Translanguaging as a Culturally Sustaining Pedagogical Approach: Bi/Multilingual Educators’ Perspectives

Abstract

In this paper we will focus on data from bi/multilingual educators and discuss aspects of translanguaging as a Culturally Sustaining Pedagogy (Paris and Alim, Culturally Sustaining Pedagogies. Teaching and Learning for Justice in a Changing World, Teachers College Press, New York, 2017). The data from the bi/multilingual educators come from a recent qualitative research (Tsokalidou, SiDaYes! Πέρα από τη διγλωσσία προς τη διαγλωσσικότητα/Beyond bilingualism to translanguaging, Gutenberg, Athens, 2017) that aimed to bring forward the issue of translanguaging (TL) in the everyday life of multi/bilinguals. Our findings suggest that TL could function as a means of increasing the confidence and self-esteem of minoritized students, while offering them a feeling of normality and pride for their linguistic and cultural backgrounds. It also becomes clear from our data that going against the grain of monolingualism and mono-culturalism is a great challenge for all.

Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

“…In this context, it's important to note the positive impact of a translanguaging environment in Additionally, in a translanguaging setting, children learn to exercise tolerance and patience, particularly in verbal interactions, and become more comfortable with ambiguity in written communication involving unfamiliar language codes. These observations align with the findings of other researchers (Tsokalidou, 2017;Garcia, 2009a;Garcia & Kleifgen, 2010), who have highlighted the significant role of translanguaging in enhancing intercultural communication. They advocate for the increased integration of diverse languages and cultures within classroom settings.…”

“…Drawing on national and international research (Tsokalidou, 2017;Garcia, 2009a;Garcia & Kleifgen, 2010), this study emphasizes translanguaging as a beneficial tool in enhancing the interaction and communication abilities of both indigenous and immigrant/refugee learners. However, it also notes the scarcity of similar research in this domain, particularly in the context of early childhood education and not just limited to English language teaching.…”

Translanguaging in advertising: An examination of separate and flexible bilingualism in Tamil newspaper advertisements

“…Translanguaging encompasses code-switching and code-mixing practices within its wider framework. This viewpoint is supported by various scholars who assert that translanguaging encompasses strategies used by bilinguals and multilinguals in their everyday lives, including code-switching, translation, and other bilingual practices (García & Sylvan, 2011;Tsokalidou & Skourtou, 2020). Consistent with this perspective, this study aims to explore and explain the linguistic variations observed in Tamil newspaper advertisements.…”

Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language

“…Given that prior studies affirm that the preservice teachers' training on multilingualism secures educating and supporting students in a more integral way (Flores & Smith, 2009;Lucas et al, 2015;Montero & McVicker, 2006), we consider essential to continue implementing PT as a tool to not only maximise and use of students' whole linguistic repertoire (Otheguy et al, 2015), but also to recognise, empower and promote the multilingual and multicultural classroom setting. In other words, PT allows us to overcome the socio-educational reality of invisible bilingualism (Tsokalidou & Skourtou, 2020). Paris and Alim (2017) affirm that our future is multilingual and multi-ethnic, despite the multiple attempts to suppress it.…”