Translanguaging

Conteh, Jean

doi:10.1093/elt/ccy034

Cited by 67 publications

(42 citation statements)

References 7 publications

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“…Translanguaging is also viewed in a social perspective, within a social justice and pedagogical fairness approach. Conteh maintains that translanguaging needs to be theorized for pedagogy as a 'predominantly social', rather than linguistic, practice, and thus related to identity, culture and context (Conteh 2018;2019). Then the emphasis shifts from merely exploring linguistic diversity per se to translanguaging that allows for appreciation of the learner/speakers cultural background, especially when translanguaging includes 'minority' languages and disadvantaged communities (like the refugees in this study).…”

Section: Theoretical Framework: Elf and Translanguaging Practicesmentioning

confidence: 97%

The Role of Translanguaging in ELF Advice Sessions for Asylum Seekers

Cogo¹

2020

Language Change

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This chapter explores the role of translanguaging in ELF advice practices at a UK charity supporting refugees and asylum seekers. Previous research has highlighted how multilingualism is an essential aspect of ELF (Jenkins 2015) and the role of multilingual resources has received increased attention in the latest conceptualizations and linguistic analysis. However, the contribution and nature of multilingualism in relation to ELF need to be further investigated. This study addresses the role of translanguaging in ELF high stakes environments, such as advice services for refugees and asylum seekers.In this chapter, I first explore the notion of translanguaging, and then explain the linguistic ethnographic approach taken to collect and analyze the data. The qualitative analysis of the data shows the complexity of advice practices in relation to the use of multilingual resources in ELF, and demonstrates how translanguaging can be used for at least three functions, i.e. pedagogical, explanatory and interpersonal.

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Section: Theoretical Framework: Elf and Translanguaging Practicesmentioning

confidence: 97%

The Role of Translanguaging in ELF Advice Sessions for Asylum Seekers

Cogo¹

2020

Language Change

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“…These include 'bilingualism', 'code mixing ', 'codemeshing', 'multilingualism', 'plurilingualism', 'polylingual languaging', and 'translanguaging' (e.g. Blackledge & Creese, 2010;Canagarajah, 2011;Conteh, 2018;Garcia 2009;Garcia & Kleyn, 2016;Jørgensen, 2008;Marshall & Moore, 2013;Mazak & Carroll, 2017). This array of terminology, which Marshall and Moore (2018, p. 20) call "the panoply of lingualisms", has been nonetheless used to describe similar phenomena albeit with differing views on their context of occurrence, the practices involved in them, and their social or individual dimensions.…”

Section: Conceptualising Multilingualism In Higher Education: In Searmentioning

confidence: 99%

Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university

Gimenez

2020

International Journal of Multilingualism

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This article reports on a study that examined how a group of plurilingual students use their linguistic repertoires to achieve a number of purposes such as performing identity, learning and socialising, and negotiating with structure in an Englishdominant university. In order to capture the dynamic relationship between languageas-resource, academic tasks and agency in this particular context, the article proposes 'edulingualism' as a conceptual and analytic lens. To this end, the article examines multiple data sets (narratives, reflective accounts, recorded interactions and texts) that show how, by mobilising their multilingual resources, these students achieve their purposes and take ownership of their learning experiences within a monolingual learning space.

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“…Simpson 2017). Similarly, the articles in this issue on language learning and teaching in nineteenth-century India, China and Germany, early twentieth-century Japan and late twentiethcentury England together provide potentially important new perspectives on possible merits of and ways of teaching bilingually and even 'translingually' (Conteh 2018), across geographical, historical and language boundaries.…”

Section: Introductionmentioning

confidence: 99%