Multilingual dementia care: defining the limits of translanguaging

Abstract

In multi-ethnic contexts, it is not uncommon to find that dementia carers or their clients are using a language they are not comfortable, or not fluent, in, as the medium for communication in care. In extreme cases, there could be no shared linguistic code at all. This paper asks how feasible it is to provide adequate care with inadequate mutual language knowledge. In particular, it challenges the claims of some care-providers that nonverbal communication is a legitimate substitute for linguistic interaction.With reference to two recent models of aspects of communication (Li, 2018; Wray, forthcoming) the paper offers new insights into the necessary parameters for effective interaction. The conclusions have important implications for future decisions in dementia care. Meanwhile, the account extends the boundaries of language awareness by demonstrating the social importance of developing insights into linguistic practices in challenging contexts.

Effective analysis of translanguaging pedagogy for learning English in China

“…Some educators believe it is ineffective for teachers to organize an efficient language class and contrasting with certain students' needs [16] , a dilemma partially addressed in a resent research, in which researchers pint out the need and effectiveness of language teacher training [13]. Furthermore, although it might not be a salient issue in China as all students will share the same mother tongue of Mandarin, translanguaging awareness might alienate learners who have different ethnic backgrounds in an international learning context [21]. Collaborations between educators and researchers may standardize translanguaging in the EFL landscape [10].…”