Translanguaging pedagogy as seen through a critical literacy lens

References

• Alderson JC. 2000. Assessing Reading. Cambridge: Cambridge University Press.
   Google Scholar
• Aronson E, Blaney N, Stephin C, Sikes J, Snapp M. 1978. The jigsaw classroom. Beverley Hills, CA: Sage Publishing Company.
   Google Scholar
• Baker C. 2011. Foundations of bilingual education and bilingualism (5th ed.). Clevedon, UK: Multilingual Matters.
   Google Scholar
• Beck AS. 2005. A place for critical literacy. Journal of Adolescent & Adult Literacy 48(5): 392–400. https://doi.org/10.1598/JAAL.48.5.3
   Web of Science ®Google Scholar
• Bhattacharya K. 2017. Fundamentals of qualitative research: A practical guide. London: Routledge. https://doi.org/10.4324/9781315231747
   Google Scholar
• Ciardiello AV. 2004. Democracy’s young heroes: An instructional model of critical literacy practices. The Reading Teacher 58(2): 138–147. https://doi.org/10.1598/RT.58.2.2
   Web of Science ®Google Scholar
• Cox RW. 1996. Civilisations in the world political economy. New Political Economy 1(2): 141–156. https://doi.org/10.1080/13563469608406250
   Google Scholar
• Davidson B. 1992. The Black man’s burden: Africa and the curse of Nation-state. London: James Curry.
   Google Scholar
• Flores N. 2013. The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly 47(3): 500–520. https://doi.org/10.1002/tesq.114
   Web of Science ®Google Scholar
• Freire P. 1970. Pedagogy of the Oppressed. London: Penguin Random House.
   Google Scholar
• Freire P. 1984. Education, liberation and the church. Religious Education 79(4), 524–545. doi: 10.1080/0034408400790405
   Web of Science ®Google Scholar
• García O. 2019. Decolonizing foreign, second, heritage and first languages: Implications for education. In: Macedo D (ed.), Decolonizing foreign language education. New York: Routledge. pp. 152–168. https://doi.org/10.4324/9780429453113-6
   Google Scholar
• Garcia O, Kleyn T. 2016. Translanguaging theory and project. In: Garcia O, Kleyn T (eds) Translanguaging with multilingual students: Learning from classroom moments. pp. 9–34. New York: Routledge.
   Google Scholar
• García O, Flores N, Woodley HH. 2012. Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. In: Yiakoumetti A (ed.), Harnessing linguistic variation to improve education: Rethinking education. Volume 5. Oxford: Peter Lang. pp. 45–75.
   Google Scholar
• García O, Leiva C. 2014. Theorizing and enacting translanguaging for social justice. In: Blackledge A, Creese A (eds), Educational linguistics series: Vol. 20. Heteroglossia as practice and pedagogy. Dordrecht: Springer. pp. 199–216. https://doi.org/10.1007/978-94-007-7856-6_11
   Google Scholar
• García O, Wei L. 2014. Translanguaging language, bilingualism and education. New York: Palgrave Macmillan.
   Google Scholar
• Hibbert L, van der Walt C, eds. 2014. Multilingual universities in South Africa. Clevedon: Multilingual Matters.
   Google Scholar
• Janks H. 2012. Literacy and Power. London: Routledge.
   Google Scholar
• Kamwangamalu NM. 2002. The social history of English in South Africa. World Englishes 21(1): 1–8. https://doi.org/10.1111/1467-971X.00227
   Google Scholar
• Klapwijk N, van der Walt C. 2016. English-plus multilingualism as the new linguistic capital? Implications of university students’ attitudes towards languages of instruction in a multilingual environment. Journal of Language, Identity & Education 15(2): 67–82. doi: 10.1080/15348458.2015.1137475
   Web of Science ®Google Scholar
• Kleyn T, García O. 2019. Translanguaging as an act of transformation: Restructuring teaching and learning for emergent bilingual students. In: de Oliviera C (ed.), The Handbook of TESOL in K-12. Oxford: John Wiley & Sons. pp. 69–82. https://doi.org/10.1002/9781119421702.ch6
   Google Scholar
• Lewis G, Jones B, Baker C. 2012. Translanguaging: developing its conceptualisation and contextualisation. Educational Research and Evaluation 8(7): 655–670. https://doi.org/10.1080/13803611.2012.718490
   Google Scholar
• Lewison M, Flint AS, Van Sluys K. 2002. Taking on critical literacy: The journey of newcomers and novices. Language Arts 79(5): 382–392.
   Google Scholar
• Makalela L. 2015. Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms. Language and Education 29(3): 200–217. https://doi.org/10.1080/09500782.2014.994524
   Web of Science ®Google Scholar
• Mbirimi-Hungwe V. 2020. An insight into South African multilingual students’ perceptions about using translanguaging during group discussion. Applied Linguistics 2020: 1–18.
   Google Scholar
• Mbirimi-Hungwe V. 2021. Translanguaging as an act of emancipation: Rethinking assessment tools in multilingual pedagogy in South Africa. Per Linguam 37(1): 97–108. https://doi.org/10.5785/37-1-930
   Google Scholar
• Ministry of Education. 2002. Language Policy for Higher Education. http://www.dhet.gov.za/Management%20Support/Language%20Policy%20for%20Higher%20Education.pdf
   Google Scholar
• Mncwango EM. 2009. Language and the current challenges in the South African school system. Journal of Humanities and Social Sciences 1(1): 51–54.
   Google Scholar
• Nakhooda M, Paxton M. 2021. A translanguage pedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context. Critical Studies in Teaching and Learning 9(SI): 38–55. https://doi.org/10.14426/cristal.v9iSI.339
   Google Scholar
• Ndlhovu F. 2017. Language, migration, diaspora: Challenging the big battalions of groupism. In: García O, Flores N, Spotti M (eds), The Oxford Handbook of Language and Society. New York: Oxford University Press. pp. 141–160.
   Google Scholar
• Ndlhovu F, Siziba L. 2018. English in southern Africa. In: Kamusella T, Ndhlovu F (eds), The Social and Political History of Southern Africa’s Languages. London: Palgrave Macmillan. pp. 65–92.
   Google Scholar
• Ndlhovu F, Makalela L. 2021. Decolonising Multilingualism in Africa: Recentring Silenced voices from the global South. Bristol: Multilingual Matters.
   Google Scholar
• Ngcongco L. 1979. Origins of Tswana. Pula 1(2): 21–46.
   Google Scholar
• Norris K, Lucas L, Prudhoe C. 2012. Examining Critical Literacy: Preparing Preservice Teachers to Use Critical Literacy in the Early Childhood Classroom. Multicultural Education 19(2): 59–62.
   Google Scholar
• Oyoo SO. 2009. Beyond general proficiency in language of instruction: towards the appropriate perspective on language for effective learning in African science classrooms. In: Shafer M, MacNamara C. (eds), Refereed proceedings of the 17th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE 2009), 19–22 January 2009, Volume I, pp. 197–212. Grahamstown: Rhodes University.
   Google Scholar
• Park JSY, Wee L. 2012. Markets of English: Linguistic Capital and Language Policy in a Globalizing World. New York: Routledge.
   Google Scholar
• Prah KK. 2008. The language of instruction conundrum in Africa. Meeting on Implication of Language for Peace and Development (IMPLAN). www.casas.co.za
   Google Scholar
• Saunders M, Lewis P, Thornhill A. 2012. Research Methods for Business Students. Harlow: Pearson Education Ltd.
   Google Scholar
• Velasco P, Garcia, O. 2013. Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37:6–23 doi: 10.1080/15235882.2014.893270
   Google Scholar
• Webb V, Kembo-Sure. 2000. African Voices: An Introduction to the Languages and Linguistics of Africa. Cape Town: Oxford University Press Southern Africa.
   Google Scholar
• Wei L. 2016. New Chinglish and the post-multilingualism challenge: Translanguaging ELF in China. Journal of English as a Lingua Franca 5(1): 1–25. doi: 10.1515/jelf-2016-0001
   Web of Science ®Google Scholar
• Williams C. 1996. Secondary Education: Teaching in the bilingual situation. In: Williams C, Lewis G, Baker C (eds), The language policy: Taking stock. Llangefni: CAI. pp. 39–78.
   Google Scholar
• Yafele S. 2021. Translanguaging for academic reading at a South African university. Southern African Linguistics and Applied Languages Studies 39(4): 404–424. https://doi.org/10.2989/16073614.2021.1981767
   Web of Science ®Google Scholar
• Vogel S, García O. 2017. Translanguaging. In: Noblit G, Moll L (eds), Oxford Research Encyclopedia of Education. Oxford University Press. pp. 1–21. https://doi.org/10.1093/acrefore/9780190264093.013.181
   Google Scholar