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
Marianne Turner , Angel M.Y. Lin
{"title":"Translanguaging:教育过程与权力","authors":"Marianne Turner ,&nbsp;Angel M.Y. Lin","doi":"10.1016/j.linged.2024.101340","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101340"},"PeriodicalIF":1.6000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000731/pdfft?md5=711190197cfdcf51014c8179421ef987&pid=1-s2.0-S0898589824000731-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Translanguaging: Process and power in education\",\"authors\":\"Marianne Turner ,&nbsp;Angel M.Y. Lin\",\"doi\":\"10.1016/j.linged.2024.101340\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":\"83 \",\"pages\":\"Article 101340\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-08-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0898589824000731/pdfft?md5=711190197cfdcf51014c8179421ef987&pid=1-s2.0-S0898589824000731-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589824000731\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589824000731","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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.
期刊最新文献
Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1