Annual Review of Applied Linguistics· 2015Q1· Review
Translanguaging and Identity in Educational Settings
- 522citations
- Q1SCImago
- 2015year
Short summary
Translanguaging, the use of a full linguistic repertoire in superdiverse societies, is reshaping how language and identity are understood and enacted in education.
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Key points
- Superdiverse societies necessitate new understandings of communication and language use.
- Translanguaging research views identities as socially constructed in interaction.
- The complexity of modern communication, including online resources, influences language and identity.
- Developments in translanguaging have significant implications for 21st-century education.
AI-generated from the title and abstract; the full text is not read.
Abstract
ABSTRACT This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on “translanguaging,” examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.
The authors' abstract, as published at the source. Annual Review of Applied Linguistics, 2015 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences