This article is a reflection on my experience as a researcher and bilingual educator based in the United States who works, teaches and conducts research with the Latinx community in an area with large numbers of Mexican immigrant families. In my reflection, I draw from my work at a non-profit center dedicated to the empowerment of the Latinx community to consider how bilingual community education can serve as an ideological and implementational translanguaging space. I argue that acknowledging ideological and implementational aspects of translanguaging practice and pedagogy can be an early step on the path of social transformation in, for, and with language-minoritized communities. I end by calling for increased collaboration among educators, researchers, and community members in order to develop and explore translanguaging spaces with and for immigrant families, not just in the United States, but globally.
{"title":"¡Luego, luego!","authors":"Holly Link","doi":"10.1075/TTMC.00020.LIN","DOIUrl":"https://doi.org/10.1075/TTMC.00020.LIN","url":null,"abstract":"\u0000 This article is a reflection on my experience as a researcher and bilingual educator based in the United States who works, teaches\u0000 and conducts research with the Latinx community in an area with large numbers of Mexican immigrant families. In my reflection, I\u0000 draw from my work at a non-profit center dedicated to the empowerment of the Latinx community to consider how bilingual community\u0000 education can serve as an ideological and implementational translanguaging space. I argue that acknowledging\u0000 ideological and implementational aspects of translanguaging practice and pedagogy can be an early step on the path of social\u0000 transformation in, for, and with language-minoritized communities. I end by calling for increased collaboration among educators,\u0000 researchers, and community members in order to develop and explore translanguaging spaces with and for immigrant families, not\u0000 just in the United States, but globally.","PeriodicalId":398985,"journal":{"name":"Translanguaging – researchers and practitioners in dialogue","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124146523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Translanguaging – researchers and practitioners in dialogue","authors":"","doi":"10.1075/ttmc.00016.int","DOIUrl":"https://doi.org/10.1075/ttmc.00016.int","url":null,"abstract":"","PeriodicalId":398985,"journal":{"name":"Translanguaging – researchers and practitioners in dialogue","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129101786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into practice by permitting pupils to interact, thereby co-constructing knowledge and valorizing their own and others’ translanguaging. The article also shows how translanguaging practices are influenced by changes in evolving constellations and dynamics of a group, by content, and by socio-situational, cognitive and linguistic factors. At the same time, the article highlights challenges for translanguaging research, policy and pedagogy. With respect to further studies in this area, reflection is recommended on the definition of translanguaging and the integration of speakers’ attitudes in research. In terms of policy, the article considers as to how best to reconcile a multilingual reality with a monolingual educational ideology and reflects on the relationship between macro level interventions and micro-interactional practices. For pedagogy, four challenges are highlighted: the degree of acceptance of translanguaging practices in schools, the commitment to developing the school language for academic tasks, the need to pay attention to the unequal treatment of languages, and the implementation of an innovative approach with a focus on teachers and the creation of a powerful learning environment.
{"title":"Translanguaging revisited","authors":"Kirsten Rosiers","doi":"10.1075/TTMC.00018.ROS","DOIUrl":"https://doi.org/10.1075/TTMC.00018.ROS","url":null,"abstract":"\u0000 This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the\u0000 participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the\u0000 pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into\u0000 practice by permitting pupils to interact, thereby co-constructing knowledge and valorizing their own and others’ translanguaging.\u0000 The article also shows how translanguaging practices are influenced by changes in evolving constellations and dynamics of a group,\u0000 by content, and by socio-situational, cognitive and linguistic factors. At the same time, the article highlights challenges for\u0000 translanguaging research, policy and pedagogy. With respect to further studies in this area, reflection is recommended on the\u0000 definition of translanguaging and the integration of speakers’ attitudes in research. In terms of policy, the article considers as\u0000 to how best to reconcile a multilingual reality with a monolingual educational ideology and reflects on the relationship between\u0000 macro level interventions and micro-interactional practices. For pedagogy, four challenges are highlighted: the degree of\u0000 acceptance of translanguaging practices in schools, the commitment to developing the school language for academic tasks, the need to\u0000 pay attention to the unequal treatment of languages, and the implementation of an innovative approach with a focus on teachers and\u0000 the creation of a powerful learning environment.","PeriodicalId":398985,"journal":{"name":"Translanguaging – researchers and practitioners in dialogue","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129582254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.
{"title":"Multi-modal visually-oriented translanguaging among Deaf signers","authors":"Karin Allard, Deborah Chen Pichler","doi":"10.1075/TTMC.00019.ALL","DOIUrl":"https://doi.org/10.1075/TTMC.00019.ALL","url":null,"abstract":"\u0000 Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been\u0000 tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to\u0000 exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign\u0000 language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching\u0000 philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive\u0000 stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language.\u0000 This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual\u0000 meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have\u0000 for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices\u0000 and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in\u0000 Deaf education without engendering the problems that caused TC to fail.","PeriodicalId":398985,"journal":{"name":"Translanguaging – researchers and practitioners in dialogue","volume":"517 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123100554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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