Envisioning TESOL through a Translanguaging Lens in the Era of Post-multilingualism

Plurilingualism and Multimodality: The Metanoia Within Reach

“…In doing so, we reframe the learning process around creativity and reflective analysis of possibilities and choices, and we reposition teachers as co-explorers rather than knowledge transmitters. While others have called for the integration of plurilingualism and multimodality into language pedagogy with teachers and students as coexplorers (Canagarajah, 2014;Li, 2018;Magnusson & Godhe, 2019;Piccardo et al, 2021;Prada, 2021;Tian et al, 2020), we see the process of incorporating a fluid, emergent co-exploration not just as a set of practices to be adopted, but as a metanoia, a personal mindset shift that anyone-teachers, students, researchers-can be part of. This reconceptualization is informed by the work of researchers and practitioners from the vibrant fields of plurilingual and translanguaging studies (e.g., Choi & Ollerhead, 2018;Lau & Van Viegen, 2020;Tian et al, 2020); importantly, it also stems from our own experiences as language teachers and teacher educators with experience from kindergarten to graduate programs on five continents.…”

“…While others have called for the integration of plurilingualism and multimodality into language pedagogy with teachers and students as coexplorers (Canagarajah, 2014;Li, 2018;Magnusson & Godhe, 2019;Piccardo et al, 2021;Prada, 2021;Tian et al, 2020), we see the process of incorporating a fluid, emergent co-exploration not just as a set of practices to be adopted, but as a metanoia, a personal mindset shift that anyone-teachers, students, researchers-can be part of. This reconceptualization is informed by the work of researchers and practitioners from the vibrant fields of plurilingual and translanguaging studies (e.g., Choi & Ollerhead, 2018;Lau & Van Viegen, 2020;Tian et al, 2020); importantly, it also stems from our own experiences as language teachers and teacher educators with experience from kindergarten to graduate programs on five continents. We theorize our lived experiences (Lin et al, 2004) as plurilingual, multimodal language educators in order to inspire others to understand how these pedagogies can be taken up across a range of proficiency levels and educational contexts.…”

A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro

“…Inicialmente cunhado por Cen Williams (GARCÍA; WEI, 2015), no País de Gales, para se referir às práticas linguísticas que ocorriam em salas de aula bilíngues de língua galesa/inglesa em que os alunos alternavam línguas para construir sentido, desde a década de 1980, o termo translinguagem vem crescendo em popularidade nos estudos sobre educação bilíngue (GARCÍA, 2009;CREESE;BLACKLEDGE, 2010;CENOZ;GORTER, 2020;TIAN et al, 2020). A concepção de translinguagem indica uma mudança na forma como o bilinguismo é considerado na pesquisa e no ensino.…”

Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan

“…Didactic alternation in the classroom has therefore been discussed and implemented for decades, in various educational contexts, and with different goals and purposes. This body of classroom research was precisely inspired by the work of sociolinguists who have made it possible to reinvest the ordinary practice of bi-/multilinguals (plurilinguals) as fundamentally rich, original, complex, polyglossic and polyphonic, and of such a nature as to foster conceptual development and learning in schools (Darbelley et al, 2014;Jessner, 2006;Lin, 2017Lin, , 2020Milroy and Muysken, 1995;Simon, 2001). The concept of translanguaging has greatly contributed to the questioning of many normative assumptions prevalent in schools, such as the belief that languages are separate entities and should be kept strictly separate in the classroom, and that learning a language means acquiring its vocabulary and grammar, with an ultimate goal of mastering it 'like a native speaker.'…”