Languaging and Translanguaging for English Language Teaching

Hardigree, Christine; Ronan, Briana

doi:10.1007/978-3-030-02899-2_16

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Translanguaging theory moves beyond 'general language practices' (Hardigree & Ronan, 2019), rejecting the constructs of code-switching and code-mixing (Lin, 2020), and disproves the code-driven rigid view of language description and use…”

Section: Current Issues In Language Planningmentioning

confidence: 99%

Languages for learning: a framework for implementing India’s multilingual language-in-education policy

Mahapatra

Anderson

2022

Current Issues in Language Planning

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Section: Current Issues In Language Planningmentioning

confidence: 99%

Languages for learning: a framework for implementing India’s multilingual language-in-education policy

Mahapatra

Anderson

2022

Current Issues in Language Planning

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“…C ritical conceptions of teaching and learning language as a socioculturally constructed and constructing entity have theoretically redefined the roles of language learners and teachers (e.g., Crookes, 2021Crookes, , 2022Pennycook, 1990Pennycook, , 1999. Learners, based on these theoretical conceptions, are to be engaged in the active processes of (trans)languaging and meaning making through new language experiences in the social context of their life (e.g., Hardigree & Ronan, 2019;Pennycook, 2004), and teachers can be agents of creating sociocultural awareness for themselves and their students by situating these experiences within the ideological contestations that surround any language, English in particular (e.g., Kubanyiova, 2020;Nuske, 2015). In the practical scene of English language education, however, many teachers may still be far from conceptualizing their roles beyond transferring the knowledge of language forms and functions to their students.…”

Section: Introductionmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

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Languaging-as-practice in science education: an alternative to metaphors of language-as-tool

León,

Lemmi,

Sedlacek

et al. 2024

Cult Stud of Sci Educ

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This commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”

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Languaging and Translanguaging for English Language Teaching

Cited by 3 publications

References 25 publications

Languages for learning: a framework for implementing India’s multilingual language-in-education policy

Languages for learning: a framework for implementing India’s multilingual language-in-education policy

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Languaging-as-practice in science education: an alternative to metaphors of language-as-tool

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