Translanguaging: Insights into its Theoretical Underpinnings and Classroom Implications

Yıl 2020, Cilt: 4 Sayı: 1, 1 - 11, 26.12.2020

Yaşar Erdin , Pınar Salı

Öz

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.

Anahtar Kelimeler

Translanguaging, multilingual, bilingual, second language, first language

Kaynakça

• Baker, C. (2001) Foundations of Bilingual Education and Bilingualism, (Bristol, UK: Multilingual Matters).
• Baker, C. (2011) Foundations of Bilingual Education and Bilingualism, 5th edn (Bristol, UK: Multilingual Matters).
• Baker, C., & Jones, S. P. (Eds.). (1998). Encyclopedia of bilingualism and bilingual education. Multilingual Matters.
• Bruner, J. (1983) Child’s Talk. New York: Norton.
• Brutt-Griffler, J. (2002). Class, ethnicity, and language rights: An analysis of British colonial policy in Lesotho and Sri Lanka and some implications for language policy. Journal of Language, Identity, and Education, 1, 207–234
• Canagarajah, S. (2011a). Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
• Canagarajah, S. (2011b). Translanguaging in the classroom : Emerging issues for research and pedagogy. Applied Linguistics Review, 1–28.
• Cenoz, J. & Gorter, D. (2011). A holistic approach to multilingual education: Introduction. Modern Language Journal, 95, 339-343.
• Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447.
• Cook, V.J. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402-423.
• Crystal, D. (2012). English as a global language. Cambridge, United Kingdom: Cambridge University Press.
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.
• Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy (Vol. 6). Taylor & Francis Group.
• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual Matters.
• Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. Encyclopedia of language and education, 1528-1538.
• De Meulder, M., Kusters, A., Moriarty, E., & Murray, J. J. (2019). Describe, don’ t prescribe. The practice and politics of translanguaging in the context of deaf signers. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2019.1592181
• Duarte, J. (2018). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 1-16.
• Escobar, C. F., & Dillard-Paltrineri, E. (2015). Professors’ and Students’ Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bias. Revista de Lenguas Modernas, 23, 301–328.
• Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520.
• Flores, N., & Aneja, G. (2017). “Why Needs Hiding?” Translingual (Re) Orientations in TESOL Teacher Education. Research in the Teaching of English, 51(4), 441–463.
• Flores, N., & Bale, J. (2016). Sociopolitical issues in bilingual education. Bilingual and multilingual education, 1-13.
• García, O. (2009a). Bilingual education in the 21st century: A global perspective. Malden: WileyBlackwell
• García, O. (2009b). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 140-158.
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. In Translanguaging: Language, Bilingualism and Education. https://doi.org/10.1057/9781137385765
• Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
• Jones, B., & Lewis, W. G. (2014). Language Arrangements within Bilingual Education. In E. M. Thomas & I. Mennen (Eds.), Advances in the Study of Bilingualism (pp. 141–170). Bristol: Multilingual Matters.
• Kecskes, I., & Papp, T. (2003). How to Demonstrate the Conceptual Effect of L2 on L1? Methods and Techniques. In V. Cook (Ed.), Effects of the Second Language on the First (pp. 247–265). https://doi.org/10.1017/S0272263104343056
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and conceptualisation. Educational Research and Evaluation, 18, 655-670.
• MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167-201.
• Makoni, S., & Pennycook, A. (2007). Disinventing and reconstituting languages. Clevedon, U.K.: Multilingual Matters.
• Maschler, Y. (1998). On the transition from code-switching to a mixed code. In Code-switching in conversation: Language, interaction and identity (pp. 125-149). Routledge.
• Matthiessen, C. M. I. M. (2006). Educating for advanced foreign language capacities: Exploring the meaning-making resources of languages systemic-functionally. Advanced language learning: The contribution of Halliday and Vygotsky, 31-57.
• May, S. (2018). Commentary - Unanswered Questions: Addressing the Inequalities of Majoritarian Language Policies. In Lisa Lim, Christopher Stroud & Lionel Wee (eds.), The Multilingual Citizen, 65–72. Bristol: Multilingual Matters.
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
• Park, M. S. (2013). Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms. TESOL & Applied Linguistics, 13(2), 50–52. https://doi.org/10.1080/09500782.2013.788022
• Rasman. (2018). To Translanguage or Not To Translanguage? the Multilingual Practice in an Indonesian Efl Classroom. Indonesian Journal of Applied Linguistics, 7(3), 687–694. https://doi.org/10.17509/ijal.v7i3.9819
• Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching & Applied Linguistics (Fourth). Great Britain: Pearson Education Limited.
• Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky (pp. 95–108). London, England: Continuum.
• Vogel, S., & Garcia, O. (2017). Translanguaging. In G. Noblit & L. Moll (Eds.), Oxford Research Encyclopedia of Education. https://doi.org/10.4324/9781315752617-9
• Wang, D. (2016). Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 138–149. https://doi.org/10.1080/13670050.2016.1231773
• Williams, C. (1994) Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyddestun Addysg Uwchradd Ddwyieithog, [An evaluation of teaching and learning methods in the context of bilingual secondary education]. Unpublished Doctoral Thesis (University of Wales, Bangor).
• Williams, C. (2002). Extending bilingualism in the education system. Education and lifelong learning committee ELL-06-02. Retrieved from http://www.assemblywales.org/3c91c7af00023d820000595000000000.pdf