Translanguaging, language ontology, and civil rights

MacSwan, Jeff

doi:10.1111/weng.12464

Cited by 26 publications

(11 citation statements)

References 80 publications

(77 reference statements)

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“…While translanguaging is not grounded in social semiotics, it does begin to acknowledge that the two languages that a bilingual child speaks represents one linguistic repertoire for communication. It also seeks to foster the development of bilingual identities and to empower culturally diverse students to use their two languages to act on their own behalf and in pursuit of their benefit (Ascenzi-Moreno, 2018;Cenoz & Gorter, 2017;Collins, 2014;García-Mateus & Palmer, 2017;Hamman, 2018;MacSwan, 2017MacSwan, , 2020Rodríguez, 2015).…”

Section: Bilingual Education Approachesmentioning

confidence: 99%

“…Within the spoken mode, however, the two linguistic codes were strategically and creatively combined by both the teacher and the students to accomplish a number of functions (e.g., hold the floor, get others' attention, express knowledge, validate, and so on). However spontaneously, this practice closely resembles translanguaging in that it makes room for the students' L1 to surface in interaction and in the interest of learning valuing their pre-exiting knowledge that students have (Ascenzi-Moreno, 2018;Cenoz & Gorter, 2017;García-Mateus & Palmer, 2017;Hamman, 2018;MacSwan, 2017MacSwan, , 2020.…”

Section: íKalamentioning

confidence: 99%

“…The possibility afforded to them of integrating the languages they spoke and the semiotic resources they had access to in communication created a positive social and emotional climate for learning. Such a climate provided the conditions for students to draw associations with previously acquired cultural and linguistic knowledge to mediate their immediate learning needs while reaffirming their sociocultural identity as emergent bilinguals (Ascenzi-Moreno, 2018;Cenoz & Gorter, 2017;García-Mateus & Palmer, 2017;Hamman, 2018;MacSwan, 2017MacSwan, , 2020.…”

Section: Drawing Semiotic Associations Across Languages For Meaning N...mentioning

confidence: 99%

“…Even though Mrs. Clair's intervention in Turn 30 of Episode 1 did not clearly suggest a full validation of Camila's response, it did unveil Mrs. Clair's acceptance of the forms and patterns of Camila's talk. That is, rather than demanding students to speak in English, for instance, she allowed the integration of L1 into the communication practice to occur; and in doing so, the students' identities, experiences, and knowledge were allowed to surface in interaction (Ascenzi-Moreno, 2018;Cenoz & Gorter, 2017;García-Mateus & Palmer, 2017;Hamman, 2018;MacSwan, 2017MacSwan, , 2020.…”

Section: Drawing Semiotic Associations Across Languages For Meaning N...mentioning

confidence: 99%

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Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis

Alméciga

Brutt‐Griffler

2022

Íkala

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Bilingual learners often integrate semiotic resources and communicative modes across the languages they speak. Unfortunately, current approaches to researching such a phenomenon assign pragmatic functions to individual discourse moves at best or to isolated utterances at worst. Thus, using a social semiotic multimodal interaction analysis, this study examined actions in interactions of a group of six transnational students participating in a second-grade literacy circle at a school in western New York, USA. The purpose of this was to account for the complex reciprocities among their multimodal ways of communicating, their learning climate, and ultimately their learning as mediated and evidenced in their integrated multimodal communicative action. Data included four audio recordings of four literacy circle reading activities that took place during a four-day period. Findings suggest that, first, learning results from communication. Second, learning can only be evidenced through communication in interaction. Finally, communication is always multimodal and emergent while, at the same time, culturally governed. This presents direct implications for instruction and learning regarding the social conditions afforded to students to access their full repertoire of semiotic resources and modes to participate and act on their own behalf and in pursuit of their learning.

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Section: Bilingual Education Approachesmentioning

confidence: 99%

Section: íKalamentioning

confidence: 99%

Section: Drawing Semiotic Associations Across Languages For Meaning N...mentioning

confidence: 99%

Section: Drawing Semiotic Associations Across Languages For Meaning N...mentioning

confidence: 99%

See 2 more Smart Citations

Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis

Alméciga

Brutt‐Griffler

2022

Íkala

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“…At the same time, it is important to acknowledge that mooring language can be a strategic ideological and political tool to recognise minoritised and marginalised languages and varieties in certain places (MacSwan, 2020). In other words, not all acts of mooring are equally negative.…”

Section: Ontologies Of Mooring: Language In National Discoursesmentioning

confidence: 99%

Unmooring language for social justice: young people talking about language in place in Manchester, UK

Badwan

2020

Critical Inquiry in Language Studies

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Multilingual Perspectives on Translanguaging

Özkaynak

2023

TESOL Journal

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It would not be an exaggeration to claim that translanguaging, which "promotes a positive view of bilingualism, permitting bilinguals to act naturally, using language as they might at home and in their communities," (p. 2) has been one of the most popular and attractive concepts in the field of language education in the last ten years. It has been widely studied and has been the subject of many highly cited works. It has also been addressed in papers that have critically examined it (see Jaspers, 2018;MacSwan, 2020). This timely book, as one of the works that claim to assess the deconstructivist argument of translanguaging theory critically, aims to contribute to the advancement of translanguaging theory as well as to provide a rational critique of it. To this end, distinguished scholars from several fields come together in this book to discuss significant subjects in relation to translanguaging. The book consists of five parts and 11 chapters as well as an introductory preface by Jeff MacSwan and an insightful afterword by Stephen May. Before reviewing the book, I would like to acknowledge the dedication to Vivian Cook, who passed away before the publication of his chapter. I must state I recognize Professor Cook's significant contribution to the field.In the introduction, MacSwan discusses the deconstructivist perspective on translanguaging, which challenges the idea that distinct languages with specific names exist. While MacSwan considers languages and language communities as ontological entities that actually exist, he does not disregard that "'named languages' have been used as part of an effort to colonize" (p. 11) and that deconstructivists strive for social justice. However, he also points out how our individual languages, what he refers to as I-languages, share similar features to languages that are spoken by "other members of our immediate linguistic communities" (p. 8). He cautiously concludes that the deconstructivist thesis risks undermining comprehensive empirical research on bilingualism and language education and the advocacy of linguistically diverse communities.Part 1, on inter-speaker language variation, begins with Vivian Cook's contribution (chapter 2), in which he draws a comparison of multicompetence and translanguaging. He contends that our communities are linguistically more diverse than ever, noting the minority status of monolinguals. Throughout his chapter, he discusses the interaction between languages from multicompetence and translanguaging aspects. He claims that, while both multicompetence

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Translanguaging, language ontology, and civil rights

Cited by 26 publications

References 80 publications

Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis

Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis

Unmooring language for social justice: young people talking about language in place in Manchester, UK

Multilingual Perspectives on Translanguaging

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