Translanguaging
Definitions, Implications, and Further Needs in Burgeoning Inquiry
Bibliographic Data
| ID | 23364844 |
|---|---|
| Authors | Luis E Poza (0000-0002-6775-8719, University of Denver, corresponding author), Luis Poza |
| Year | 2017 |
| Volume | 6 |
| Issue | 2 |
| Publication date | 2017-02-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Berkeley Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 1947-5578 • E-ISSN: 1947-5578 |
| Publisher | California Digital Library (CDL) (PUBLISHER) |
| DOI | 10.5070/b86110060 |
| OpenAlex | W2613872420 |
| Language | EN |
| Citations received | 91 |
| References cited | 65 |
The term translanguaging has appeared with growing frequency in research about the education of linguistic minority students. Amid increasing application of the term, concern emerges regarding the consistency of its definitions and characterizations, specifically with respect to the term’s social justice implications, which risk dilution. Early instances (García, 2007, 2009a) position the term as both a pedagogical strategy for supporting multilingual learners and a critique of existing conceptualizations of language and bilingualism that have historically marginalized particular speech communities. In this review of recent literature, I analyze 53 texts published between 1996 and 2014 for their definitions, exemplifications, and attributed implications of translanguaging, as an ontological perspective on language and as a set of teaching practices. In the review, I find that although the term has largely maintained its sociolinguistic critique, its ties to critical pedagogy appear only sporadically. I close this review by proposing avenues for new research.
Consistency (knowledge bases) · Linguistics · Multilingualism · Neuroscience of multilingualism · Pedagogy · Perspective (graphical) · Set (abstract data type) · Sociology · Term (time) · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Translanguaging to Learn and Play
Defining and negotiating translingual awareness in “monolingual” teacher education
Translanguaging in culturally sustaining systemic functional linguistics
To language differently
Bridging linguistic divides in higher education
Translanguaging for English Language Education
Probing into ESL teachers’ use of translanguaging
Where the true power resides”
Lexical transfer as a resource in pedagogical translanguaging
Enhancing learning for emergent bi/multilingual children through translanguaging pedagogies
Problematizing translanguaging as an inclusive pedagogical strategy in deaf education
Tracing critical multilingual language awareness among experienced primary school language teachers in Norway
Beyond description
Translanguaging
Translanguaging
An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland
Going beyond the comfort zone
Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education
Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design
I made many discoveries for myself”
Opening minds to translanguaging pedagogies
Letramentos Literários E Translinguagem Entre as Ruas E as Escolas Do Sul Global
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging in English‐Only Schools
Science education with multilingual learners
Collaborative Translanguaging and Transmodal Literacies
Translanguaging in US K–12 science and engineering education
Syrian refugee youths' science learning in a “dialogic” third space
Pedagogical Translanguaging
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
Utility-driven translanguaging among international students in New Zealand higher education
Language mixing as a pedagogical tool for language learning
Cacti
Language proficiency
The Role of Translanguaging in Teaching Mathematics at Adult Correctional Centre Classrooms in South Africa
Bridging worlds with words
Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth
“I Should Only Use One Language”
Internacionalização e ensino de línguas estrangeiras
Introduction
Remembering, (re)membering, and re-membering translanguaging bodies
‘It helps bridge gaps’
(Re)Imagining a translingual self
Conceptualizing the transformativeness of translanguaging
Translingual caring and translingual aggression
Exploring pedagogical translanguaging strategies in ESL primary classrooms
Cultivating a critical translanguaging space in dual language bilingual education
A newcomer’s spontaneous translanguaging in lower-secondary physics education
Plugging in translanguaging
Translanguaging through the lens of social justice
Developing multilingual practices in early childhood education through professional development in Luxembourg
Translanguaging for critical multilingual language awareness
Translanguaging
Translanguaging instead of standardisation
Expressions and representation of languaging in contemporary comics
Leveraging translanguaging practices in an elementary poetry writing workshop
Confronting ideologies
Translanguaging practices in Thai multilingual English medium instruction classrooms
Translanguaging as a rhizomatic multiplicity
Navigating precariousness
Transforming, translanguaging, and transcending identities
Developing teachers’ critical language awareness through multilingual digital multimodal composing in Australian primary classrooms
Translanguaging and Artificial Intelligence in Education Development
I can easily switch to the Kazakh language, also to the Russian language’
Cacti
Navigating pedagogical translanguaging
Anti-racist translingualism
Harnessing multimodality in language teacher education
State of the art
Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies
Language hierarchies and human rights
Translanguaging as a Transformative Act in a Reading Classroom
Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S
Troubling ‘happy’ allure of translanguaging
Enabling multilingual learners’ agency and language ownership in additional language writing
The languages of faith and belonging
Translanguaging in parent–child book talk during shared reading in Chinese–German families
Language attitudes and identity positioning toward bilingual smartphone brand naming in China
Examining Pedagogical Translanguaging
Translanguaging practices in global K‐12 science education settings
Translanguaging in education
From Theory to Classroom
Lincing learners to digital literacy
How do educators leverage diverse languages in language studies within Australian higher education? A comparison of content- and language-focused courses
Teacher candidates’ language beliefs and their self-efficacy to teach emergent bilinguals
Youth Podcasting Sonic Heteroglossia
Translanguaging as a Dynamic Strategy for Heritage Language Transmission
Preschool Teachers for Multilingual Families
Language Beliefs of English Teachers in Norway
Translanguaging in Bilingual Deaf Education Teacher Preparation Programs
Cross-cultural code-switching for sexuality professionals
The Dialogic Imagination
The Work of Art in the Age of Mechanical Reproduction
Applied Linguistics Review
Language as a Local Practice
Bilingual
Global Englishes and Transcultural Flows
Translingual Practice
The Sociolinguistics of Globalization
Foundations of Bilingual Education and Bilingualism
Translanguaging
Multilinguality, Multimodality, and Multicompetence
Bilingualism as Ideology and Practice
Pedagogies and Practices in Multilingual Classrooms
Translanguaging
Reframing the Debate on Language Separation
Theorizing and Enacting Translanguaging for Social Justice
Translanguaging
Focus on Multilingualism
Assessing Multilingual Competencies
The pragmatics of code-switching
Translanguaging in the Bilingual Classroom
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities
Extending Bilingualism in U.S. Secondary Education
Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education
Introducing LangCrit
Silencing the Subaltern
Polylingual Languaging Around and Among Children and Adolescents
The multilingual turn
Bilingual education in the 21st century
Bilingual Teaching and Language Distribution at 16
Educating New York's bilingual children
The translanguaging classroom
Disinventing and Reconstituting Languages
Rethinking diversity
Seeing Like a State
The Conservative Restoration and Neoliberal Defenses of Bilingual Education
Translanguaging and the Writing of Bilingual Learners
In pursuit of multilingual practices
Translanguaging in a reading class
Metrolingualism
Monolingual Bias in SLA Research
English Only Worldwide or Language Ecology
A Reality Check for SLA Theories
The Unexamined Relationship Between Neoliberalism and Plurilingualism
Campus Diversity and Global Education
Imagined communities
Chaos/Complexity Science and Second Language Acquisition
Disinventing and (Re)Constituting Languages
A Dynamic Systems Theory approach to second language acquisition
Undoing Appropriateness
Going beyond the Native Speaker in Language Teaching
Neurolinguists, beware! The bilingual is not two monolinguals in one person
Codemeshing in Academic Writing
Translanguaging and transnational literacies in multilingual classrooms
Spontaneous Biliteracy
Transidiomatic practices
Building a culture of collaboration through hybrid language practices
Global Englishes, Rip Slyme, and performativity
Separate and flexible bilingualism in complementary schools
Moment Analysis and translanguaging space
Seeing Like a State
Imagined Communities. Reflections on the Origin and Spread of Nationalism
Human Rights in Social Science Textbooks
Discourse Strategies
| Unique citing works | 91 |
|---|---|
| Citations per year | 13 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |