538
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Translanguaging through the lens of social justice: unpacking educators’ understanding and practices

ORCID Icon, &

References

  • Aleksić, G., & García, O. (2022). Language beyond flags: Teachers misunderstanding of translanguaging in preschools. International Journal of Bilingual Education and Bilingualism, 25(10), 3835–3848. doi:10.1080/13670050.2022.2085029
  • Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24–31. doi:10.3102/0013189X034007024
  • Ayers, W., Quinn, T. M., & Stovall, D. (Eds.). (2009). Handbook of social justice in education. New York: Routledge.
  • Block, D. (2018). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies, 15(4), 237–257. doi:10.1080/15427587.2018.1466300
  • Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. doi:10.1080/01434632.2017.1284855
  • Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342–354. doi:10.1177/00336882221082751
  • Cioè-Peña, M., & Snell, T. (2015). Translanguaging for social justice. Theory, Research, and Action in Urban Education, 4(1), 1–5.
  • Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. doi:10.1111/j.1540-4781.2009.00986.x
  • Creswell, J. W. (1994). Research design: qualitative and quantitative approaches. London: Saga Publication. 0803952546, 9780803952546.
  • de Jong, E. J. (2013). Policy discourses and US language in education policies. Peabody Journal of Education, 88(1), 98–111. doi:10.1080/0161956X.2013.752310
  • Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
  • Freire, P. (1973). Education for Critical Consciousness (Vol. 1, pp. 164). New York: Seabury Press. 9780816491131, 0816491135.
  • Freire, J. A., & Feinauer, E. (2020). Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms. International Journal of Bilingual Education and Bilingualism, 25(4), 1–14. doi:10.1080/13670050.2020.1775778
  • Gándara, P. C., & Callahan, R. M. (2014). 12 looking toward the future: Opportunities in a shifting linguistic landscape. The Bilingual Advantage: Language, Literacy and the US Labor Market, 99, 286.
  • García, O. (2007). Intervening disocurses, representations and conceptualizations of language. In Makoni, S., & Pennycook, A. (Eds.), Disinventing and Reconstituting Languages (pp. xi–xv). Clevedon: Multilingual Matters.
  • García, O. (2009). Emergent Bilinguals and TESOL: What’s in a Name? TESOL Quarterly, 43(2), 322–326. doi:10.1002/j.1545-7249.2009.tb00172.x
  • García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword. Journal of Language, Identity & Education, 16(4), 256–263. doi:10.1080/15348458.2017.1329657
  • García, O., & Kleifgen, J. A. (2011). Bilingualism for equity and excellence in minority education: The United States. Equity & Excellence in Education, 166–189. doi:10.4324/9780203832332-13
  • García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners. New York, NY: Teachers College Press.
  • García, O., Kleifgen, J. A., & Falchi, L. (2008). From english langauge learners to emergent bilinguals. New York, NY: Campaign for Educational Equity, Teachers College, Columbia University.
  • García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students: Learning from classroom moments. New York, NY: Routledge.
  • García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Blackledge, A., & Creese, A. (Eds.), Heteroglossia as practice and pedagogy (pp. 199–216). Dordrecht: Springer. doi:10.1007/978-94-007-7856-6_11
  • García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. doi:10.1080/15348458.2017.1329016
  • García, O., & Otheguy, R. (2017). Interrogating the language gap of young bilingual and bidialectal students. International Multilingual Research Journal, 11(1), 52–65. doi:10.1080/19313152.2016.1258190
  • García, O., & Tupas, R. (2019). Doing and undoing bilingualism in education Houwer, A. D., & Ortega, L. (Eds.) The Cambridge Handbook of Bilingualism (pp. 390–407). Cambridge: Cambridge University Press.
  • García, O., & Wei, L. (2014). Language, bilingualism and education. In García, O., & Wei, L. (Eds.), Translanguaging: Language, bilingualism and education (pp. 46–62). London: Palgrave Pivot.
  • Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In Moss, P. A., Pullin, D. C., Gee, J. P., & Young, L. J. (Eds.), Assessment, Equity, and Opportunity to Learn (pp. 76–108). Cambridge, New York: Cambridge University Press. 9780511802157. doi:10.1017/CBO9780511802157.006
  • Grain, K. M., & Land, D. E. (2017). The social justice turn: Cultivating “critical hope” in an age of despair. Michigan Journal of Community Service Learning, 23(1). doi:10.3998/mjcsloa.3239521.0023.104
  • Grinberg, J., & Saavedra, E. R. (2000). The constitution of bilingual/ESL education as a disciplinary practice: Genealogical explorations. Review of Educational Research, 70(4), 419–441. doi:10.3102/00346543070004419
  • Guzula, X., McKinney, C., & Tyler, R. (2016). Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies, 34(3), 211–226. doi:10.2989/16073614.2016.1250360
  • Heller, M. (2007). Bilingualism as ideology and practice. In Heller, M. (Ed.), Bilingualism: A social approach (pp. 1–22). London: Palgrave Macmillan. 978-0-230-59604-7.
  • Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278. doi:10.1080/13670050.2012.658016
  • Hurst, E., & Mona, M. (2017). “Translanguaging” as a socially just pedagogy. Education as Change, 21(2), 126–148. doi:10.17159/1947-9417/2017/2015
  • Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. doi:10.1016/j.langcom.2017.12.001
  • Kiramba, L. K., & Harris, V. J. (2019). Navigating authoritative discourses in a multilingual classroom: Conversations with policy and practice. TESOL Quarterly, 53(2), 456–481. doi:10.1002/tesq.493
  • Leeman, J. (2012). Investigating language ideologies in Spanish as a heritage language. Spanish as a heritage language in the United States: The state of the field, 43–59.
  • Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103(2), 348–370. doi:10.1111/modl.12568
  • Lewis, G., Jones, B., & Baker, C. (2012a). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655–670. doi:10.1080/13803611.2012.718490
  • Lewis, G., Jones, B., & Baker, C. (2012b). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. doi:10.1080/13803611.2012.718488
  • Linneberg, M. S., & Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal, 19, 259–270. doi:10.1108/QRJ-12-2018-0012 .
  • Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109. doi:10.1080/00405841.2013.770327
  • MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. doi:10.3102/0002831216683935
  • MacSwan, J. (Ed.). (2022). Multilingual perspective on translanguaging (Vol.1). Bristol: Multilingual Matters. doi:10.21832/9781800415690
  • Makalela, L. (2015). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multilingual interactions. Per Linguam: A Journal of Language Learning= per Linguam: Tydskrif Vir Taalaanleer, 31(1), 15–29. doi:10.5785/31-1-628
  • Martínez, R. A. (2018). Beyond the English learner label: Recognizing the richness of bi/multilingual students’ linguistic repertoires. The Reading Teacher, 71(5), 515–522. doi:10.1002/trtr.1679
  • Menken, K., & Sánchez, M. T. (2019). Translanguaging in English‐only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741–767. doi:10.1002/tesq.513
  • Mercado, C. I. (2005). Seeing what‘s there: Language and literacy funds of knowledge. In Zentella, A. C. (Ed.), Building on Strength: Language and Literacy in Latino Families and Communities (pp. 134). New York; Covina: Teachers College Press; California Association for Bilingual Education.
  • Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757–772. doi:10.1111/modl.12121
  • Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2), 101–128. doi:10.5070/B86110060
  • Quijano, A. (2000). Coloniality of power and Eurocentrism in Latin America. International Sociology, 15(2), 215–232. doi:10.1177/0268580900015002005
  • Rajendram, S. (2021). Translanguaging as an agentive pedagogy for multilingual learners: Affordances and constraints. International Journal of Multilingualism, 1–28. doi:10.1080/14790718.2021.1898619
  • Rea, L. M., & Parker, R. A. (2005). An overview of the sample surevy process. In Rea, L. M., & Parker, R. A. (Eds.), Designing & Conducting Survey Research: A Comprehensive-Guide (3rd ed), (pp. 3–29). San Francisc: Jossey-Bass.
  • Robinson, E., Tian, Z., Martínez, T., & Qarqeen, A. (2018). Teaching for justice: Introducing translanguaging in an undergraduate TESOL course. Journal of Language and Education, 4(3), 77–87. doi:10.17323/2411-7390-2018-4-3-77-87
  • Saldaña, J. (2021). The coding manual for qualitative researchers. London, California: Thousand Oaks, Sage.
  • Schiffman, H. F. (1996). Linguistic culture and language policy. London/New York: Routledge.
  • Seltzer, K. (2019). Reconceptualizing “home” and “school” language: Taking a critical translingual approach in the English classroom. TESOL Quarterly, 53(4), 986–1007. doi:10.1002/tesq.530
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Thousand Oaks, CA: Sage publications.
  • Swain, M., & Watanabe, Y. (2012). Languaging: Collaborative dialogue as a source of second language learning. The Encyclopedia of Applied Linguistics, 1–8. doi:10.1002/9781405198431.wbeal0664.pub2
  • Umansky, I. (2018). State policies to advance English learners‘ experiences and outcomes in California‘s schools. https://gettingdowntofacts.com/sites/default/files/2018-09/GDTFII_Report_Umansky.pdf
  • Valdés, G. (2022). Afterword – No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of Translanguaging. In Sánchez, M., & García, O. (Eds.), Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras Sin Miedo (pp. 292–301). Bristol, Blue Ridge Summit: Multilingual Matters. doi:10.21832/9781788926065-017
  • Vogel, S., & García, O. (2017). Translanguaging. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.181
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. doi:10.1093/applin/amx039
  • Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2), 313–324. doi:10.1177/00336882221092841
  • Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48–63. doi:10.1111/modl.12303
  • Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog. Bangor University (United Kingdom). https://ezproxy.library.wisc.edu/login?url=https://www.proquest.com/dissertations-theses/arfarniad-o-ddulliau-dysgu-ac-addysgu-yng-nghyd/docview/1867986958/se-2
  • Yilmaz, T. (2021). Translanguaging as a pedagogy for equity of language minoritized students. International Journal of Multilingualism, 18(3), 435–454. doi:10.1080/14790718.2019.1640705
  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. doi:10.1080/1361332052000341006
  • Zajda, J., Majhanovich, S., & Rust, V. (2006). Introduction: Education and social justice. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue Internationale de l’Education, 52, 9–22 doi:10.1007/s11159-005-5614-2.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.