Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-23T19:56:45.488Z Has data issue: false hasContentIssue false
  • English
  • Français

Translanguaging and Identity in Educational Settings

Published online by Cambridge University Press:  13 March 2015

Angela Creese  and
Adrian Blackledge
Angela Creese
Affiliation:
University of Birmingham, [email protected]
Adrian Blackledge
Affiliation:
University of Birmingham, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on “translanguaging,” examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 35 , March 2015 , pp. 20 - 35
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANNOTATED BIBLIOGRAPHY

Blommaert, J. (2014). From mobility to complexity in sociolinguistic theory and method. Tilburg Papers in Culture Studies, 103. Tilburg, The Netherlands: Tilburg University.

Jan Blommaert provides a theoretical overview of changing theoretical orientation to language in use and action, proposing that mobility and complexity are key theoretical notions in understanding changing language practices.

Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28.

Suresh Canagarajah synthesizes scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy to take the orientation forward.

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94, 103–115.

Angela Creese and Adrian Blackledge present research which analyses translanguaging as pedagogy in complementary schools in the UK. In developing this analysis, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.

García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.

Ofelia García and Li Wei trace the development of the theory of translanguaging and consider its relationship with traditional theories and models of language and bilingualism. Based on practices by students and teachers in a variety of educational contexts, this book describes how translanguaging is used by bilingual learners to learn and by teachers to teach.

REFERENCES

Bailey, B. (2012). Heteroglossia. In Martin-Jones, M., Blackledge, A., & Creese, A. (eds.), The Routledge handbook of multilingualism (pp. 499–507). London, UK: Routledge.Google Scholar
Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon, UK: Multilingual Matters.Google Scholar
Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon, UK: Multilingual Matters.Google Scholar
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon, UK: Multilingual Matters.Google Scholar
Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London, UK: Continuum.Google Scholar
Blackledge, A., & Pavlenko, A. (2001). Negotiation of identities in multilingual contexts. International Journal of Bilingualism, 5 (3), 243–259.Google Scholar
Blommaert, J. (2012). Complexity, accent and conviviality: Concluding comments. Tilburg Papers in Culture Studies, 26. Tilburg, The Netherlands: Tilburg University.Google Scholar
Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13 (2), 1–22.Google Scholar
Blommaert, J., & Varis, P. (2013). Enough is enough: The heuristics of authenticity in superdiversity. In Duarte, J., & Gogolin, I. (eds.), Linguistic superdiversity in urban areas: Research approaches (pp. 143–160). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Blommaert, J. (2014). From mobility to complexity in sociolinguistic theory and method. Tilburg Papers in Culture Studies, 103. Tilburg, The Netherlands: Tilburg University.Google Scholar
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28.CrossRefGoogle Scholar
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Abingdon, UK: Routledge.Google Scholar
Canagarajah, S. and Liyanage, I. (2012) Lessons from pre-colonial multilingualism. In Martin-Jones, M., Blackledge, A., and Creese, A. (eds.), The Routledge Handbook of Multilingualism. (pp. 49–65). London, UK: Routledge.Google Scholar
Creese, A., Bhatt, A., Bhojani, N., & Martin, P. (2006). Multicultural, heritage and learner identities in complementary schools. Language and Education, 20, 23–43.Google Scholar
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94, 103–115.CrossRefGoogle Scholar
Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: multiple language practices in interrelationship Journal of Pragmatics, 43 (5), 1196–1208.CrossRefGoogle Scholar
Duchêne, A., & Heller, M.. (2007). Discourses of endangerment: Ideology and interest in the defence of languages. London, UK: Continuum.Google Scholar
Gal, S. (2006). Minorities, migration and multilingualism: Language ideologies in Europe. In Stevenson, P. & Mar-Molinaro, C. (eds.), Language ideologies, practices and policies: Language and the future of Europe (pp. 13–27). London, UK: PalgraveCrossRefGoogle Scholar
García, O. (2009). Bilingual education in the 21st century. Oxford, UK: Wiley-Blackwell.Google Scholar
García, O. (2010). Languaging and ethnifying. In Fishman, J. A. & García, O. (eds.), Handbook of language and ethnic identity. Disciplinary and regional perspectives, Vol. 1 (pp. 519–534). Oxford: Oxford University Press.Google Scholar
García, O., & Kano, N. (2014). Translanguaging as process and pedagogy: Developing the English writing of Japanese students in the U.S. In Conteh, J. & Meier, G. (eds.), The multilingual turn in languages education: Benefits for individuals and societies (pp. 258–277). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Blackledge, A. & Creese, A. (eds.), Heteroglossia as practice and pedagogy (pp. 199–218). Dordrecht, The Netherlands: SpringerScience+Business Media.CrossRefGoogle Scholar
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Hélot, C. (2014). Rethinking bilingual pedagogy in Alsace: Translingual Writers and translanguaging. In Blackledge, A. & Creese, A. (eds.), Heteroglossia as practice and pedagogy (pp. 217–238). Dordrecht, The Netherlands: SpringerScience+Business Media.CrossRefGoogle Scholar
Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15, 261–278.CrossRefGoogle Scholar
Jørgensen, J. N. (2010). Languaging: Nine years of poly-lingual development of young Turkish-Danish grade school students. Copenhagen Studies in Bilingualism. Copenhagen, Denmark: University of S. Copenhagen Faculty of Humanities.Google Scholar
Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity, Diversities, 13 (2), 23–38.Google Scholar
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18 (7), 655–670.Google Scholar
Low, B., & Sarkar, M. (2014). Translanguaging in the multilingual Montreal hip-hop community: Everyday poetics as counter to the myths of the monolingual classroom. In Blackledge, A. & Creese, A. (eds.), Heteroglossia as practice and pedagogy (pp. 99–118). Dordrecht, The Netherlands: Springer Science+Business Media.CrossRefGoogle Scholar
Madsen, L.M. (2011) Social status relations and enregisterment in contemporary Copenhagen. Working Papers in Urban Language and Literacies, 72. London, UK: King's College Publications.Google Scholar
Makoni, S., & Pennycook, A.. (2007). Disinventing and reconstituting languages. In Makoni, S. & Pennycook, A. (eds.), Disinventing and reconstituting languages (pp. 1–41). Clevedon, UK: Multilingual Matters.Google Scholar
May, S. (2005). Language rights: Moving the debate forward. Journal of Sociolinguistics, 9 (3), 319–347.CrossRefGoogle Scholar
Noguerón-Liu, S., & Warriner, D. (2014). Heteroglossic practices in the online publishing process: Complexities in digital and geographical borderlands. In Blackledge, A. & Creese, A. (eds.), Heteroglossia as practice and pedagogy (pp. 181–198). Dordrecht, The Netherlands: Springer Science+Business Media.Google Scholar
Otsuji, E. & Pennycook, A. (2011) Social inclusion and metrolingual practices, International Journal of Bilingual Education and Bilingualism, 14(4), 413–426.Google Scholar
Palmer, D., Mateus, S., Martinez, R.A., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757–772.Google Scholar
Pavlenko, A., & Blackledge, A. (2004). New theoretical approaches to the study of negotiation of identities in multilingual contexts. In Pavlenko, A. & Blackledge, A. (eds.), Negotiation of identities in multilingual contexts (pp. 1–33). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London, UK: Longman.Google Scholar
Rampton, B. (1999). Styling the other: Introduction. Journal of Sociolinguistics, 3 (4), 421–427.Google Scholar
Rampton, B. (2011). From “multi-ethnic adolescent heteroglossia” to “contemporary urban vernaculars.” Language & Communication, 31, 276–294.CrossRefGoogle Scholar
Riley, P. (2007). Language, culture and identity: An Ethnolinguistic approach. London, UK: Continuum.Google Scholar
Rymes, B. R. (2010). Classroom discourse analysis: A focus on communicative repertoires. In Hornberger, N. & McKay, S. (eds.), Sociolinguistics and language education. Avon, UK: Multilingual Matters.Google Scholar
Silverstein, M. (1993). Metapragmatic discourse and metapragmatic function. In Lucy, J. (ed.), Reflexive language (pp. 35–38). New York, NY: Cambridge University Press.Google Scholar
Wei, L. (2011). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics. 43, 1222–1235.Google Scholar
Williams, C., (1994). Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog (Unpublished doctoral dissertation). Bangor, UK: University of Wales Bangor.Google Scholar
Williams, C., (1996). Secondary education: teaching in the bilingual situation. In Williams, C., Lewis, G., & Baker, C. (eds.), The language policy: Taking stock (pp. 193–211). Llangefni, UK: CAI.Google Scholar