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- Publisher Website: 10.1002/tesq.3240
- Scopus: eid_2-s2.0-85160998944
- WOS: WOS:001002099600001
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Article: Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework
Title | Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework |
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Authors | |
Issue Date | 6-Jun-2023 |
Publisher | Wiley |
Citation | TESOL Quarterly, 2023 How to Cite? |
Abstract | Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more “standard” ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more “legitimate” forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher-researcher collaborative research: (2) ethnographic research can assess macro-level language ideologies and enacted language hegemonies at the micro- and meso levels, and (3) teacher-researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms different from the ones documented to occur in context if left by chance. |
Persistent Identifier | http://hdl.handle.net/10722/341914 |
ISSN | 2023 Impact Factor: 3.0 2023 SCImago Journal Rankings: 1.888 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Mendoza, Anna | - |
dc.contributor.author | Hamman‐Ortiz, Laura | - |
dc.contributor.author | Tian, Zhongfeng | - |
dc.contributor.author | Rajendram, Shakina | - |
dc.contributor.author | Tai, Kevin Wai Hin | - |
dc.contributor.author | Ho, Wing Yee Jenifer | - |
dc.contributor.author | Sah, Pramod K | - |
dc.date.accessioned | 2024-03-26T05:38:10Z | - |
dc.date.available | 2024-03-26T05:38:10Z | - |
dc.date.issued | 2023-06-06 | - |
dc.identifier.citation | TESOL Quarterly, 2023 | - |
dc.identifier.issn | 0039-8322 | - |
dc.identifier.uri | http://hdl.handle.net/10722/341914 | - |
dc.description.abstract | <p>Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging <em>in context</em> in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more “standard” ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more “legitimate” forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher-researcher collaborative research: (2) ethnographic research can assess macro-level language ideologies and enacted language hegemonies at the micro- and meso levels, and (3) teacher-researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms <em>different</em> from the ones documented to occur in context if left by chance.</p> | - |
dc.language | eng | - |
dc.publisher | Wiley | - |
dc.relation.ispartof | TESOL Quarterly | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.title | Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework | - |
dc.type | Article | - |
dc.identifier.doi | 10.1002/tesq.3240 | - |
dc.identifier.scopus | eid_2-s2.0-85160998944 | - |
dc.identifier.eissn | 1545-7249 | - |
dc.identifier.isi | WOS:001002099600001 | - |
dc.identifier.issnl | 0039-8322 | - |