Translanguaging, Billingualism and language learning

The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Speci cally, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of  Listen   Log in | Register  In this article 2/7/2020 Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers: Classroom … https://www.tandfonline.com/eprint/NJIYBXNBHMYKVBMVYPDW/full?target=10.1080/19463014.2019.1628793 2/34 engagement in) classroom translanguaging and the participants challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic frame that challenges widely held linguistic attitudes and ideologies about the nature of exible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices.

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.

In this chapter the historical origins of the term translanguaging and the different contexts in which the term has subsequently been developed, contested and applied will be discussed. The distinctively different theoretical assumptions entailed in the term translanguaging and the traditional terms of code-switching/code-mixing will be delineated. The most recent literature on translanguaging pedagogies will also be reviewed with a view to clarifying the difference between a focus on translanguaging as a spontaneous human communicative phenomenon and a focus on translanguaging pedagogies as a set of design-based principles for scaffolding bi/multilingual development.
To cite: Lin, A. M. Y. (2020). Introduction: Translanguaging and translanguaging pedagogies. In V. Vaish, Translanguaging in multilingual English classrooms: An Asian perspective and contexts (pp. 1-10). Singapore: Springer.

One of Halliday's original purposes in developing Systemic Functional Linguistics (SFL) was to address and redress equity questions such as how and why certain groups of people are discriminated against because of their language use. This chapter provides an overview of SFL theory and why and how it has been used in recent years in the United States and elsewhere to support the academic, linguistic and cultural repertoires of multilingual and multicultural students and teachers. It further outlines key concepts drawn on by the mostly U.S. contributors throughout this volume, highlighting the similarities and differences of contributors' approaches to critical take(s) on SFL. The purpose of focusing primarily on North American contexts is to show how educators contextualize their use of SFL theory and practice to respond to increasingly rigid immigration policies and to a very high level of children living in poverty. Finally, it provides an overview of each of the three sections in the volume: 1) Reflection Literacy and Critical Language Awareness; 2) Register Variation and Equity; and 3) Multimodal Designing as they relate to SFL.

RESUMO
A presente pesquisa tem como objetivo a proposição de uma sequência para o planejamento por meio de projetos pedagógicos em contextos de educação bilíngue. A necessidade de tal pesquisa se revela, em nossa experiência, como professoras, em contextos de ensino bilíngue, na observação de um currículo no qual conteúdos e línguas encontram-se, na maioria das vezes, compartimentalizados. No que se refere aos conteúdos, prevalece a dificuldade do planejamento de uma proposta na qual os saberes são mobilizados para uma investigação significativa que envolve alunos e comunidade escolar. Já para o planejamento linguístico, entre os desafios estão a incerteza sobre quais conteúdos são significativos para serem explorados em cada língua e a falta de oportunidade de discussões sobre as línguas, nas quais o aluno mobiliza todo o seu repertório para compreender as particularidades de cada sistema. Dessa forma, acreditamos que o professor possui o papel de possibilitar que o aluno opere nas relações dos seus saberes, e não na ideia da falta na língua adicional. Para a elaboração da proposta, foram analisadas as contribuições teóricas de Hernández (1998), Mackenzie e Bathurst-Hunt (2018) e Markham et al. (2008). Em comum, os autores propõem o planejamento de projetos organizados a partir dos interesses dos alunos, com o professor como mediador do processo e a avaliação formativa como ferramenta de observação e planejamento. Para a elaboração das estratégias voltadas aos saberes linguísticos, apoiamo-nos em uma visão heteróglossica de linguagem, na qual o aluno bilíngue opera seus saberes de forma dinâmica (GARCÍA, 2009). A partir da contribuição de Beeman (2003), propomos estratégias para que intencionalmente os repertórios do aluno bilíngue sejam valorizados e mobilizados para o desenvolvimento de uma maior consciência metalinguística e expansão do repertório crítico sociocultural. Ao concluirmos nossa pesquisa, observamos a possibilidade de uma educação multicultural, que valida os saberes dos alunos e as suas conexões com o mundo real.
Palavras-chave: Pedagogia de projetos. Educação bilíngue. Currículo Integrado

ABSTRACT: This paper addresses literacy from the perspective of deaf education studies 1, analyzing how this concept has reframed understandings about educational practices for deaf students, more specifically, the teaching of reading and writing in Portuguese. Based on three publications, two in the early 2000s related to scientific events in the field and a more recent one from 2018, we intend to show that a dialog was initially constructed between the concept of literacy as social practice and the sociolinguistic concept of bilingualism, which has been re-appropriated as a bilingual education project for the deaf. During this process, specific language practices have been established that have direct implications on how classroom literacy for deaf students has been seen until the present time. RESUMO: Neste artigo tematizamos o conceito de letramento a partir da sua retomada nos estudos sobre educação de surdos 1. Analisamos e argumentamos como esse conceito foi alçado para ressignificar o entendimento das práticas escolares desenvolvidas com alunos surdos, mais especificamente, o ensino da leitura e da escrita em português, num conjunto de textos pertencentes a três publicações-duas do início dos anos 2000, relacionadas a eventos científicos relevantes na área, e outra mais recente, do ano de 2018. Conforme pretendemos mostrar, esses trabalhos constroem, inicialmente, uma interlocução entre o conceito de letramento como prática social e o conceito sociolinguístico de bilinguismo (re)apropriado ao projeto de educação bilíngue para surdos. Nesse processo, instauram-se práticas de língua(gem) específicas a esse contexto, com repercussões diretas no modo como o letramento em sala de aula com alunos surdos vem sendo pensado até os dias de hoje. Palavras-Chave: Letramentos; Educação Linguística; Educação de Surdos; Minorias 1 This discussion began in Nogueira (2015) and has had a direct relationship with the development of the FAPESP research project "Semiotic Repertory and Education of the Deaf: Multilingualism and Multimodality in the Context of Sign Language" (n.2017/20256-0), as well as a current postdoctoral research project entitled "Interfaces entre o português e os repertórios sociossemióticos de aprendizes surdos" (Interfaces between Portuguese and socio-semiotic repertories of deaf learners).

Drawing on findings from an ethnographic study of the writing practices of three plurilingual writers in Toronto, Canada, this article focuses on the translingual practices that these writers engaged with and discusses how these practices enriched their writing processes and products both in English and in their mother tongues. The author explains how these writers’ translanguaging was a complex process with five dimensions: (1) lexical, (2) syntactic, (3) rhetorical, (4) conceptual, and (5) presentational (how to present, share, and disseminate text). The article highlights how translanguaging contributed to the participants’ larger semiotic engagements. Moving beyond the formulations of semiotic agility as a technical skill, the author explains how translanguaging helped the writers maintain their writing identities by creating semiotic and semantic continuity in their writing trajectories.

This paper investigates family language policies which lead to
multilingual HLEs, based on the example of Russian- and majority-language speaking
families in Cyprus, Estonia and Sweden. The main aim of the
investigation is to determine differences and similarities, and whether, most
importantly, translanguaging and various extralinguistic and sociolinguistic
factors, such as heritage language use, maintenance and transmission,
linguistic and cultural identities, heritage language attitudes, heritage
language status, and quality and quantity of input, affect the development of
home language literacies among children in immigrant and minority settings.

Quali sono i possibili benefici del bi/plurilinguismo per chi apprende e per chi insegna una lingua? Perché e come è possibile valorizzarlo in contesto educativo? Quali politiche linguistiche ne costituiscono le premesse e ne orientano gli sviluppi? Quali approcci e pratiche didattiche possono facilitare la gestione di questo potenziale, spesso sottostimato, facendone una ‘risorsa’ per l’apprendimento autonomo e guidato? Nel tentativo di dare una risposta a questi e ad altri quesiti, il volume offre una panoramica critica delle recenti ricerche teoriche nel campo della linguistica educativa, delle politiche linguistiche istituzionali nazionali ed europee in materia di educazione e della loro realizzazione pratica in diversi contesti didattici, con particolare riferimento alla scuola italiana. Il volume si rivolge, a diversi livelli, a formatori, docenti e studenti universitari, che vi potranno trovare una sintesi aggiornata dei temi trattati secondo una prospettiva storica e internazionale, vari esempi di esperienze e pratiche didattiche, nonché alcuni suggerimenti e spunti operativi per attuare una “via italiana” alla didattica plurilingue.
http://www.edizioniets.com/scheda.asp?n=9788846758866&from=homepage

This paper aims to discuss and demonstrate how translanguaging can be a more realistic approach to dual language programme in addressing the issues of Malaysian students' lack of English competency. This is achieved by examining the recent literature on translanguaging and the past studies on ETeMS programme which was similar to the Dual Language Programme. The discussion mainly focuses on Malaysian primary education context. The Dual Language Programme is based on the principle that languages are separate entities. Critical subjects that are Science and Mathematics are to be taught in English instead of Bahasa Malaysia starting this year in a pilot project involving 300 schools. Options are given to school leaders and parents to choose between the two languages deem suitable in their contexts (Ministry of Education Malaysia, 2015). On the other hand, in translanguaging, no matter how many languages a person speaks, the linguistic knowledge possessed is regarded as one entity of linguistic repertoire from which the person selects strategically to communicate effectively (Garcia & Li Wei, 2014). For beginners or emergent bilinguals, the first language can be used to bridge the linguistic gap in the target language. This contradicts the traditional belief that English must be taught fully in English. Based on the literature review, translanguaging removes the anxiety in learning a new language and accepts the coexistence of other languages. The implication of adopting translanguaging in our education system is Bahasa Malaysia and English will have equal prominent status. English will no longer be seen as superior to Bahasa Malaysia and this will cease the grievances by those who feel the need to uphold Bahasa Malaysia against the perceived superiority of English in Malaysian education system.

In this new Era of continuous migration and mobility, due to wars or industrial and air development, cultures are mixed and so do languages. In an effort to help the migratory wave, to be able to adapt to new situations, culture, and language, researchers have tried to find new pedagogical methods. Through the right pedagogy, a child or an adult can find a shelter towards racism, adjustment difficulties, and traumatized experiences. In this essay, we will discuss some instances of translanguaging and its impact in the everyday life of the people involved.

Keywords: translanguaging, photographed translanguaging, CUNY-NYSIEB.

The creative and dynamic practices that multilinguals perform with linguistic and non-linguistic features such as the body, movement, senses, and space have been documented as integral to their repertoire. Drawing on interdisciplinary literature, this article advances the concept of the repertoire through translanguaging drama as a pedagogical practice and examines the resources that can be volitionally mobilised through language learners' perezhivanie, or the emotional, felt and lived through experience. Translanguaging drama was implemented in two English language programmes with adult learners in Canada. While these courses focused on improving English language skills, translanguaging drama was implemented to activate learners' perezhivanie while using their repertoire, which not only facilitated communication in the English language but pushed for agency in using non-linguistic resources. I examine learners' perezhivanie with a subset of data, which included observation notes and learner diary entries. In this article, I emphasize four main interrelated areas: (1) volition and empowerment, (2) meaning-making across languages, (3) embodiment of languagethrough voice modulation, facial expression, and body language-, and (4) language choice triggered by perezhivanie. Implications of the study for furthering the theorisation of language, language learning and the repertoire are discussed.

Children’s multimodal composing represents an important aspect of their oracy practices that are foundational to their later literacy development. Utilizing multimodal discourse perspectives, this study explored the range of multimodal resources that preschool children employed to convey their meaning making when interacting with peers and teachers in an oracy activity, show-and-tell. Through a qualitative analysis of video-recorded interactions, we investigated how preschoolers in Ms. Leticia’s dual language classroom were resourceful in using actions, visual understandings, and language to support their meaning-making and communication around their presentations. Because Ms. Leticia showed flexibility in inviting peer interaction throughout their presentations, students wielded their actional, verbal, and visual modes to respond to audience members’ concerns and requests and performed to recruit their audience members’ attention. This study helps to expand our understanding of children’s literacy development in early childhood settings as supported not only by oracy, but more holistically, through their multimodal composing.

This paper investigates the relationship between meso university language policies in Puerto Rico and their micro instantiations in an undergraduate psychology classroom. We describe a typology of language policies used by 38 universities and campuses in Puerto Rico where their openness allows for flexible implementation of everyday micro policy. We then focus our attention on a linguistic ethnography of a psychology course where translanguaging practices reify and disrupt accepted classroom language ideologies in Puerto Rico. [translanguaging, language policy, higher education, bilingualism, Puerto Rico]

While there have been a number of studies on the decontextualisation and secularisation of traditional ritual music in America, Taiwan and other parts of the globe, very little has been written on the processes and transformations that South Africa's indigenous ceremonial songs go through over time. The research for this article was prompted by the authors' interest in, and engagement with, the Xhosa initiation song Somagwaza, which has been reimagined as a popular song but has also purportedly found its way into other religious spaces. In this article we attempt to discover the extent to which the Somagwaza song is still associated with the Xhosa initiation ritual and to analyse evidence of it being decontextualised and secularised in contemporary South Africa. Our methodology includes an examination of the various academic treatments of the song, an analysis of the lyrics of a popular song bearing the same name and small focus group discussions and questionnaires with Xhosa speakers on the topic of the song. The data gathered is analysed using the constant comparative method of analysing qualitative research.

Language is an ever-developing and ever-changing phenomenon. Therefore, how it is dealt with in teaching/learning settings also develop and change. Translanguaging is a relatively new example of such efforts, challenging the L2-dominant language classrooms and the idealized status of native speaker teachers. It suggests both L1 and L2 can be used in harmony in class, which would yield positive results in terms of language acquisition. What is more, second language learners do not aim to achieve native-like proficiency any more. They would rather communicate by accessing whatever is available in their communicative repertoire, which also justifies the use of Translanguaging. In the light of the facts mentioned above, this study aims to provide insights into theoretical underpinnings and classroom implications of Translanguaging, which has been receiving increasingly more attention in recent years.

A new flexible approach to language learning and teaching-translanguaging-has become a popular topic in recent years. This article discusses what translanguaging is (including how it describes theory, practice, and pedagogy) and why it is a paradigm shift in how we understand language. Then, this article turns to the particular case of the Wellington Translanguaging Project in Aotearoa New Zealand, first describing the language context of the country. The Wellington Translanguaging Project's methods of data collection and analysis are then discussed, along with the findings of the project and how they relate both to new speakers (those encountering the target linguistic varieties for the first time in school) and heritage language speakers (those with a family connection to the target linguistic varieties). The findings are then discussed, including the ability of a translanguaging pedagogy to empower students and to encourage them to actually use more of the target linguistic varieties. The article ends by looking to other recent findings in pedagogical translanguaging research, showing both the qualitative and quantitative benefits of such an approach.

The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question¬naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy activities in multilingual Russian-speaking families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards the fluidity of language, language repertoires, translanguaging and Russian-language literacy. Russian-speakers incorporate a wide range of language repertoires in their everyday lives. Sometimes, such language contacts generate power struggles and the language ideological dimension becomes a key terrain to explore how speakers feel about the need to effectively attain a degree of multilingualism. Multilingualism and the maintenance of the Russian language and culture are usually encouraged, and parents often choose the one-parent-one-language approach at home. However, not all families make conscious choices regarding specific language management and may have “laissez-faire” attitudes to the use of languages in the family. We show how family language use and child-directed translanguaging can support, expand and enhance dynamic bilingualism/multilingualism, and reinforce and integrate minority language in a wider context: societal and educational.

In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.

While research on cognitive and metacognitive abilities of bilingual and biliterate students has been advancing, limited studies have examined these influences in the Arabic context. The current study explores the influences of cognitive and metacognitive abilities on the bilingualism and biliteracy of Emirati fifth-grade students whose mother tongue is Arabic but who are learning core subjects in English. This is an explanatory sequential mixed method study where quantitative data from Grade 5 students (n = 350), and their Arabic and English teachers (n = 200; and n = 150 respectively) were first collected, followed by in-depth interviews with three students, two English teachers, and two Arabic teachers. Findings showed that students used their cognitive and metacognitive abilities more freely in Arabic lessons as compared to English. However, Arabic teachers reported that students use background knowledge in their first language in a better way but also demonstrated insufficient transfer strategy between the two languages.

Despite recent policy reforms by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) emphasising a change towards a predominately target language (TL)-based EFL classroom environment, studies have suggested that desire for L1 use by both English learners and many teachers remains prevalent in Japan. The question, then, becomes whether a resolution exists to balance the rising conflict between government policy and actual classroom practice in Japanese EFL education. The purpose of this study was to investigate the opinions of both Japanese EFL students (n = 373) and teachers (n = 261) regarding the use of the L1 (Japanese) in the L2 (English) learning process and the ensuing potential to introduce a bilingual translanguaging approach to Japanese EFL education on the whole. The findings suggest that, although there appears to be a space for a translanguaging approach to EFL education in Japan, the success would depend largely on how willing both teachers and students are to take it up and by the level of training and education provided to both sides.

The study deals with the problem of the prestige and bilingualism presented through the Hungarian-Kabar cohabitation. The interpretation
of the role of the Kabars as an auxiliary people of the 9-10th centuries Hungarian Tribal Alliance is generally accepted in Hungarian research. Therefore researchers did not calculate with the significant role of the language of Kabars in the loaning of the Turkish elements of the Hungarian language. It seems contradict this the 39th chapters of the 10th century De Administrando Imperio, which tells about the mutual bilingualism of the Turks (Magyars) and the Kabars. This is the single written source of the probable Turkish-Hungarian bilingualism, which is presumed by the Hungarian language history. So, the subordinated
position of the Kabars in the Hungarian Tribal Alliance cannot be considered a certain fact. The establishment of the Hungarian Nomadic State was initiated by the Khazar khagan, by nominating the first Hungarian prince. This process is connected with the joining
of the powerful Kabars, who seceded from the Khazars. After the joining of the Kabars, the double kingship was established among the Hungarians. The titles of the princes of the Hungarians,
K.nd.h (kündü) and the G.l.h (gyula) are probably of Khazar origin. In addition to these, in the 10th century Hungarian terminology of the state and the conception of state life, a serious Khazar influence can be observed. All these phenomena could be a result of nearly a
century long Hungarian-Kabar cohabitation, but not the result of the just three years long Khazar-Hungarian cooperation. Therefore, it is necessary to accept the story of DAI presenting the significance of the Kabars among the Hungarians.

This paper is motivated by the empowering experience of one of the authors in a madrasah (private Islamic secondary school) setting where translanguaging was applied as a teaching and learning tool during analytical exegesis of historical sources. This positive experience subsequently provided the stimuli for the authors to explore the wider mainstream potential of translanguaging as a strategy to engage and extend bilingual and multilingual learners. This case study aims to investigate how multilingual competencies in a madrasah in Tower Hamlets, an east London borough, are utilised through translanguaging to teach the core content of the curriculum. Research has demonstrated the positive impacts of bi/multilingual learning in England (Kenner et al. 2008) and America (Thomas & Collier 2002); this case study will aim to expand on previous research by demonstrating how a variety of languages can be and are being employed effectively within classroom environments in the supplementary sector by observing how teachers and students combine and alternate between Arabic, Urdu, Sylheti and English to engage with the curriculum content.

Keywords: translanguaging; language; pedagogy; multilingual; competencies; attainment

Foreign language (FL) writing has undergone a number of key evolutions over the past 50 years. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated into main- stream FL writing education as a result. The goal of the present study was thus to investigate the effects of weak and strong forms of translanguaging on the production of Japanese EFL students’ academic and creative com- position pieces. The findings suggest that by allowing FL learners to engage in strong translanguaging practices, removing the “barriers” between named languages, during the planning stage of their English composition, learners are able to score higher than those who were forced to use one language over the other (either the target language or their native lan- guage). They were also able to produce more concise, well-formed essays with fewer misused lexical items from a lack of relevant language knowl- edge or experiences.

Scottish Gaelic, among the nearly 7,000 languages spoken in the world today, is endangered. In the 1980s the Gaelic Medium Education (GME) movement emerged with an emphasis on teaching students all subjects via this ancient tongue with the hope of revitalizing the language. Concomitantly, many linguists have called for problematizing traditional definitions of language. The notion of translingualism, the idea that languages are not discrete, monolithic entities, runs counter to the ideology of languages as specifically representing one culture and one place. As language revitalization programs such as GME have a documented history of asserting traditional language ideologies, teachers are major purveyors of language ideologies, and language ideologies shape language policies, the goal of this qualitative case study was to explore the language ideologies of GME teachers in an urban setting as those ideologies relate to translingualism and to understand the core components of second language acquisition (SLA) that those teachers believe are essential in such a setting. The data sources include semi-structured, focused interviews with five participants. Through open, axial, and selective coding, a number of themes emerged. The findings suggest that language ideologies regarding translingualism are complex; furthermore, some of the components of SLA particular to GME in urban settings include making the language relevant to students and modeling the language outside of the school. Implications for this study for policy makers, practitioners, and researchers are discussed.

Neste artigo apresentamos e examinamos situações de ensino de alunos surdos participantes de um curso de português como segunda língua. Os registros foram gerados a partir de uma pesquisa qualitativa-interpretativista de cunho etnográfico. Analisando o desenvolvimento de uma unidade de ensino a partir de uma lente translíngue, apontamos para o papel das tecnologias digitais como suporte para práticas translíngues entre alunos e professores como agentes que produzem sentidos com diferentes recursos para atingir aos objetivos das interações e tarefas propostas. A interlocução teórica entre estudos sobre ensino de línguas mediado por tecnologias com a noção de translinguagem aplicada aos contextos de educação bi/multilíngue iluminou aspectos das situações analisadas relevantes para uma discussão sobre outros modos de pensar a educação de surdos, tais como a ampliação dos repertórios comunicativos e o desenvolvimento de competências de compreensão e expressão translíngues e transmodais como gatilho para o desenvolvimento de uma educação linguística ampliada por parte dos alunos.
Palavras-chave: Tecnologias digitais. Educação linguística. Educação de surdos. Translinguagem.
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In this paper we present and examine deaf students' teaching situations in a Portuguese second language course. The analyzed records were generated from a qualitative-interpretative research with an ethnographic view. Analyzing the development of a teaching module within a translanguaging lens, we point to the role of digital technologies as a support for translanguaging practices between students and teachers as agents that produce meaning with different resources to respond effectively to the goals of the tasks and interactions proposed to them. The theoretical dialogue between studies on technology in language education with the notion of translanguaging in bi/multilingual education settings illuminated aspects of the teaching situations relevant to the discussion about others ways of teaching deaf students, such as the extension of the communicative repertoires and the development of translingual and transmodal skills in comprehension and expression as a trigger to the development of an extended language education by the deaf students.
Keywords: Digital technologies. Language education. Deaf education. Translanguaging.

Abstract

This Institution Focused Study reports on a preliminary investigation into the language practices of three groups of deaf learners of English and myself as their tutor in an adult education setting. It is a qualitative study that explores these language practices through the lens of translanguaging, to learn more about how we draw on the totality of our resources to communicate and make meaning. Although translanguaging essentially moves beyond the boundaries of individual languages, the study (contextualised in a language class) acknowledges English as the target language and British Sign Language (BSL) as the primary language of communication and instruction in the classroom. The purpose of this investigation was to learn more about how BSL and English are used together in the same context and how that interplay works to our advantage. Additionally, consideration is also given to the contribution that manually-coded English systems such as Sign Supported English (SSE) and Signed English (SE) and International Sign (IS) make, together with other possible languages, as well as gesture, enactment, International Sign and other semiotic resources.

The study views translanguaging as a theory of language but also as a description of a language practice or process. It is framed as linguistic ethnography but also auto-ethnography and practitioner research given that this investigation explores my situated professional practice. Video recorded interactional data were collected from the classroom supported by reflective notes and lesson plans. Video data was uploaded for analysis to ELAN, a multi-media annotation tool for creating time-aligned transcripts that supports a tier-based data model. The data corpus was analysed using thematic analysis.

The analysis and subsequent findings revealed an illuminating picture of the interplay between the elements mentioned above and how they work together to construct meaning in the classroom. Moreover, this interplay points towards not only a movement across and between the two languages discussed but beyond, in creative and innovative ways that are transformative. The study views the classroom as an example of a translanguaging space that is not only theoretical but an actual physical space that we as teacher and learners inhabit.

Investigations into translanguaging and linguistic ethnography as they pertain to signed languages have been relatively under-researched (Hou & Kusters, 2018).  Therefore, this study seeks to redress this by adding to the number of recently emerging studies and contributes to a clearer picture of translingual and multimodal communication. Specifically, it sets out to provide a deeper understanding of how we utilise our linguistic and additional semiotic resources as part of a single repertoire to make meaning in the context of a language class. While this study is framed in the context of education research I would argue that it also sits in the field of applied linguistics and certainly in the field of deaf studies.

The collection of the preceding contributions to this volume are evidence of the multiple challenges faced by students and teachers-practitioners in South Africa’s linguistically and culturally diverse classrooms. Chief amongst them is the inadequate development of many students’ literacy and academic language proficiency, manifested in dismal reading scores and matriculation results. While challenges inherent in multilingual classrooms are a staple of schools throughout the world, one uniqueness of the South African scenario resides in many students’ having to switch to new languages of instruction at successive levels of their education.
This concluding chapter commences with a succinct portrayal of the language policies in the country and its education system, and a critical synthesis both of the multiple transitions during the scholastic process and the educational challenges inherent in the system. The subjective selection of issues deemed most vital and critical in the education landscape of the Motherland will then expand into a discussion of school realities and challenges that are not exclusive to South Africa, but which are experienced by all countries and educational institutions bringing together people from diverse cultural and linguistic backgrounds.
Since this is by no means a given in mainstream language policies and practices, we shall subsequently present the rationale behind the maintenance, development, and principled in-class use of students’ home (and other) languages and dialects. Such considerations beg the question of an appropriate course of action. One that naturally presents itself as well-suited in this context is the theoretical stance, set of communicative practices, and pedagogical approach that have collectively been referenced under the umbrella term of translanguaging. The philosophy is explicated, followed by proposals of compatible techniques and strategies for linguistically diverse classrooms, as well as a set of additional recommendations which, whilst not pertaining to the translanguaging ideology per se, are believed to be potentially relevant to and beneficial for South African and other heteroglossic classroom contexts.
Although the concept of translanguaging has now gained world recognition and popularity in the scholarly literature and among teachers ‘on the ground’, its interpretation and implementation are by no means without problems and limitations. The chapter concludes with recommendations of critical, reflective plurilingual pedagogies that always take into account the circumstances and ecologies of the classroom and the subjectivities of the students.

A challenge facing Zapotec teachers in intercultural bilingual schools in Oaxaca, México is a persistent colonial system of national curriculum that places greater value on Western, monolingual, epistemological knowing-about knowledge over community-based, ontological, Indigenous knowing. The biliteracy teaching methods, shared here by two native Zapotec teachers at two Zapotec bilingual schools, honor community-based xkialnana, local ontologies that work to develop student biliteracy/identity development and challenge normalized/official/colonial knowledge acceptance at schools. Amid questions of language planning and policy, translanguaging is both leveraged and critiqued in an effort to achieve decolonial teaching and to keep mensajes de los abuelitos alive.

In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show instances of concrete uses of translanguaging. The translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, to instruct students, practice discourse-based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging as she reports her plans to use students' L1 more systematically like drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English (L2). Instances of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help to validate the construct and to advance academic proficiency in students from low SES groups who would not otherwise comprehend the lessons if taught in the strict monolingual mode.

We question the validity of using one language for learning and teaching in our contemporary literacy and other classrooms. We argue in favour of linguistic and cultural diversity as a precondition for academic readingliteracy accomplishment in particular, and education in general. We lament that despite its harmful effects on educational achievement for multilinguals, monolingual bias is still among us and remains the biggest threat for identity assertion and epistemic access for mainstream multilingual students. The need to break the monolingual chains that shackle literacy and other pedagogy in the 21st C has never been more urgent. The paper reports on an academic reading intervention which draws from socio-cultural and translanguaging fluidity theories; it argues that students' own linguistic and cultural discursive resources can be valuable tools in academic reading pedagogy and concept uptake. Using the reading-development study as a proxy, we query the legitimacy of utilizing mono-language and or mono-culture for learning and teaching in our present-day reading classroom or tutorial room. Data was collected using qualitative methods. The results of this study support the premise that deep understanding ensues when students are actively involved in translanguaged academic reading. The study also found that cross-linguistic enquiry and procedures in academic reading and content uptake are beneficial. Moreover, pedagogy needs to be transformed translingually to democratise classrooms for academic access and success.

In EFL contexts where students' chances to use English are limited to the classroom, minimizing their use of L1 to develop fluency in English is often encouraged in instruction. However, recent studies have reported that students' partial use of L1 in code-switching or translanguaging offers various pedagogical advantages. This research examines advanced Japanese high school students' use of and perceptions toward L1 (Japanese) in translanguaging during communicative L2 (English) activities. Drawing on both quantitative data from a survey answered by 190 third-year high school students and qualitative data from classroom observations and in-depth interviews with nine students from the same group, the study attempted to reveal context-sensitive findings about students' use of L1 in translanguaging in the EFL classroom. The quantitative survey results revealed that all the students, to varying degrees, partially used L1 during communicative L2 activities. Data from classroom observations supported the survey results and identified five salient speech functions of students' partial L1 use in the activities. In addition, the interview data showed students' nuanced reasons for and perceptions toward their partial L1 use during such activities, highlighting a unique communication layer for translanguaging. Based on the discussion of the findings, recommendations for pursuing contextualized communicative language teaching and translanguaging pedagogy in EFL classrooms are provided at the end of the paper.

Scottish Gaelic, among the nearly 7,000 languages spoken in the world today, is endangered. In the 1980s the Gaelic Medium Education (GME) movement emerged with an emphasis on teaching students all subjects via this ancient tongue with the hope of revitalizing the language. Concomitantly, many linguists have called for problematizing traditional definitions of language. The notion of translingualism, the idea that languages are not discrete, monolithic entities, runs counter to the ideology of languages as specifically representing one culture and one place. As language revitalization programs such as GME have a documented history of asserting traditional language ideologies, teachers are major purveyors of language ideologies, and language ideologies shape language policies, the goal of this qualitative case study was to explore the language ideologies of GME teachers in an urban setting as those ideologies relate to translingualism and to understand the core components of second language acquisition (SLA) that those teachers believe are essential in such a setting. The data sources include semi-structured, focused interviews with five participants. Through open, axial, and selective coding, a number of themes emerged. The findings suggest that language ideologies regarding translingualism are complex; furthermore, some of the components of SLA particular to GME in urban settings include making the language relevant to students and modeling the language outside of the school. Implications for this study for policy makers, practitioners, and researchers are discussed.

In this report, we describe the work of CUNY-NYSIEB, the City University of New York – New York State Initiative on Emergent Bilinguals, a research and professional development project that aims to improve the educational experiences of those students we refer to as emergent bilinguals across schools in New York State, most of whom are Latinx learners. First, we give an overview of the experiences of Latinx emergent bilinguals in the U.S. in general and New York in particular. Next, we introduce the CUNY- NYSIEB project, outlining its theoretical foundations, vision, and on-the-ground work in schools. We then describe this school-based work through three vignettes that demonstrate CUNY-NYSIEB’s commitment to fostering Latinx students’ bilingualism through translanguaging.

This paper explores how bilingual learners and teachers challenge the monolingual discourses prescribed in language education policy and models in pursuit of voice and agency in classroom interaction. Through an examination of observation, interview and classroom interaction data in selected coloured primary and secondary schools in Cape Town, the paper investigates the tension between bilingual discourses of learners and prescribed models of education that value monolingual discourses. This entails an evaluation of the suitability of dominant Western models and notions of multilingualism, which it is argued do not fit the multilingual contexts in Africa. The paper concludes that in the multilingual education contexts of Cape Town learning often takes place outside the official models and languages of education; hence the argument for multilingual
education models in Cape Town and Africa, generally, that take into the account local linguistic diversity and community repertoires.

The colonial history of many English language teaching (ELT) contexts has shaped how the concept of language is understood, how language policies are constructed, and how language education is organized. Various aspects of ELT in countries that were colonized continue to promote the imperialism of English (Motha, 2014) through the naming (i.e., labeling of linguistic phenomena as distinct languages, dialects, and language varieties), separation and hierarchization of languages, and the dominance of monolingual policies and practices in the classroom. Translanguaging, a theory and pedagogy that challenges colonial understandings of language and monoglossic norms in language teaching, has the transformative potential to liberate language practices that have been rendered invisible by abyssal thinking in ELT (García et al., 2021). Translanguaging as a theory posits that multilingual learners do not possess two or more autonomous language systems but rather that they select and deploy linguistic features from a unitary linguistic repertoire (Vogel & García, 2017). Translanguaging as a pedagogy urges educators to leverage learners’ entire linguistic and semiotic repertoires to support their learning instead of requiring them to keep certain languages outside the classroom. However, in educational contexts that respond to socially and politically imposed boundaries between languages, there are ideological and systemic challenges to the enactment of translanguaging as a pedagogy. This paper discusses these challenges with reference to the Malaysian language education context and draws on data from a collaborative translanguaging pedagogy designed through teacher-researcher collaboration and implemented in two Malaysian elementary English classrooms to offer recommendations for how ELT can be decolonized.

With the demise of apartheid following the advent of democracy in 1994, English language domination continues unabated in South African mainstream schools and institutions of higher learning. Consequently, the English language hegemony became a deficit to most students from less-affluent backgrounds who were required to learn the English language as the first additional. This situation follows as researchers agree that students learning English as First Additional Language (EFAL) battle with conceptualisation and struggle to classify added information at universities in South Africa. To help maximise the learners' and the teachers' linguistic resources in problem-solving and knowledge construction, this study explores the beliefs of students about their translanguaging practices during pre-writing at the University of Fort Hare, South Africa. The central question was: What are the students' beliefs about their translanguaging practices in a South African university? This case study focused on five thirdyear students from the Bachelor of Education Undergraduate Class. The participants range in age 18 to 35. The researcher is an insider, presenting English Methodology to these students. The study was conducted through the students' pre-writing process with the Gibbons Curriculum Cycle aid to collect data. Translatability theory as a theoretical framework informed the study. The study revealed that when translanguaging is adopted, it accommodates cultural and linguistic practices negotiation. It is informed by plurality to reflect a broad diversity of global settings, whilst accommodating successful communication, including in our language classrooms.