Translanguaging and Literacies

Abstract

The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.

Rethinking the Role of Knowledge in the Literacy Classroom

“…Discussions around whose knowledge matters must extend to the pedagogical approaches that teachers utilize to support learners in using knowledge that is often underappreciated in academic settings. For example, the practice of translanguaging, which seeks to flexibly utilize the multiple languages that multilingual students have, can help learners of all ages develop deeper text comprehension, as well as support their metalinguistic awareness (García & Kleifgen, 2019; Machado & Hartman, 2019).…”

“…Further, relational reasoning could potentially help students examine the dominant worldview prevalent in texts presented in schools and conflicting perspectives of nondominant worldviews (Ladson‐Billings, 2000). This practice has the potential to uplift nondominant cultures and perspectives, thus influencing students’ power and ability to design/redesign texts (Janks et al, 2013), including through the use of translanguaging practices for multilingual students (García & Kleifgen, 2019).…”

Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms

“…They situated the name differences in the context of a poem, in which a Mexican student wants to be called by his name in Spanish. As García and Kleifgen (2019) stressed, critical metalinguistic awareness can go beyond cross‐linguistic study to address sociopolitical aspects of language use and value in school settings. To sum up, the analysis of emergent bilinguals’ complex repertoires can be inclusive of their use of meaning, visual, and structure cues, across linguistic systems, and be situated in their experiences.…”

Bringing Bilingualism to the Center of Guided Reading Instruction

“…Current frameworks for bilingual reading have been shaped by translanguaging theory and practice (Ascenzi‐Moreno, 2018; García & Kleifgen, 2019; Kabuto, 2017). Translanguaging is most often defined as a process in which bilingual people deploy their “full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of names (and usually national and state) languages” (Otheguy, García, & Reid, 2015, p. 283).…”

“…As the field of reading instruction has moved toward an asset‐based take on students’ bilingualism, in which students’ resources are recognized as an essential part of their learning (Ascenzi‐Moreno, 2018; Espinosa & Lehner‐Quam, 2019; García & Kleifgen, 2019; Jiménez et al, 2015; Kabuto, 2017), reading instructional practices should be examined and refined so that they address emergent bilinguals’ dynamic language practices. A bilingual approach to guided reading is critical for classroom teachers, school literacy leaders (e.g., literacy coaches, reading specialists), school administrators, and teacher educators as their work directly affects the quality of reading instruction that emergent bilinguals receive.…”