Translanguaging pedagogy as seen through a critical literacy lens

Datos Bibliográficos

ID21757370
AutoresVimbai Mbirimi-Hungwe (0000-0002-2018-5028, Sefako Makgatho Health Sciences University, autor de correspondencia)
Año2022
Volumen40
Número4
Páginas469-480
Fecha de publicación2022-10-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaSouthern African Linguistics and Applied Language Studies (JOURNAL)
Identificadores de la revistaISSN: 1607-3614 • E-ISSN: 1727-9461
EditorialNational Inquiry Services Center (NISC) (PUBLISHER)
DOI10.2989/16073614.2022.2077226
OpenAlexW4297990326
IdiomaEN
Citas recibidas1
Referencias citadas28

This article examines the use of translanguaging pedagogy in a multilingual classroom through a critical literacy lens. The article focuses on the events leading to the collection of data for my PhD thesis. During this period, data was collected using first-year health care students who participated in translingual activities during a collaborative task. The set-up and the process of data collection involved a critical literacy stance. Issues of power of language and how language can position people as subjects could be observed, and ultimately the language politics of the classroom were evident. In the classroom where the study was conducted, students were required to be in translanguaging discussion groups. It was evident that those students who were in the majority due to them speaking a common language grouped together. Those who spoke the minority languages also grouped together. From these observations there was a clear indication of politics in that classroom. This political situation made those who were in the majority feel more powerful than those in the minority

Critical literacy · Literacy · Pedagogy · Physics · Sociology · Through-the-lens metering · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching