offers a different view of bilingualism and multilingualism. The theory posits that rather than possessing two or more autonomous language systems, as has been traditionally thought, bilinguals, multilinguals, and indeed, all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts. Translanguaging also represents an approach to language pedagogy that affirms and leverages students’ diverse and dynamic language practices in teaching and learning.
Multilingual Literacies: Invisible Representation Of Literacy In A Rural Classroom, Lydiah Kananu Kiramba
Multilingual Literacies: Invisible Representation Of Literacy In A Rural Classroom, Lydiah Kananu Kiramba
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In many countries, educational policies typically mandate school activities that promote a homogeneous and narrow range of academic literacies for all learners despite the diverse nature of human learning. This ethnographic case study examines how a 12-year-old Kenyan fourth-grade student performing below average on all standardized tests used multiple invisible literacies while documenting his knowledge and life experiences in a rural context. Invisible literacies are covert meaning- making literacy practices that are not privileged in the classroom. Examination of these practices shows a convergence between school and home literacies, suggesting a need for education stakeholders to identify literacies that are …
Translanguaging: Definitions, Implications, And Further Needs In Burgeoning Inquiry, Luis E. Poza
Translanguaging: Definitions, Implications, And Further Needs In Burgeoning Inquiry, Luis E. Poza
Faculty Publications
The term translanguaging has appeared with growing frequency in research about the education of linguistic minority students. Amid increasing application of the term, concern emerges regarding the consistency of its definitions and characterizations, specifically with respect to the term’s social justice implications, which risk dilution. Early instances (García, 2007, 2009a) position the term as both a pedagogical strategy for supporting multilingual learners and a critique of existing conceptualizations of language and bilingualism that have historically marginalized particular speech communities. In this review of recent literature, I analyze 53 texts published between 1996 and 2014 for their definitions, exemplifications, and attributed …