{"title":"Translanguaging:教育过程与权力","authors":"","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":null,"pages":null},"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\":\"\",\"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\":null,\"pages\":null},\"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}
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.
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.