<i>Translanguaging with Multilingual Students: Learning from Classroom Moments</i> by O. García &amp; T. Kleyn

Entigar, Katherine E.

doi:10.3138/cmlr.72.4.578

Cited by 20 publications

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“…Studies have focused on translanguaging as a transformative, creative, and critical meaning‐making process by disrupting linguistic boundaries and deploying multilingual and multisemiotic repertoires (García, 2009; García & Kleyn, 2016; García & Li Wei, 2014; Tai & Li Wei, 2020). Li Wei (2018) took translanguaging as “a practical theory of language” that emerges from the “practical concerns of understanding the creative and dynamic practices human beings engage in with multiple named languages and multiple semiotic and cognitive resources” (p. 27).…”

Section: Translanguaging Space and The Production Of Social Spacementioning

confidence: 99%

Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective

Phyak

2023

The Modern Language Journal

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This article theorizes translanguaging as a space of simultaneity to analyze how teachers use translanguaging to create a multilingual classroom space and engage students with their multilingual identities and epistemologies in the classroom. The data in this article are drawn from an ethnographic study of language policies and practices in a public school in the hills of eastern Nepal. The analysis of classroom anecdotes, observation notes, and interviews with teachers reveals that translanguaging reconfigures the classroom as a critical social space where students' identities are recognized as multilingual and multiepistemic beings representing their home, community, and school spaces. I argue that translanguaging pedagogies should pay attention to connecting the perceived, conceived, and lived spaces of students to help them resist unequal pedagogies and reclaim their identities as multilingual and multiepistemic subjects. The findings of the study imply that a spatial perspective on translanguaging helps teachers expand the scope of translanguaging pedagogies to transform a monolingualized institutional space as a space of simultaneity that embraces multilingual language practices, transformative ideologies, and the lived experiences of students. K E Y W O R D SEnglish as a medium of instruction, language ideology, social space, thirdspace, translanguagingThe multilingual turn in research on second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has emphasized the need to recognize students' multilingual,

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Section: Translanguaging Space and The Production Of Social Spacementioning

confidence: 99%

Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective

Phyak

2023

The Modern Language Journal

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“…This shows that there is an epistemological variation between code-switching and translanguaging. Garcia and Kleyn (2016) argue, code-switching bases on two different cognitive systems while translanguaging talks about one integrated system developed by the features from various languages. Translanguaging also encompasses various notions as being part of a certain culture or standing in or out of a community.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Pakistan in COVID-19: rethinking language use at social media platforms

et al. 2023

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This study aims at exploring the multilingual practices of users in digital communication. The study utilizes “translanguaging’ as a framework to analyze and unravel these multilingual practices based on four stances of translanguaging. The data for the study are gathered through an open-ended questionnaire that seeks detailed views of respondents who are active users of Facebook, WhatsApp, Twitter, Instagram, and other social platforms. The study includes participants from diverse sociocultural backgrounds with the ability to have knowledge of more than one language with proficiency. The results correlate with the first two points of model, i.e., translanguaging blurs the boundaries between languages to convey meanings and introduce new concepts but deviates from the last two points. It also throws light on the impact of digital communication on local languages and presents suggestions for the preservation and promotion of local languages in the digital landscape, such as the provision of accurate translations of native languages, digital dictionaries, keyboards, and software.

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“…Multilingualism therefore refers to the whole repertoire of languages beyond home language and English but includes a number of languages including heritage, community and world's languages. This policy implies the acceptance of the notion of translanguaging where a number of languages are used together (Garc ıa & Klein, 2016;Garcia & Wei, 2014). After all, multilinguals, especially for immigrants and other minority users.…”

Section: The Shift Towards Multilingual Tests Multilingualismmentioning

confidence: 99%

Critical Language Testing, Multilingualism and Social Justice

Shohamy

2022

TESOL Quarterly

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The paper reports on trends in language testing taking place over the years and aim at critical perspectives of testing and promoting inclusion, equity and justice. It begins with critical theories by Messick, Foucault and Bourdieu, leading to critical language testing (CLT) which focused on consequences and uses of tests. Given the power of tests and their detrimental effects questions were raised regarding the impact of language tests on individuals and society. Based on theories of sociolinguistics and applied linguistics it was realized that bi‐multilingual students, especially immigrants in the first years of migration and beyond continue to use their first languages as resources for academic functioning, referring to it as their ‘full language repertoire’. These languages are needed especially when processing academic school tests, presented in the new language which students have not yet acquired. The paper reports on studies where immigrant students are tested in multilingual tests and reach significantly high scores compared to those tested only in the new language. In experiments, using a variety of tools, students showed positive attitude to the procedure as they felt recognition and respect. Multilingual tests need to be practiced in schools to avoid language rights violations. Multimodal assessment methods are also proposed as additional ways for expanding the underpinnings of language construct. Lastly, it is recommended that language testing researchers and practitioners conduct research to identify cases of violate language rights and suggest new assessment models to overcome it, leading to increased social justice.

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Translanguaging with Multilingual Students: Learning from Classroom Moments by O. García & T. Kleyn

Cited by 20 publications

References 0 publications

Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective

Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective

Digital Pakistan in COVID-19: rethinking language use at social media platforms

Critical Language Testing, Multilingualism and Social Justice

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