Educational Research and Evaluation· 2012Q2
Translanguaging: developing its conceptualisation and contextualisation
- 644citations
- Q2SCImago
- 2012year
Short summary
Translanguaging, a new concept distinct from code-switching and translation, enhances children's language proficiency, cognitive development, and content understanding in the classroom.
AI-generated from the title and abstract; the full text is not read.
Key points
- Translanguaging is a distinct concept from code-switching and translation, with unique linguistic and ideological underpinnings.
- It offers pedagogical benefits for children's language proficiency and cognitive development.
- Translanguaging can deepen learning by improving content understanding and subject-specific comprehension.
- The concept is ideological and has implications for educational practices involving diverse learners, including Deaf children.
AI-generated from the title and abstract; the full text is not read.
Abstract
Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological.
The authors' abstract, as published at the source. Educational Research and Evaluation, 2012 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences