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"Code Switching (Language)"
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Naming the world : language and power among the Northern Arapaho
\"An accessible, linguistics-focused account of language teaching, learning, and change in a Native American community\"--Provided by publisher.
Book
Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging
Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.
Journal Article
Code-Meshing and Writing Instruction in Multilingual Classrooms
Classrooms act as linguistic sieves when they continue to accept only dominant forms of English as the “correct” and “appropriate” language choice for all students. Students who speak other languages, such as African American Language or Spanish, are often encouraged to use those languages on the playground or at home but not in “official” spaces. This article interrogates such language practices by considering code‐meshing as an instructional approach that invites multiple languages within the classroom. The authors highlight the choices of teachers who encourage code‐meshing in their writing practices and offer pedagogical suggestions that can help teachers broaden their incorporation of all students' languages.
Journal Article
Translingual poetics : writing personhood under settler colonialism
\"Since the 1980s, poets in Canada and the U.S. have increasingly turned away from the use of English, bringing multiple languages into dialogue--and into conflict--in their work. This growing but under-studied body of writing differs from previous forms of multilingual poetry. While modernist poets offered multilingual displays of literary refinement, contemporary translingual poetries speak to and are informed by feminist, anti-racist, immigrants' rights, and Indigenous sovereignty movements. Although some translingual poems have entered Chicanx, Latinx, Asian American, and Indigenous literary canons, translingual poetry has not yet been studied as a cohesive body of writing. Its linguistic verve and variety has prevented scholars from fully engaging this work\"-- Provided by publisher.
Book
A Multilingual Perspective on Translanguaging
Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.
Journal Article
Translanguaging and Literacies
The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.
Journal Article
Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education
There has been increasing ambiguity and debate about the meaning and applicability of the terms codeswitching and translanguaging in English language classrooms. To address this issue, this article first offers a historical overview of the literature on codeswitching and translanguaging. This overview serves as the basis for an updated framework that highlights necessary areas of shift in conceptualization from codeswitching to translanguaging, and dimensions of codeswitching research that can still be integrated into a translanguaging lens. This framework is illuminated through an autobiographical narrative inquiry analysis of a teacher educator and a student-researcher at an English-medium university in Kazakhstan, a country that is officially bilingual and developing policies and practices to promote trilingualism. The article reinforces the argument that teachers, teacher educators, and ESOL researchers need to shift from a separate (monoglossic) view of languaging practices to a holistic (heteroglossic) view. Research on teachers’ beliefs and language practices need to be reviewed critically to identify whether they take a monoglossic or heteroglossic view of language practices. The preponderance of spontaneous rather than strategic pedagogical use of translanguaging suggests that teachers and teacher educators in Englishlanguage classrooms need to be explicitly taught ways to incorporate heteroglossic ideologies and intentional translanguaging pedagogies into their teaching practice.
Journal Article