Translanguaging and Literacies

The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a so...

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Veröffentlicht in:Reading research quarterly Jg. 55; H. 4; S. 553 - 571
Hauptverfasser: García, Ofelia, Kleifgen, Jo Anne
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Newark Wiley 01.10.2020
Blackwell Publishing Ltd
Schlagworte:
1‐Early childhood
2‐Childhood
3‐Early adolescence
4‐Adolescence
5‐College / university
Attention
Authors
Bakhtinian
Bilingual Education
Bilingual people
Bilingualism
Biliteracy
Case studies
Code Switching (Language)
Comprehension, Instructional strategies; methods and materials
Conceptual development
Critical Pedagogy
Critical Theory
Educational Practices
English as an Additional Language
English Language Learners
Interactional Sociolinguistics
Language learners
Languages
Literacy
Literacy Education
Metalinguistic awareness
Metalinguistics
Multilingualism
Multiple Literacies
Reading Comprehension
Reading Processes
Reading-writing relationship
Research Synthesis
Semiotics
Sociolinguistics
Socio‐linguistic
Students
Teaching
Theoretical perspectives
Translanguaging
Translation
Writing
Writing Processes
ISSN:0034-0553, 1936-2722
Online-Zugang:Volltext
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Zusammenfassung:The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0034-0553
1936-2722
DOI:10.1002/rrq.286