Book Review on 'Pedagogical Translanguaging'

Year 2024, Volume: 8 Issue: 2, 107 - 110, 30.12.2024

Ömer Gökhan Ulum

https://doi.org/10.51726/jlr.1541953

Abstract

Pedagogical Translanguaging by Jasone Cenoz and Durk Gorter, published by Cambridge University Press in 2021, addresses a critical need in contemporary multilingual education: the development of pedagogical strategies that effectively leverage the linguistic resources of learners in increasingly diverse classrooms. As global mobility continues to reshape linguistic landscapes, traditional monolingual approaches in education often fail to reflect the realities of students' linguistic repertoires. This book offers a comprehensive exploration of translanguaging as both a theoretical concept and a practical tool for enhancing language and content learning. Situated within the broader discourse on multilingualism and education, Pedagogical Translanguaging challenges entrenched monolingual ideologies and presents innovative approaches that promote linguistic inclusivity and metalinguistic awareness. This review critically evaluates the book using the Five C’s approach, analyzing its context, content, strengths and weaknesses, comparisons with other works, and its contributions to the field.

Keywords

Translanguaging, Multilingual Education, Pedagogy, Metalinguistic Awareness, Language Policy, Bilingualism

Book Review on 'Pedagogical Translanguaging'

Abstract

References

• Cenoz, J. & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press.
• García, O. & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Palgrave Macmillan.
• García, O. & Kleifgen, J. A. (2010). Educating emergent bilinguals: policies, programs, and practices for English learners. Teachers College Press.
• Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts (19th ed.). Multilingual Matters.