Translanguaging revisited
Challenges for research, policy and pedagogy based on an inquiry in two Belgian classrooms
This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the
participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the
pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into
practice by permitting pupils to interact, thereby co-constructing knowledge and valorizing their own and others’ translanguaging.
The article also shows how translanguaging practices are influenced by changes in evolving constellations and dynamics of a group,
by content, and by socio-situational, cognitive and linguistic factors. At the same time, the article highlights challenges for
translanguaging research, policy and pedagogy. With respect to further studies in this area, reflection is recommended on the
definition of translanguaging and the integration of speakers’ attitudes in research. In terms of policy, the article considers as
to how best to reconcile a multilingual reality with a monolingual educational ideology and reflects on the relationship between
macro level interventions and micro-interactional practices. For pedagogy, four challenges are highlighted: the degree of
acceptance of translanguaging practices in schools, the commitment to developing the school language for academic tasks, the need to
pay attention to the unequal treatment of languages, and the implementation of an innovative approach with a focus on teachers and
the creation of a powerful learning environment.
Article outline
- 1.Introduction
- 2.Translanguaging and translanguaging as pedagogy
- 3.The Ghent and Brussels classrooms as linguistically diverse settings
- 4.Linguistic-ethnographic data collection and processing
- 5.Teachers’ and pupils’ engagement with different parts of their linguistic repertoire in interaction
- 6.Challenges
- 6.1Challenges for translanguaging research
- 6.2Challenges for policy
- 6.3Challenges for pedagogy
- 7.Conclusion
- Acknowledgements
- Notes
-
References
References
References
Baker, Colin
2011 Foundations of Bilingual Education and Bilingualism, 5th ed. Clevedon: Multilingual Matters.
Blommaert, Jan, and Piet Van Avermaet
2008 Taal, onderwijs en de samenleving. De kloof tussen beleid en realiteit. Berchem: Epo.
Bransford, John, Ann Brown, and Rodney Cocking
1999 How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
BRIO-Taalbarometer 3
2013 BRIO-taalbarometer 3: diversiteit als norm.
[URL]
Canagarajah, Suresh
2011a “
Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.”
The Modern Language Journal 91: 401–417.
Canagarajah, Suresh
2011b “
Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy.”
Applied Linguistics Review 21: 1–28.
Charalambous, Panayiota, Constadina Charalambous, and Michalinos Zembylas
2016 “
Limits to Translanguaging: Insights from a Conflict-affected Context.”
Applied Linguistics Review 7 (3).
Copland, Fiona, and Angela Creese
2015 Linguistic Ethnography. London: Sage.
Creese, Angela
2008 “
Linguistic Ethnography.” In
Encyclopedia of Language and Education (2nd Ed., Vol. 101: Research Methods in Language and Education), ed. by
Kendall A. King, and
Nancy H. Hornberger, 229–241, New York: Springer Science+Business Media LLC.
Creese, Angela, Adrian Blackledge, Taskin Barac¸, Arvind Bhatt, Shahela Hamid, Li Wei, Vally Lytra, Peter Martin, Chao-Jung Wu, Dilek Yağcioğlu
2011 “
Separate and Flexible Bilingualism in Complementary Schools: Multiple Language Practices in Interrelationship.”
Journal of Pragmatics 431: 1196–1208.
Creese, Angela, and Adrian Blackledge
2010 Translanguaging in the Bilingual Classroom: a Pedagogy for Learning and Teaching? Modern Language Journal 941: 103–115.
Creese, Angela, and Adrian Blackledge
2015 Translanguaging and Identity in Educational Eettings.
Annual Review of Applied Linguistics 351: 20–35.
Cummins, Jim
2000 Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Cummins, Jim
2013 “
BICS and CALP: Empirical Support, Theoretical Status, and Policy Implications of a Controversial Distinction”. In
Framing Languages and Literacies: Socially Situated Views and Perspectives, ed. by
Margaret Hawkins, 10–23, New York: Routledge.
Delarue, Steven, and Johan De Caluwe
2015 “
Eliminating Social Inequality by Reinforcing Standard Language Ideology? Language Policy for Dutch in Flemish Schools.”
Current Issues in Language Planning 161: 8–25.
De Guerrero, Maria, and Olga Villamil
2000 “
Activating the ZPD: Mutual Scaffolding in L2 Peer Revision.”
The Modern Language Journal 84 (i): 51–68.
García, Ofelia
2009 Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley/Blackwell.
García, Ofelia
2014 “
Multilingualism and Language Education”. In
The Routledge Companion to English Studies, ed. by
Constant Leung and
Brian Street, 84–99, New York: Routledge.
García, Ofelia, and JoAnne Kleifgen
2011 “
Bilingualism for Equity and Excellence in Minority Education: the United States.” In
Equity and Excellence in Education, ed. by
Kris Van den Branden,
Piet Van Avermaet, and
Mieke Van Houtte, 166–189, London: Routledge.
García, Ofelia, Kate Seltzer, and Daria Witt
2018 “
Disrupting Linguistic Inequalities in US Urban Classrooms: The Role of Translanguaging”. In
The Multilingual Edge of Education ed. by
Piet Van Avermaet,
Stef Slembrouck,
Koen Van Gorp,
Sven Sierens, and
Katrijn Maryns, 41–66, London: Palgrave.
Gibbons, Pauline
1998 “
Classroom Talk and the Learning of New Registers in a Second Language.”
Language and Education 12 (2): 99–118.
Glaser, Barney, and Anselm Strauss
1967 The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine de Gruyter.
Heller, Monica
1999, 2006 (2nd edution).
Linguistic Minorities and Modernity. Norfolk: Continuum.
Irvine, Judith
1979 “
Formality and Informality in Communicative Events.”
American Anthropologist 81 (4): 773–790.
Janssens, Rudi
2008 “
Taalgebruik in Brussel en de plaats van het Nederlands. Enkele recente bevindingen.”
Brusselse studies 131: 1–15.
Jaspers, Jürgen
2015 “
Modelling Linguistic Diversity at School: the Excluding Impact of Inclusive Multilingualism.”
Language Policy 141: 109–129.
Jaspers, Jürgen
2018 “
The Transformative Limits of Translanguaging.”
Language & Communication 581: 1–10.
Lantolf, James
2000 “
Second Language Learning as a Mediated Process.”
Language Teaching 33 (2): 79–96.
Lasagabaster, David, and Ofelia García
2014 “
Translanguaging: Towards a Dynamic Model of Bilingualism at School / Translanguaging: hacia un modelo dinámico de bilinguïsmo en la escuela.”
Cultura y Educación / Culture and Education 261: 557–572.
Lewis, Gwyn, Bryn Jones, and Colin Baker
2012 “
Translanguaging: Origins and Development from School to Street and Beyond.”
Educational Research and Evaluation: An International Journal on Theory and Practice 18 (7): 641–654.
Local Acculturation and Integration Monitor
2016 [
Lokale inburgerings- en integratiemonitor].
[URL].
Mary, Latisha, and Andrea Young
2017 “
From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school.” In
New Perspectives on Translanguaging and Education, ed. by
BethAnne Paulsrud,
Jenny Rosén,
Boglárka Straszer, and
Åsa Wedin, 108–128, Bristol: Multilingual Matters.
Otheguy, Ricardo, Ofelia García, and Wallis Reid
2015 “
Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics.”
Applied Linguistics Review: 281–307.
Ramaut, Griet, Sven Sierens, Katrien Bultynck, Piet Van Avermaet, Sven Slembrouck, Koen Van Gorp, and Machteld Verhelst
2013 Evaluation Research of the Home Language in Education-project (2009–2012). Ghent: Ghent University.
Rampton, Ben, Janet Maybin, and Celia Roberts
2015 “
Theory and Method in Linguistic Ethnography.” In
Linguistic Ethnography: Interdisciplinary Explorations, ed. by
Julia Snell,
Sara Shaw &
Fiona Copland, 14–50, Basingstoke: Palgrave Macmillan.
Rampton, Ben, Karin Tusting, Janet Maybin, Richard Barwell, Angela Creese, and Vally Lytra
2004 “
UK Linguistic Ethnography: a Discussion Paper.”
[URL].
Ritzau, Ursula, and Lian Malai Madsen
2016 “
Language Learning, Polylanguaging and Speaker Perspectives..”
Applied Linguistics Review 7 (3).
Rosiers, Kirsten
2016 “
Nederlands om te rekenen, Turks om te roddelen? De mythe ontkracht. Een interactie-analyse naar translanguaging in een Gentse superdiverse klas.”
Tijdschrift voor Nederlandse Taal- en Letterkunde 31: 155–179.
Rosiers, Kirsten
2017 “
Unravelling Translanguaging. The Potential of Translanguaging as a Scaffold among Teachers and Pupils in Superdiverse Classrooms in Flemish Education (Belgium)..”, In
New Perspectives on Translanguaging and Education, ed. by
BethAnne Paulsrud,
Jenny Rosén,
Boglárka Straszer, and
Åsa Wedin, 148–169, Bristol: Multilingual Matters.
Rosiers, Kirsten, Inge Van Lancker, and Steven Delarue
2018 “
Beyond the Traditional Scope of Translanguaging. Comparing Translanguaging Practices in Belgian Multilingual and Monolingual Classroom Contexts.”
Language & Communication 611: 15–28.
Rosiers, Kirsten, Evita Willaert, Piet Van Avermaet, and Stef Slembrouck
2016 “
Interaction for Transfer – Flexible Approaches to Multilingualism and their Pedagogical Implications for Classroom Interaction in Linguistically Diverse Mainstream Classrooms.”
Language and Education 30 (3): 267–280.
Van Avermaet, Piet, and Sven Sierens
2012 “
Van de periferie naar de kern. Omgaan met diversiteit in onderwijs.” In
Cultuuroverdracht en onderwijs in een multiculturele context, ed. by
Christiane Timmerman,
Noel Clycq, and
Barbara Segaert, 16–49, Gent: Academia Press.
Sierens, Sven, and Piet Van Avermaet
2014 “
Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning.” In
Managing Diversity in Education. Languages, Policies, Pedagogies, ed. by
David Little,
Constant Leung, and
Piet Van Avermaet, 204–222, Bristol: Multilingual Matters.
Slembrouck, Stef, and Kirsten Rosiers
2018 Translanguaging: a Matter of Sociolinguistics, Pedagogics and Interaction? in
The Multilingual Edge of Education ed. by
Piet Van Avermaet,
Stef Slembrouck,
Koen Van Gorp,
Sven Sierens, and
Katrijn Maryns, 165–187, London: Palgrave.
Van den Branden, Kris, and Machteld Verhelst
2009 “
Naar een volwaardig talenbeleid. Omgaan met meertaligheid in het Vlaams onderwijs.” In
De klank van de stad, ed. by
Jürgen Jaspers, 105–137, Leuven: Acco.
Van Laere, Evelien, Kirsten Rosiers, Piet Van Avermaet, Stef Slembrouck, and Johan van Braak
2017 “
What Can Technology Offer to Linguistically Diverse Classrooms? Using Multilingual Content in a Computer-based Learning Environment for Primary Education.”
Journal of Multilingual and Multicultural Development 38 (2): 97–112.
Van Lancker, Inge
2016 Standardizing and Destandardizing Practices at a Flemish Secondary School. A Sociolinguistic Ethnographic Perspective on Flemish Pupils’ Speech Practices.
Taal en Tongval 681: 173–200.
Young, Andrea
2013 “
Pour une meilleure prise en compte de la diversité linguistique et culturelle des jeunes enfants: Un exemple de formation d’assistantes de maternelle.” In
Développement du langage et plurilinguisme chez le jeune enfant, ed. by
Christine Hélot, and
Marie-Nicole Rubio, 195–223, Toulouse: Éditions ERES.
Cited by
Cited by 3 other publications
Carbonara, Valentina
2022.
Multilingual education in an Italian public preschool: teachers and families among mobility processes and inclusive practices.
Multilingua 41:3
► pp. 321 ff.
Fernández, Amaia, Pilar Sagasta & Nagore Ipiña
2019.
Communicative Acts Used by Emergent Trilingual Pupils in English Classrooms in the Basque Autonomous Community.
Languages 4:3
► pp. 60 ff.
Grosse, Friederike
2022.
Don’t let people label you; an organic perspective to young people’s identity construction in a German Saturday school.
Journal of Multilingual and Multicultural Development ► pp. 1 ff.
This list is based on CrossRef data as of 15 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.