This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies. From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.
This book is open access under a CC BY ND licence.
This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence.
Arvustused
This volume is a powerful advocacy for translanguaging in education. Krompák, Meyer, and Makarova, along with the contributors, center the voices of multilinguals whether migrants, Indigenous communities, or dominant majority speakers highlighting their agency in learning and identity-building. This book is an essential read for educators and researchers committed to linguistic justice and equity. * Sender Dovchin, Curtin University, Australia * This excellent volume on translanguaging in diverse education contexts explores how multilingual speakers draw on their full linguistic repertoires to challenge traditional boundaries and promote inclusive, dynamic learning spaces. Offering critical overviews and applications, the book promotes advocacy for inclusive practices. It shows how pedagogical translanguaging improves proficiency, promotes equity, and challenges monolingual norms. It is essential reading for educators and researchers committed to supporting multilingual learners. * Jasone Cenoz and Durk Gorter, University of the Basque Country, Spain * This volume presents rich and thorough evidence of translanguaging as both transformative theory and practice. The chapters reflect a deeply intertwined diversity of situated educational and research experiences and form a robust and exhilarating assemblage of voices, principles and practices which greatly contribute to the development of authoritative new meanings and understandings of a practical theory of translanguaging in contemporary society. * Cláudia Hilsdorf Rocha, UNICAMP Universidade Estadual de Campinas, Brazil *
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Vigorously advocates for realising translanguagings transformative potential in education
Contributors
Chapter
1. Stephan Meyer, Edina Krompák and Elena Makarova: Towards a
Practical Theory of the Translanguaging of Education: The Significance of
Evidence-Based Deliberative Advocacy
Part 1: Translanguaging Strategies and Practices in Education
Chapter
2. Sonya Maechler-Dent and Catherine Blons-Pierre: Implementing
Translanguaging in an Assessment-Based Education System: The Emerging
Challenges for a Multilingual Primary School in the Canton of Zurich,
Switzerland
Chapter
3. Gabriela Steffen and Audrey Freytag-Lauer: Translanguaging for
Subject Knowledge Construction: Meso-Alternation in Swiss Plurilingual
Education
Chapter
4. Rachel Bowden, Jean Claude Dushimimana, Innocente Uwineza and
Alphonse Uworwabayeho: The Potential of Translanguaging for Pedagogical
Research and Development in Rwanda
Chapter
5. Aysel Kart: Self-Regulated Translanguaging Strategies of
Multilingual Students in Upper Secondary School in Austria
Chapter
6. Elizabeth J. Erling, Felicitas Siwik, Katharina Haslacher and
Anouschka Foltz: Have Preservice English Teachers Embraced Translanguaging?
Insights from Austria and Germany
Chapter
7. Holli Schauber and Slavka Pogranova: An Exploratory Case Study of
Translanguaging Practices in a Primary and Secondary School Teacher Training
Context in Switzerland
Chapter
8. Verbra Pfeiffer: Translanguaging as a Pedagogical Resource in
Multilingual Classrooms in South Africa: Influence of Home Language on the
Academic Writing of L2/L3 Preservice University Student Teachers
Chapter
9. Claudine Kirsch and Doen Bebi-Crestany: Researching
Translanguaging in Literacy Activities in ECE Centers in Luxembourg: Insights
into Qualitative Methods and Ethical Considerations
Part 2: Translanguaging in Transregional and Transdisciplinary Educational
Spaces
Chapter
10. Adrian Blackledge and Angela Creese: Translanguaging and Poetry
Chapter
11. Karin van der Worp and Itxaso Etxebarria Lekanda: Translanguaging
in Cross-Border University Collaborations: Enhancing Linguistic Diversity
Chapter
12. Philipp Saner: Translanguaging in Music: Exploring Transmusicking
among Experimental Musicians
Chapter
13. Chiara Facciani: Translanguaging and Education: Questioning
Migrant Speakers Perceptions Regarding Translanguaging Practices
Chapter
14. Irène Zingg: Beyond Marginalized Multilingualism(s): What
Perspectives Does the Concept of Translanguaging Offer for the Teaching and
Learning of Heritage Languages?
Chapter
15. Ofelia García: Afterword: Translanguaging Voices that Stand for
Themselves
Index
Edina Krompák is Professor of Educational Sciences and Head of the Institute of Language Learning and Teaching and Educational Linguistics at the University of Teacher Education Lucerne as well as lecturer at the University of Basel, Switzerland. Her research encompasses the relationships between linguistic landscape and educational spaces, translanguaging in education, language and identity, and multimodality in language learning and teaching.
Stephan Meyer is Head of English and coordinator of Arabic, Chinese and Japanese at the Language Centre at the University of Basel, Switzerland, where he teaches English as an academic lingua franca and promotes multilingualism in higher education. His interests include academic discourse, transsemiotisation and social theory.
Elena Makarova is Professor of Educational Sciences and Director of the Institute for Educational Sciences at the University of Basel, Switzerland. Her research focuses on development, learning and teaching in the face of heterogeneity in the school context, inclusion and exclusion processes due to origin, and gender in educational settings and developmental trajectories.
