Better Inter-Disciplinary Education through a Pedagogy of Translanguaging

Abstract

The work of Digital Humanities has evolved into an interdisciplinary exploration of media, technology and culture. Adding to this unique discipline are the ever-more global and multicultural composition of students at institutions of higher education throughout the U.K. Given this more global context, it is becoming crucial for Digital Humanities departments to find effective ways to make meaning across various languages, cultures, and educational backgrounds. In response to this context, we propose a pedagogy of translanguaging. The goal behind this pedagogy is to better include an ever-more global student cohort for deeper learning and research. Our paper will explore data collected through focus groups and highlight areas where students and staff acknowledge the possibilities of translingual practice. We will also simultaneously evaluate perceived and actual barriers limiting the full enactment of these practices. Ultimately, we provide a list of recommendations for developing more equitable and accessible programs of study for the ever-more global student cohorts in U.K. higher education.