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Disinventing and reconstituting language for learning in school Science / Carolyn McKinney
// Language and education Vol. 33-No 2/2019 2019p.141-158 Language ideologies profoundly shape and constrain the use of language as a resource for learning in ‘multilingual’ or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an example of pedagogical practice which was designed in response to a linguistic ethnography of Year 9 Science learning in a South African high school. The aim of this intervention is to move beyond the constraints of current language ideologies and to enable bilingual isiXhosa/English students to use a wide range of resources from their semiotic repertoires for learning Science. We will argue that debates about language of instruction in post-colonial contexts which pit one named language against another, misdirect our attention away from how the resources of language and other semiotic modes are or are not being used for learning in classroom discourse and learning materials. We aim to show how pedagogical translanguaging and trans-semiotising can be taken up as strategies of disinvention and reconstitution of ‘language’ for learning Science. (195)
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Reimagining English language learners from a translingual perspective / Jason Anderson.
// ELT Journal, Volume 72, Issue 1, (16 January 2018) 72/1 2018.p. 26–37. This article explores the potential implications of theorizing in translingualism and translanguaging for foreign language teaching and learning. I discuss key terminology and introduce a translingual continuum as a potential way to understand language use practices both within and across communities. I report on an exploratory study into the self-identified future language use profiles of 116 adult EFL learners studying in the United Kingdom, the majority of whom perceive a need for translingual practices in their varied futures. I discuss the implications, both of these findings and other research for language teaching pedagogy, considering how translingual competence may differ from communicative competence, and providing practical suggestions for teachers working in different contexts. I also discuss how reimagining the language classroom as a translingual community potentially provides a way of redefining notions of authenticity and the role of the teacher as a translingual practitioner, thereby avoiding the divisive native-speaker–non-native-speaker dichotomy.
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Translanguaging, place and complexity / Mastin Prinsloo
// Language and education Vol. 33-No 2/2019 2019p.159-173 Prevalent approaches to classroom languaging and bilingual education interpret the practices of multilingual groups of people through a monolingual lens that obscures the fluid languaging and semiotic practices of contemporary communities who engage in dynamic semiotic and linguistic practices, rather than ‘add’ one language to another in the form of a double monolingualism. The paper examines the arguments for and constraints upon a translanguaging paradigm as a pedagogic strategy in classrooms and it considers how translanguaging practices have different consequences in Southern settings as contrasted with Euro- or North American contexts. The paper critically examines a spatiotemporal or scalar perspective on language-linked social inequalities and language-evaluation processes in school as an account for why the fluid language practices characteristic of everyday interaction and of certain kinds of learning-helpful interaction in classrooms do not transfer to a rationale for translanguaging becoming the norm in schooling. The research finds that innovative and emerging translanguaging practices happen ‘under the covers’ as it were, and make learning possible under constrained conditions. Researching classroom practices as a rhizometically assembled network of actors, materials, resources and practices, in their complexity and particularity, helps us to concretely identify possible points of attack to tackle persisting educational inequality.
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