American Educational Research Journal· 2017Q1
A Multilingual Perspective on Translanguaging
- 653citations
- Q1SCImago
- 2017year
Short summary
This paper proposes an integrated multilingual model of individual bilingualism, distinguishing grammars from linguistic repertoires, to reframe translanguaging scholarship.
AI-generated from the title and abstract; the full text is not read.
Key points
- Proposes an integrated multilingual model of individual bilingualism.
- Distinguishes between grammars and linguistic repertoires.
- Argues bilinguals have a single linguistic repertoire but a diverse mental grammar.
- Contrasts the integrated model with unitary and dual competence models.
AI-generated from the title and abstract; the full text is not read.
Abstract
Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.
The authors' abstract, as published at the source. American Educational Research Journal, 2017 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences