Translanguaging: origins and development from school to street and beyond

The article traces the Welsh origins of "translanguaging" from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically dev...

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Bibliographic Details
Published in:Educational research and evaluation Vol. 18; no. 7; pp. 641 - 654
Main Authors: Lewis, Gwyn, Jones, Bryn, Baker, Colin
Format: Journal Article
Language:English
Published: Abingdon Routledge 01.10.2012
Taylor & Francis Ltd
Subjects:
Bilingual Education
Bilingualism
Code Switching (Language)
code-switching
Educational Research
England
Foreign Countries
Language acquisition
Literacy
Pedagogy
Popularity
Terminology
translanguaging
Translation
United States
Wales
United Kingdom (Wales)
United Kingdom (England)
United States
ISSN:1380-3611, 1744-4187
Online Access:Get full text
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Summary:The article traces the Welsh origins of "translanguaging" from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.
Bibliography:SourceType-Scholarly Journals-1
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ISSN:1380-3611
1744-4187
DOI:10.1080/13803611.2012.718488