Translanguaging:教育过程与权力

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2024-08-14 DOI:10.1016/j.linged.2024.101340
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引用次数: 0

摘要

在这篇文章中,我们通过将过程和象征性力量的思想结合起来,将 "翻译语言学 "发展成为教育领域的一个理论视角。我们首先概述了对翻译语言学的批评,尤其是解构主义问题和对变革局限性的担忧。然后,我们重点探讨了翻译语言学作为一种概念框架的潜力,即语言如何在社会不平等(学校)的背景下促进学习。我们主要借鉴了巴赫金(1981 年)的语言理论和布迪厄(1991 年)对语言与象征权力之间关系的理解,认为将社会历史背景作为翻译语言的核心,有助于我们超越 "内部 "结构主义辩论,并在语言与学习的交叉点上开辟富有成效的探究路线。
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Translanguaging: Process and power in education

In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily draw on Bakhtin's (1981) theorisation of language and Bourdieu's (1991) understanding of the relationship between language and symbolic power to suggest that taking sociohistorical context as central to translanguaging can help us to move beyond ‘internal’ structuralist debates and open up productive lines of inquiry at the intersection of language and learning.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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