The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Translanguaging in School Contexts: International Perspectives
Abstract
This article looks at translanguaging and its development and summarizes the articles in this special issue. The difference between code-switching and translanguaging is explained as related to an emerging paradigm in the study of bilingualism and multilingualism. This paradigm implies a holistic conceptualization and a new vision of languages, speakers, and repertoires. The diversity of contexts in which bilingual and multilingual education takes place can shape teachers’ and researchers’ perspectives on translanguaging. In this article, a distinction between pedagogical translanguaging and spontaneous translanguaging is proposed. Pedagogical translanguaging refers to specific teaching strategies and spontaneous translanguaging refers to discursive practices used by bilingual and multilingual speakers. The studies in this special issue exemplify the way in which translanguaging can offer more learning opportunities and negotiate social identities. They also show that there are important contextual differences regarding the medium of instruction, language, societal and educational aims, and the typical type of child.
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Citations
Cites
García, O., & Wei, L. (2014) · doi:10.1057/9781137385765 · Cited by 3,831
Translanguaging: origins and development from school to street and beyond
Lewis, G., Jones, B., & Baker, C. (2012) · Educational Research and Evaluation · doi:10.1080/13803611.2012.718488 · Cited by 924 · cited 1×
“Lewis et al. (2012) explain the original meaning of translanguaging as a pedagogical strategy that alternates the languages for input and output activities inside the classroom.”
BackgroundMinority languages and sustainable translanguaging: threat or opportunity?
Cenoz, J., & Gorter, D. (2017) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2017.1284855 · Cited by 561
Self-citationLin, A. (2013) · TESOL Quarterly · doi:10.1002/tesq.113 · Cited by 173
The effects of biliteracy instruction on morphological awareness
Lyster, R., Quiroga, J., & Ballinger, S. (2013) · Journal of Immersion and Content-Based Language Education · doi:10.1075/jicb.1.2.02lys · Cited by 100
Research works printed but not linked: 19
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- Cenoz J., 2015, Multilingual education: Between language learning and translanguaging, 10.1017/9781009024655 · DOI
- 10.1007/978-3-319-02325-0 · DOI
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Cited by
Teaching English through pedagogical translanguaging
Cenoz, J., & Gorter, D. (2020) · World Englishes · doi:10.1111/weng.12462 · Cited by 335
Self-citationLEUNG, C., & VALDÉS, G. (2019) · The Modern Language Journal · doi:10.1111/modl.12568 · Cited by 205
Implementing pedagogical translanguaging in trilingual schools
Cenoz, J., & Santos, A. (2020) · System · doi:10.1016/j.system.2020.102273 · Cited by 161
Self-citationExamining Pedagogical Translanguaging: A Systematic Review of the Literature
Prilutskaya, M. (2021) · Languages · doi:10.3390/languages6040180 · Cited by 125
Burton, J., & Rajendram, S. (2019) · TESL Canada Journal · doi:10.18806/tesl.v36i1.1301 · Cited by 79
“In closing the gap between translanguaging as a concept to translanguaging as a practice, instructors need to take on a holistic reconceptualization of language, and see language speakers, the languages they speak, and their linguistic repertoires through an entirely new lens (Canagarajah, 2011; Cenoz, 2017).”
BackgroundPedagogical translanguaging in community/heritage Arabic language learning
Abourehab, Y., & Azaz, M. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2020.1826496 · Cited by 40
Gynne, A. (2019) · Classroom Discourse · doi:10.1080/19463014.2019.1628791 · Cited by 32
Metadata
- Authors
- Cenoz, J.
- Venue
- Journal of Language, Identity & Education
- Publisher
- Informa UK Limited
- Published
- 2017-07-04
- Volume
- 16
- Issue
- 4
- Pages
- 193-198
- ISSN
- 1532-7701 (ISSN-L)
- 1534-8458
- OpenAlex
- W2742112701
- Cited by
- 263
- References
- 5
- FWCI
- 43.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Funders
- Eusko Jaurlaritza (IT-714-13)
- Secretaría de Estado de Investigación, Desarrollo e Innovación (MINECO/FEDER EDU2015-63967-R)
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